Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children characterized by inattentiveness, hyperactivity, and impulsivity. It affects 3-5% of children worldwide, being more prevalent in boys. Signs must be present before age 7. Causes may include genetic factors, exposure to environmental toxins, and brain differences. Treatments include stimulant medications, therapy, and classroom accommodations like structure and positive reinforcement. With proper support, children with ADHD can learn to manage their symptoms.

1. Attention-Deficit
Hyperactivity Disorder
By Julie Gabaldon

2. Overview
 Attention deficit hyperactivity disorder (ADHD) is the
most common neurobehavioral disorder in children.
 It is a developmental disorder that affects 3% to 5%
of children, and is more prevalent in boys than in girls
(four to five times more likely).
 ADHD is characterized by inattentiveness, over-
activity, and/or impulsivity.
 In order to be diagnosed with ADHD, signs and
symptoms of the disorder must appear before the age
of 7. In some children, signs of ADHD are noticeable as
early as 2 or 3 years of age.

3. Signs/Symptoms
Signs and symptoms of inattention may include:
 Often fails to pay close attention to details or makes careless mistakes in
schoolwork or other activities
 Often has trouble sustaining attention during tasks or play
 Seems not to listen even when spoken to directly
 Has difficulty following through on instructions and often fails to finish
schoolwork, chores or other tasks
• Often has problems organizing tasks or activities
• Avoids or dislikes tasks that require sustained
mental effort, such as schoolwork or homework
• Frequently loses needed items, such as books,
pencils, toys or tools
• Can be easily distracted
• Often forgetful

4. Signs/Symptoms Cont’d.
Signs and symptoms of hyperactive and impulsive behavior may
include:
 Often leaves his or her seat in the classroom or in other situations when
remaining seated is expected
 Fidgets or squirms frequently
 Frequently has difficulty playing quietly
 Always seems on the go
 Talks excessively
 Often runs or climbs excessively when it's not appropriate or, if an
adolescent, might constantly feel restless
 Blurts out the answers before questions have been completely asked
 Frequently has difficulty waiting for his or her turn
 Often interrupts or intrudes on others' conversations or games

5. Causes
 Altered brain function and anatomy. While the exact cause of ADHD
remains a mystery, brain scans have revealed important differences in the
structure and brain activity of people with ADHD. For example, there appears to
be less activity in the areas of the brain that control activity levels and
attention.
 Heredity. ADHD tends to run in families. Several genes that may be associated
with ADHD are currently being studied.
 Maternal smoking, drug use and exposure to toxins. Pregnant women
who smoke are at increased risk of having children with ADHD. Alcohol or drug
abuse during pregnancy may reduce activity of the nerve cells (neurons) that
produce neurotransmitters. Pregnant women who are exposed to
environmental poisons also may be more likely to have children with symptoms
of ADHD.
 Childhood exposure to environmental toxins. Preschool children exposed
to certain toxins are at increased risk of developmental and behavioral
problems. Exposure to lead, which is found mainly in paint and pipes in older
buildings, has been linked to disruptive and even violent behavior and to a
short attention span.
There's still a lot that remains a mystery about ADHD, but the factors above
have been known to either cause or contribute to the disorder.
~ The Mayo Clinic

6. Treatment
 Stimulant medications (Ritalin, Concerta, Daytrana,
Adderall, Dexedrine, Dextrostat)
 Nonstimulant medications (Atomoxetine)
 Antidepressents
 High blood pressure medications
 Counseling and therapy (behavior therapy,
psychotherapy, parenting skills training, family
therapy, social skills training, support groups)

7. Managing ADHD in the Classroom
 Create a structured environment.
 Establish a daily routine that is
consistent and predictable.
 Give directions that are clear and
easy for the child to follow.
 Offer praise and positive reinforcement.
 Provide challenging experiences that are within the
child’s skill and tolerance levels.
 Provide children with opportunities for developing
new interests, especially physical activities where
they can channel energy and learn to relax.
~ Marotz, 2009

8. On a Side Note
Teachers should make every effort to educate
themselves about any and all health issues that
a child in their classroom may face. They should
bring awareness, education and understanding
to the other students in the classroom, and
make it known that there will be no tolerance
for ridicule or discrimination by anyone, at any
time. With proper support, guidance and
treatment, children can gain the ability to
manage ADHD (or any other health
issue/disorder they may have) in order to thrive
in all aspects of life.

9. References
 Marotz, L. R. (2009). Health, safety and nutrition for the
young child. (7 ed., pp. 107-109). Clifton Park, NY:
Delmar, Cengage Learning.
 Mayo Clinic staff. (2011). Attention-deficit/hyperactivity
disorder (adhd) in children. Retrieved from
http://www.mayoclinic.com/health/adhd/DS00275/ME
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