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Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed childhood disorders and can persist into adolescence and adulthood. There are three types of ADHD: inattentive; hyperactive-impulsive; and the combined type. Most of the ADHD that is diagnosed in children is the combined type. Those with Inattentive type ADHD have difficulty with attention and concentration. They may make careless mistakes and be easily distracted. They fail to start and/or complete tasks and are forgetful and disorganized. Those with Hyperactive-Impulsive type ADHD are overly active physically and verbally. They fidget, interrupt, talk a lot and are loud. These individuals can’t wait or be still and may be prone to accidents. In the Combined type there are symptoms from both the inattentive and hyperactive-impulsive types. ADHD may exist along with other emotional and behavioral challenges including, but not limited to: dysgraphia (difficulty writing coherently) and other learning disabilities; anxiety and depression; tics and Tourette disorder; conduct disorder; oppositional defiant disorder; speech problems.
handed children have a greater likelihood of having language, academic, and psychiatric problems such as symptoms of inattentive type ADHD. The data came from longitudinal study of nearly 8000 children in Finland followed since birth in 1986. The researchers note that the findings do not address the issue of the exact connection between atypical brain symmetry (found among mixed handed individuals) and symptoms such as ADHD. Prior research has identified another group of school aged children who manifest depressive symptoms, hyperactivity, attention deficits, impulsivity and a fall in self-esteem which then have a negative impact on school work: gifted children. A study published November 2009 in the Journal of the International Neuropsychological Society, which examined the link between depression and low academic self-esteem among gifted school aged children, found that lower general self-esteem, academic self- esteem and total self-esteem was associated with higher depression and hyperactivity. Finally, 2007 research from the economics department at University of Texas (Austin) published in the journal L’Encephale examined factors contributing to the diagnosis of ADHD among school aged children across the U.S. The data from a longitudinal study of over 9000 children across the followed since 2002 found some interesting factors associated with increased ADHD diagnosis. Among the findings: girls, black children, Hispanic children, and children having a white teacher were less likely to have an ADHD diagnosis; children with an older teacher or attending a schools with strict state-level performance accountability laws were more likely to have an ADHD diagnosis. An evaluation for symptoms of ADHD in a child must be holistic and must consider a multitude of factors which may be associated with the inattention and under-achievement. More than just the diagnosis, consideration of these other factors dictates the treatment plan. If being different due to atypical brain symmetry is a major factor, teaching of coping skills and maximizing of positive attributes associated with mixed handedness (such as creativity) would be emphasized. If giftedness has led to low self-esteem, depression, and ADHD symptoms, then therapy to address the emotional immaturity and a sense of being different may need to be part of the solution. Awareness, education and advocacy are always important.
manage the ADHD. These strategies include: Providing a second set of textbooks for home; Having the student sit near the teacher and away from doors and windows; Dividing longer assignments into shorter chunks with more frequent due dates and grades; Focusing on quality rather than quantity of work produced; Allowing extra time on tests and assignments; Providing a set of notes for the student to use to supplement their own note taking; Creating a separate folder just for completed homework; Allowing the student to engage in a non-distracting physical outlet; Helping the student remove clutter from their locker, desk and backpack weekly; Asking the student to repeat and write down assignments and instructions; Giving instructions one at a time; Fostering the communication between parents and teachers; Presenting difficult subjects and tasks early in the day. |
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