A brief presentation focused on educating teachers on ADHD, debunking some misconceptions, and offering suggestions for how things can be improved in their classrooms.

1. ADHD & YOUR
CLASSROOM

2. A LITTLE
ABOUT ME

3. WHAT IS ADHD?
DIAGNOSTIC CRITERIA
Present 6 or more symptoms in at least 2
settings (5 for older teens and adults)
Symptoms present prior to 12 years of age
Must impact well being and functioning
3 types of presentations:
Inattentive Hyperactive/impulsive
Combined
Must not be better explained by another
disorder

4. INATTENTION
Fails to give close attention to details
or makes careless mistakes
SYMPTOMS
Has difficulty sustaining attention
Does not appear to listen
Struggles to follow instructions
Has difficulty with organization
Avoids or dislikes tasks requiring sustained
mental effort
Loses items
Is easily distracted
Is forgetful in daily activities

5. HYPERACTIVE/
IMPULSIVE
Has difficulty remaining seated
SYMPTOMS
Talk excessively
Acts as if driven by a motor; adults will often feel
inside as if they are driven by a motor
Blurts out answers
Runs about or climbs excessively;
extreme restlessness in adults
Difficulty engaging in activities quietly
Fidgets with hands or feet or squirms
in chair
Interrupts or intrudes upon others
Difficulty waiting or taking turns

6. OTHER
SYMPTOMS
Emotional Dysregulation
Emotional Dysregulation
Rejection Sensitivity
Rejection Sensitivity
Altered Time Perception
Altered Time Perception
Hyperfocus
Hyperfocus
Impaired Executive
Impaired Executive
Functioning
Functioning
Sensory Issues
Sensory Issues
Problems with Memory
Problems with Memory
Auditory processing Issues
Auditory processing Issues

8. WHY IS THIS IMPORTANT?
Mental Illness
Depression, anxiety, eating disorders, poor self
esteem, conduct disorders, substance abuse
Physical Illness
Linked to overall lower physical functioning,
risk of traffic accidents & injuries
Relationships
Rejection, instability, susceptible to abuse
untreated 2x as likely to divorce
Between 25% and 40% of people in prison have ADHD
School & Work
Reduced academic achievement, frequent
job hopping

9. DEBUNKING SOME
MYTHS &
MISCONCEPTIONS

10. # 1 PEOPLE
WITH ADHD
JUST NEED TO
TRY HARDER.
Executive (Dys)function
Executive (Dys)function
Your ability to regulate your brain
Your students could be
over OR under stimulated

11. Easy or basic things
Easy or basic things
are often boring
are often boring
# 2 PEOPLE
WITH ADHD
CAN'T EVER
FOCUS
Interesting
Challenging
Urgency
Emergency
Using anxiety to create a constant
Using anxiety to create a constant
state of urgency is not uncommon.
state of urgency is not uncommon.
Arousal is still arousal.
Arousal is still arousal.

12. # 3 EVERYONE
WITH ADHD IS
HYPERACTIVE
Internal vs External
Internal vs External
Presentations
Presentations
Inattentive Presentation
Inattentive Presentation
Maturity & presentation
Maturity & presentation

13. # 4 ADHD IS
A LITTLE
BOY
DISORDER
Not a childhood disorder
Not a childhood disorder
Girls & Underdiagnosis
Girls & Underdiagnosis
Lack of studies
Misconception Inattentive most likely
Socialized to hide symptoms
Chatterbox vs hyperactive
4%
4%
of adults have ADHD, a
of adults have ADHD, a
substantial proportion
substantial proportion
are undiagnosed
are undiagnosed

14. # 5 ADHD IS A
LEARNING
DISORDER
Twice Exceptional (2e)
Twice Exceptional (2e)
Highly comorbid with
Highly comorbid with
learning disorders
learning disorders
Some issues with brain maturation
Some issues with brain maturation
Inconsistent performance
Underdiagnosed
Creative
Divergent thinking
Intelligence is accelerated, but social
and emotional growth is delayed

15. # 6 ADHD IS
THE RESULT
OF PARENTS,
DIET, TV ETC
Genes:
60-90% heritability
Not just 1 gene
Diet:
Some evidence for
certain food dyes
Screen time:
Inconclusive for worsening
No evidence of causality

16. # 6 ADHD IS
THE RESULT
OF PARENTS,
DIET, TV ETC
Prefrontal Cortex:
Cognitive control
Decision making
Attentional control
Limbic System:
Behavioral and
emotional responses
Basal Ganglia:
Inter-brain communication
Motor control
Executive functioning
Reticular Activating System:
Arousal
Sleep/wake
Fight/flight

17. # 6 ADHD IS
THE RESULT
OF PARENTS,
DIET, TV ETC
Dopamine:
movement, memory,
pleasure and motivation
Norepinephrine:
alertness, arousal,
attention

18. # 6 ADHD IS
THE RESULT
OF PARENTS,
DIET, TV ETC
Dopamine:
movement, memory,
pleasure and motivation
Norepinephrine:
alertness, arousal,
attention

19. # 7 ADHD IS A
MODERN
DISORDER
Earliest medical
Earliest medical
reports come from
reports come from
the 18th century
the 18th century
First clinical description
First clinical description
comes from 1902
comes from 1902
ADD was added to
ADD was added to
the DSM 3 in the 80s
the DSM 3 in the 80s

20. # 8 ADHD
MEDICATION
IS ADDICATIVE
When used correctly,
When used correctly,
stimulants don't produce a high
stimulants don't produce a high
15%
15%
of adults with ADHD
of adults with ADHD
abuse or are dependent
abuse or are dependent
on substances
on substances
The most common reason for substance
The most common reason for substance
abuse is self medication
abuse is self medication
Treatment significantly
Treatment significantly
reduces the risk of
reduces the risk of
substance abuse
substance abuse

21. ADHD & YOUR CLASSROOM:
RETHINKING NORMS
Take the time to examine why
certain things are important to you
Allow more flexibility, especially
with reoccurring problem areas
Know the difference between big
things and little things

22. ADHD & YOUR CLASSROOM:
PRESENTING LESSONS
Provide an outline of your
lesson students can
follow along with
Try to keep a
consistent flow
throughout
Use multi sensory
presentations and try to
avoid 'text on slides'
Provide self correcting
materials that allow
students to fail
Explain the 'why' always

23. ADHD & YOUR CLASSROOM:
PRESENTING LESSONS
Provide an outline of your
lesson students can
follow along with
Try to keep a
consistent flow
throughout
Use multi sensory
presentations and try to
avoid 'text on slides'
Provide self correcting
materials that allow
students to fail
Explain the 'why' always

24. ADHD & YOUR CLASSROOM:
TESTS & WORKSHEETS
Consider offering untimed
tests to certain students
Make the important points
easy to find
Keep formatting simple
and consistent
Provide an alternative
environment to easily
distracted students

25. ADHD & YOUR CLASSROOM:
KEEPING FOCUS
Give instructions one
step at a time
Combine
written/verbal
instructions with
visual examples
Focus on quality
rather than quantity
for assignments
Keep time spent on
sustained attention and
active learning balanced Allow students to
make active
decisions in the
learning process

26. Q&A