This document provides an overview of Attention Deficit/Hyperactivity Disorder (ADHD), including its definition, symptoms, types, causes, treatments, and how to teach students with ADHD. It defines ADHD as a mental disorder beginning in childhood that makes it difficult to focus, pay attention, and control behavior. The main symptoms are inattention, hyperactivity, and impulsiveness. There are three types - inattentive, hyperactive-impulsive, and combined. Potential causes include genetics, smoking/drinking during pregnancy, and toxic exposure like lead. Treatment involves medication, therapy, or a combination to help children focus, learn, and control their behavior. When teaching students with ADHD, teachers should provide

1. Presentedby: Class: SI/MasterI
Benyoucef Rahima
Benseghir Sara
Bentiba Hala
Benyahia Aicha Scholaryear:2015_2016
University Of Batna
Department Of English

2. Attention Deficit/
Hyperactivity Disorder

3. Outline:
 Definition
 Different namings of the disorder
 Symptoms
 Who can develop ADHD
 Types of ADHD
 Causes of ADHD
 Treatments of ADHD
 ADHD vs high activity
 How to teach students with ADHD
 conclusion

4. Questions :
Does your child/student or little brother have trouble
paying attention?
Does he or she talk nonstop or have trouble staying
still?
Does he have a hard time controlling his or her
behavior?
If yes ; he might be developing a mental disorder like
ADHD and those unusual activities can be its symptoms.

5. What is attention deficit/hyperactivity disorder, or
ADHD?
ADHD is a common mental disorder that begins in
childhood and can continue through adolescence and
adulthood. It makes it hard for a child to focus and pay
attention. Some children may be hyperactive or have trouble
being patient. For children with ADHD, levels of inattention,
hyperactivity, and impulsive behaviors are greater than for
other children in their age group.

9. Different namings of the disoder:
 Health care professionals may use any of the
following terms when describing a child (or an
older person) who is overactive and has
difficulty concentrating: North Americans
commonly use the terms ADD (attention deficit
disorder) or ADHD (attention deficit
hyperactivity disorder). In the UK hyperkinetic
disorder is the official term - however, ADD
and ADHD have become widely used.

10. Who can develop ADHD?
 Children of all backgrounds can have ADHD.
Teens and adults can have ADHD too.

11. Switch too quickly from one activity to the next
Get distracted easily and forget things often
Have trouble finishing tasks like homework or chores
Lose toys, books, and school supplies often
Fidget and squirm a lot
Talk nonstop and interrupt people
Run around a lot
Touch and play with everything they see
Be very impatient
Blurt out inappropriate comments
Children with ADHD may:

12. What are the symptoms of
ADHD?
 ADHD has many symptoms. Some symptoms at
first may look like normal behaviors for a child, but
ADHD makes them much worse and occur more
often. Children with ADHD have at least six
symptoms that start in the first 12 years of their
lives.

18. It is important to note that the above signs
may be observed in children frequently and
usually do not mean the child has ADHD. It is
when these signs become significantly more
pronounced in one child, compared to other
children of the same age, and when his/her
behavior undermines his/her school and social
life, that the child may have ADHD.

19. Three main types of ADHD:
 There are three types of ADHD. They are defined
according to which symptoms stand out the most.
1-Inattentive Type:
 Very difficult to organize /finish a task.
 Hard to pay attention to details
 Find it difficult to follow instructions or
conversations.

23. 2-Hyperactive-Impulsive Type:
 The person finds it hard to keep still
 Fidget and talk a lot.
 Restless and impulsive.
 Interrupting others and speaking at inappropriate times.
 Grabbing things.
 Difficulty waiting their turn .
 Hard to listen to directions.
* A person with this type of ADHD will have more injuries and/or
accidents than others.

26. 3-Combined Type :
A person whose symptoms include all those of 1 and 2,
and whose symptoms are equally predominant. In
other words, all the symptoms in 1 and 2 stand out
equally.

27. What causes ADHD?
The exact cause of ADHD is
unknown, but there are Three
factors related to its
occurance.

28.  Heredity

29. ADHD runs in families.
There are genetic characteristics that seem to be
passed down.
If a parent has ADHD, a child has more than a
50% chance of having it. If an older sibling has
it, a child has more than a 30% chance.

30. II-Smoking or drinking during
pregnancy
 As well as:
Birth complications
The very low birth weight

31. III- Toxic Exposure

32. Lead Exposure
* Children with ADHD have high levels of lead
in their blood.

33. How do children with ADHD get better?
Children with ADHD can get better with treatment, but there is no
cure. There are three basic types of treatment:
1. Medication: Several medications can help. The most common types are called
stimulants.
 Medications help children focus, learn, and stay calm.
2. Therapy: There are different kinds of therapy.
 Behavioral therapy can help teach children to control their behavior so they can
do better at school and at home.
3. Medication and therapy combined: Many children do well with both medication
and therapy.

34. PILLS OR CAPSULES

35. Teaching students with ADHD:
Since teachers are not doctors and medications are not under
teachers’ control, it may be more important simply to:
provide an environment where a student with ADHD can
organize choices and actions easily and successfully.
The rules and procedures can be generated jointly with the
child; they do not have to be imposed arbitrarily. as if the students
were incapable of thinking about them reasonably.
Insisting on reflective styles of working, but in ways that
do not imply undue criticism of the student with ADHD.

36. The more reflective students can complete a set of math
problems. In the meantime the teacher can help by making lists of
tasks or of steps in long tasks.
The teacher can help by dividing focused work into small,
short sessions rather than grouping it into single, longer sessions.

38. Differences in perceptions: ADHD versus high activity
Classroom life may sometimes aggravate ADHD without the
teacher intending for it to do so. A student with only a mild or
occasional tendency to be restless, for example, may fit in well
outdoors playing soccer , but feel unusually restless indoors during
class.
It also should not be surprising that teachers sometimes mistake
a student who is merely rather active for a student with ADHD,
Presumably because of cultural and language differences may
sometimes lead teachers to misinterpret students’ behavior. To
avoid making such mistakes, it is important to keep in mind that:

39. In true ADHD, restlessness, activity, and distractibility are
widespread and sustained. A student who shows such problems at
school but never at home, for example, may not have ADHD; he
may simply not be getting along with his teacher or classmates.

40. Conclusion :
A student’s letter to his teacher:
“ I am not crazy, lazy, bad, or stupid. In fact, my IQ score is most
likely above average, and many people with ADHD are also gifted. But
because my brain is wired differently than that of regular students, I
sometimes feel stupid or bad. Sometimes it’s hard for me to admit that I
need help. Sometimes it’s easier and less humiliating to act like I
understand or to act angry to distract you from finding out that I am
having trouble and so that the other kids in the class don't know that I’m
struggling. I need to know that you won’t make fun of me and shame me
when I ask for help.”

44. Meet a few accomplished people
who have ADHD:

45. Justin
Timberlake

46. Hilary Duff

47. Channing Tatum

48. Emma Watson

49. Robin Williams

50. Michael Phelps

51. Paris Hilton

52. Adam Levine

53. Jim Carrey

54. Will Smith