This professional development presentation focuses on maximizing the advantages of students with ADD/ADHD rather than harping on the negatively perceived symptoms of a diagnosis.

1. AD(H)D Has
Its Advantages!
A Shift in Paradigm Regarding
Attention Deficit (Hyperactivity) Disorder
Richard Eggum
Professional Development Series

2. AD(H)D
Table of Contents An Introduction 3
Part One: Signs of AD(H)D 7
Part Two: The Brain 12
Part Three: The Experts 20
Part Four: Understanding Behavior 33
Part Five: Thriving Because of AD(H)D 40
Conclusion: An Emerging Paradigm 44
Additional Resources 46
References 48
Citation 59

3. AD(H)D
An Introduction
3

4. Shifting Paradigm
What is more essential:
that we cure students with AD(H)D
or
that we value all of our students
for having unique brain structures
and chemistries and help them
to discipline their minds?
This adolescent boy is intensely focused on a toy
while playing outside on a summer day (Byrd, n. d.). Why?
Listen to a summary of the position on AD(H)D
advanced by Cushner, McClelland, and Safford (2014).
4

5. Teaching Children
A teacher patiently explains mechanics to his student with
the aid of a model wind turbine (Skelley, n. d.).
What for?
Students who experience AD(H)D inspire
their classmates to engage in active learning
when teachers respect and appreciate their
divergent thinking patterns (Zabelina, Condon,
& Beeman, 2014).
Therefore, learning will happen when
teachers serve these intelligent, curious, and
imaginative students (some of whom are full of
energy) as advocates and mentors.
5

6. An Unbiased Description
“Virtually
all students
are apt to be
inattentive,
hyperactive,
and impulsive
at one time
or another.
But those
with [AD(H)D]
typically have
significant and
chronic deficits
in [one or more of]
these areas…”
(Ormrod,
2014, p. 137).
An adolescent boy with AD(H)D experiences anxiety in a stressful situation. As his
body adjusts to an increase in hormones, he may exhibit inattention, hyperactivity,
and/or impulsivity (Higgins, n.d.; Ranabir & Reetu, 2011).
How come?
6

7. AD(H)D
Part One: Signs of AD(H)D
7

8. Interference
AD(H)D is not merely
a deficit of attention
or an abundance
of nervous energy.
Instead, it is also
an inconsistent focus
that interferes, at times,
with attention and that,
at other times, directs
attention toward multiple
stimuli ( Epstein et al., 2011;
Tamm et al., 2012).
Second grade students use bouncy balls as seats to address the need to move while learning for extended periods
of time (Rocklow, 2015). Click the screen (on the black square) above to view the video file.
8

9. Inattention
Almost all students
are inattentive from
time to time.
Those with AD(H)D
consistently “have …
difficulty focusing … on …
tasks” and “have trouble …
following directions”
(Ormrod, 2014, p. 137;
Palmer & Finger, 2001).This adolescent girl is distracted from her lesson (Pronk, n.d.). What’s wrong?
9

10. Hyperactivity
Many students
are hyperactive
from time to time.
Students with AD(H)D, however,
“have an excess amount of energy.
They’re apt to be fidgety and … move around the
classroom [often]” (Borgå Johansen et al., 2002;
Nigg,et al., 2002; Ormrod, 2014, p. 137).
An adolescent girl stands up in her chair disruptively;
shouting impulsively while her classmates work
productively and quietly (Grill, n. d. b) .
Why?
10

11. Impulsivity
Some students can be very
impulsive on occasion.
Students with AD(H)D
may “blurt out answers
[and often] engage in risky
or destructive behavior
without thinking…”
(Brocki et al., 2010;
Ormrod, 2014, p. 137).
An impulsive adolescent boy cannot resist pulling
on the hair of a fellow classmate (Grill, n. d. a).
11

12. AD(H)D
Part Two: The Brain
12

13. Brain Structures
“In many instances,
[AD(H)D] appears to be
the result of brain abnormalities
that limit students’ ability to focus
their attention and control their
behaviors” (Cubillo et al., 2012;
Konrad & Eickhoff, 2010;
Ormrod, 2014, p. 137).
The body communicates with the brain and vice versa through electrical
and chemical synapses via neurons (Center on the Developing Child, 2011).
Additional Resources:
Three Core Concepts
in Early Development
(CoDC, 2017)
Neurology: Neuron
(Hasudungan Faigl, 2013)
The Secret Life of the Brain:
The Baby’s Brain (PBS, 2012)
13

14. Prefrontal Cortex (PFC)
The prefrontal cortex is “the gray matter
of the anterior part of the frontal lobe
that is highly developed in humans
and plays a role in the regulation of
complex cognitive, emotional, and
behavioral functioning”
(Merriam-Webster, 2018).
It is located at the front of the brain, and
we use it to make decisions and to
process short-term memories.
A map of the human brain indicating the location
of the prefrontal cortex (Digitalista, n. d.).
14

15. Basal Ganglia
A map of the human brain indicating the location
of the basal ganglia (Decade 3D – Anatomy Online, n. d. b).
“The ganglia are… [near] the center
of the brain” (Amen, 2013, p. 101) and
assist us in springing to action. (p. 102).
The basal ganglia consist of four brain structures:
the caudate nucleus, putamen, globulus pallidus,
and amygdala (Reynolds & Parr-Brownlie, 2018).
These structures primarily “specialize in
processing information on movement and in fine-
tuning the activity of brain circuits [to] determine
the best possible response in a given situation…”
(Reynolds & Parr-Brownlie, 2018).
15

16. Limbic System
“The … limbic system lies near the
center of the brain. … [It] store[s] …
emotional memories … . … [It] affects
motivation and drive … [as well as]
bonding and social connectedness.
… [It also helps in] translating our
emotional state into physical feelings
of relaxation or tension”
(Amen, 2013, p. 140-144).
A map of the human brain indicating the location
of the basal ganglia (Decade 3D, n. d. c).
16

17. The Basal Ganglia
within the Limbic System
The basal ganglia (left) is a specialized brain structure within the limbic system (right), yet the limbic system
processes emotions and communicates that data to the ganglia so that they may provide assistance in
performing an appropriate movement in response to the stimuli affecting emotion. (Wissmann, n. d.).
17

18. Temporal Lobes
“The temporal lobes,
underneath your
temples and behind
your eyes, are involved
with memory, learning,
mood stability,
and visual processing
of objects” (Amen,
2013, p. 120).
A map of the human brain indicating the location
of the temporal lobes (Decade 3D – Anatomy Online, 2014).
18

19. Cerebellum
“At the back …
of the brain is the
cerebellum ... . … [It] is
involved in physical
coordination, [and]
integrating new
information … ,” and
we use it to process
long-term memory
(Amen, 2013, p. 102).
A map of the human brain
indicating the location of the cerebellum
Two studies suggests that the
cerebellum has more influence
over the behavior of children
diagnosed with AD(H)D than
was previously thought. It may
be that a reduction in size of
three lobules are responsible for
what adults perceive
to be a lack of self-control
(Bequin et. al., 1998; Goetz,
Vesela, & Ptacek, 2014; ).
19

20. AD(H)D
Part Three: The Experts
20

21. Dr. Russell Barkley
Dr. Barkley is a psychologist
and clinical professor of psychology
at the University of South Carolina.
He has co-authored Your Defiant Child:
8 Steps to Better Behavior (1998)
and Managing ADHD in School:
The Best Evidence-Based Methods
for Teachers (2016).
Dr. Barkley, speaking before the Centre for ADHD/ADD Advocacy Canada,
comprehends AD(H)D solely as a pathology (Whatshakin3, 2014).
21

22. Dr. Daniel Amen
Dr. Daniel Gregory Amen
specializes in the clinical diagnosis
and holistic treatment of AD(H)D.
Through the use of single photon emission
computed tomography (SPECT)
brain imaging, Dr. Amen has identified
seven types of AD(H)D
(Amen et al., 2012; Amen 2013).
Dr. Amen has eight clinics, including one
in Reston, Virginia (Amen Clinics, 2018;
Stefanchik, n. d.).
22

23. SPECT Neuroimaging
Although the computer-aided images appear to show missing brain tissue, this simply shows a lack of
brain activity, which may indicate depression. The purple areas may indicate hyperactivity, and the blue
areas usually show normal levels of brain activity (Connect the Dots, 2018).
23

24. Seven Types of AD(H)D
(Amen Clinics, 2018).
24

25. Classic AD(H)D
 Think of a student with ADD? Can you picture a child that is
“restless, in constant motion, noisy, talkative,
 and demanding”? (Amen, 2013, p. 91).
(Amen Clinics, 2018).
25

26. Inattentive AD(H)D
Students with Inattentive ADD “are more likely to
daydream” than to “cause problems in class”
(Amen, 2013, p. 104).
They are “labeled slow, lazy, spacey, or unmotivated”
and are “thought of as couch potatoes who have trouble
finding interest in their lives” (p. 104).
(Amen Clinics, 2018).
26

27. Over-Focused AD(H)D
Students with Over-focused ADD have “trouble shifting
attention and a tendency to get…locked into negative
thought[s]…or behaviors. …It is frequently found
in…children…of alcoholics” (Amen, 2013, p. 109).
(Amen Clinics, 2018).
27

28. Temporal Lobe AD(H)D
Students with Temporal Lobe ADD “struggle
with mood instability, irritability, dyslexia, and
memory problems” (Amen, 2013, p. 120).
There is a “correlation with…head injuries” and
Temporal Lobe ADD. Also, children who live
with “domestic violence” and who have
“suicidal thoughts” are at risk (p. 120).
(Amen Clinics, 2018).
28

29. Limbic AD(H)D
Students with Limbic ADD are depressed and
experience “negativity, moodiness, sadness,
low energy, and decreased interest in life”
(Amen, 2013, p. 140).
(Amen Clinics, 2018).
29

30. Ring of Fire AD(H)D
Students that have Ring of Fire ADD are either
hyperactive or inattentive; but in either case, they tend
to have outbursts of anger” (Amen, 2013, p. 150).
Dr. Amen refers to this type of ADD as a ring of fire
because it affects most of the structures within the brain.
The SPECT image looks like a ring around the brain.
(Amen Clinics, 2018).
30

31. Anxious AD(H)D
Students with Anxious ADD are fearful. They are afraid
of “being judged” and avoid conflict (Amen, 2013, p. 161).
They “predict the very worst” and have “headaches and
stomachaches” (p. 161).
(Amen Clinics, 2018).
31

32. A Model of Respect
A competing model asserts that
individuals with AD(H)D have alternative
brain structures. Like all people, these
individuals have heightened abilities
that are conducive to certain learning
environments and obstructive in other
settings. They deserve to be understood
rather than stigmatized for their particular
set of challenges.
Teacher and student collaborators work together in
partnership to share responsibility for teaching ,
learning, and growing (Chitiva, n. d.).
32

33. AD(H)D
Part Four: Understanding Behavior
33

34. Mind(less/full)ness
We can either be mindless and
“…find ourselves reacting
automatically in negative ways…”
to stress or we can be mindful
and acknowledge that life is stressful
(Hawn, 2011, p.63). By focusing
attention to our breathing—
and only our breathing—we can gain control.
(Untitled online image of children practicing mindful breathing, n. d.).
34

35. Making Time
“…sitting for twenty minutes
doing mindful breathing is not
as effective as doing it
three times a day for three
minutes each time”
(Hawn, 2011, p. 68).
Adolescent practicing mindful breathing (Lafleur-Vetter, n. d.).
35

36. In the Moment
Practice mindful breathing
whenever you need to focus
attention or need to calm down.
Use it at the beginning of the day,
right before a test, and especially
at mid-afternoon when
the body is most stressed.
(Untitled online image of children practicing mindful breathing, on their desks n. d.).
36

37. Being Aware
of Emotions
Students can direct
their response
to increased or decreased
activity in the brain
by understanding
how their brain works
and also by
being aware of
their emotions.
As a result, individuals
with AD(H)D can
distinguish between
chemical changes
in their brain
that take control of
behaviors and emotional
responses to the
actions of others.
Robert Plutchik’s Wheel of Emotions (Zheng, 2015).
37

38. Accepting
Happiness
“…the more a thought is practiced, the stronger
the [neural] circuits that hold it in memory become.
When…our children repeatedly imagine happy
outcomes… [their] brains build resilience,
perseverance, and insurance against depression.
It is what psychologists call creating intention,
attention, and attitude” (Hawn, 2011, p. 117).
(Untitled online image of an adolescent girl smiling, n. d.).
38

39. Practicing
Happiness
When we become aware of a negative
(often untrue) thought or emotion,
we can verbally share our blessings
with other people to speak to our brain.
We can thank people for being
blessings to us and show appreciation with
appropriate physical gestures.
Thus, we train our bodies and our behaviors.
One way of practicing happiness is
to write down blessings in a gratitude journal
(Untitled online image of a gratitude journal, n. d.).
39

40. AD(H)D
Part Five: Thriving Because of AD(H)D
40

41. Partnering
Teachers can partner with parents to ensure
that proper medication helps to address
a specific type of AD(H)D and is used
consistently. Additionally, teachers can
maximize the strengths of students with AD(H)D
through active and engaging learning that
disciplines the mind-body connection
to function at optimal levels .
A teacher works with parents at a conference that
focuses on solutions rather than problems (Untitled
online image of parent-teacher conference, n. d.).
41

42. Supporting
Teachers can utilize memory systems
that incorporate kinetic devices to focus
attention on topics that are of interest to
students through project-based learning.
Teachers can also minimize symptoms
of AD(H)D through mindful awareness
and practicing happiness.
(Untitled online image of students engaged
in Total Physical Response, n. d.).
42

43. Success
When teachers help students with
AD(H)D utilize the strengths of their
brain structures, students become
capable of passing high-stakes
assessments and working
productively with peers on projects.
They can go on to university and
to the workplace and succeed.
(Untitled online image of “success” as we think it should
be and as it really is, n. d.).
43

44. AD(H)D
Conclusion: An Emergent Paradigm
44

45. AD(H)D Should Be a Gift!
This inspirational video asserts that AD(H)D is more than a diagnosis. It is a way of being that should not be pathologized.
Individuals with AD(H)D should be understood, respected, and set up for achievement by their teachers (Thirstypioneer, 2012).
45

46. Additional Resources
Center on the Developing Child [CDC]. (2017). Three core concepts in early development. Retrieved from
https://developingchild.harvard.edu/resources/three-core-concepts-in-early-development
The Center on the Developing Child at Harvard University has produced a website that promotes three videos:
Experiences Build Brain Architecture, Serve and Return Interaction Shapes Brain Circuitry, and Toxic Stress Derails
Healthy Development. The website also provides access to other multimedia presentations, research articles,
reports, and interviews.
Hasudungan Faigl, A. (2013 October 21). Neurology: Neuron [Video file].
Retrieved from https://www.youtube.com/watch?v=FVo04B0_5R4&t=18s
Armando Hasudungan Faigl is a medical practitioner and science communicator for St. George Hospital in Sydney,
Australia. His ability to explain the neuron in a dynamic graphic format elucidates the science of the brain more
clearly than most textbooks. Mr. Hasudungan Faigl speaks at a fast pace for the first 13 seconds of the video,
but slows down to a comprehensible pace once the actual lesson begins.
46

47. Additional Resources
Public Broadcasting System [PBS]. (2012, April 30). The secret life of the brain: The baby’s brain (mini).wmv [Video file].
Retrieved from https://www.youtube.com/watch?v=MS5HUDVNbGs&t=125s
PBS explores the development of the brain from birth to old age in a three-part mini-series The Secret Life of the
Brain: Wider than the Sky (PBS, 2002). This short clip (of eight minutes, seven seconds) is a sneak peak at the
first episode. It conveys wonder for the complexity of the human brain as experts describe it in scientific terms.
With poetic description, the narrator (Blair Brown) then summarizes the understanding of scientists
with reverential prose.
47

48. References
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and heal the seven types of attention deficit disorder. New York, NY: Berkley Books.
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Barkley, R. (2016). Managing ADHD in school: The best evidence-based methods for teachers.
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48

49. References
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53. References
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Lafleur-Vetter, S. (n. d.). Retrieved from
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Nigg, J. T., Butler, K. M., Huang-Pollock, C. L., & Henderson, J. M. (2002).
Inhibitory processes in adults with persistent childhood onset ADHD.
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Rocklow, J. (2015, January 13). Bend second-graders use bouncy balls for seats [Video file].
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Skelley, A. (n. d.). Teacher helping student with model wind turbine [Digital image].
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55

56. References
Thirstypioneer. (2012, August 31). ADD/ADHD is not a disorder. Alternative causes, treatments, tips and positive
feedback. Retrieved from https://www.youtube.com/watch?v=R7wwKylvSvU
[Untitled online image of a gratitude journal]. (n. d.)
Retrieved from http://www.janetstobie.com/cultivate-an-attitude-of-gratitude
[Untitled online image of an adolescent girl smiling]. (n. d.).
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[Untitled online image of children practicing mindful breathing]. (n. d.).
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[Untitled online image of children practicing mindful breathing on their desks]. (n. d.).
Retrieved from https://www.bonbonbreak.com/fun-ways-to-teach-mindful-breathing
[Untitled online image of students constructing items out of wood]. (n. d.).
Retrieved from http://nymag.com/guides/everything/urbanwoodsman/63408
[
56

57. References
[Untitled online image of students engaged in total physical response]. (n. d.).
Retrieved from https://www.teachingenglish.org.uk/article/total-physical-response-tpr
[Untitled online image of “success” as we think it should be and as it really is]. (n. d.).
Retrieved from https://www.aspiringmind.com/5-steps-achieve-personal-success
[Untitled online image of parent-teacher conference]. (n. d.).
Retrieved from https://www.signupgenius.com/school/parent-teacher-conferences-questions.cfm
Whatshakin3. (2014, June 2). Dr. Russell Barkley ADHD is not a gift [Video file].
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