Attention Deficit Hyperactivity Disorder (ADHD)
is a developmental disorder. It is characterized
primarily by "the co-existence of attentional problems and hyperactivity,
with each behavior occurring infrequently alone" and symptoms starting
before seven years of age.Although for years it was
assumed to be a childhood disorder that became visible as early as age 3 and
then disappeared with the advent of adolescence, the condition is not limited
to children.
The behaviors associated
with ADHD change as children grow older. For example, a:
preschool child may
show gross motor over activity—always running or climbing and frequently
shifting from one activity to another.
Older children may be restless and
fidget in their seats or play with their chairs and desks. They frequently fail
to finish their schoolwork, or they work carelessly.
Adolescents with ADHD tend
to be more withdrawn and less communicative. They are often impulsive, reacting
spontaneously without regard to previous plans or necessary tasks and homework.
According to the fourth
edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV) of
the American Psychiatric Association (APA) (1994), ADHD can be defined by
behaviors exhibited. Individuals with ADHD exhibit combinations of the
following behaviors:
- Fidgeting with hands or feet or squirming in
their seat (adolescents with ADHD may appear restless);
- Difficulty remaining seated when required to do
so;
- Difficulty sustaining attention and waiting for
a turn in tasks, games, or group situations;
- Blurting
out answers to questions before the questions have been completed;
- Difficulty following through on instructions and
in organizing tasks;
- Shifting from one unfinished activity to
another;
- Failing to give close attention to details and
avoiding careless mistakes;
- Losing things necessary for tasks or activities;
- Difficulty in listening to others without being
distracted or interrupting;
- Wide ranges in mood swings; and
- Great difficulty in delaying gratification.
Children with ADHD show
different combinations of these behaviors and typically exhibit behavior that
is classified into two main categories: poor sustained attention and
hyperactivity-impulsiveness. For instance, children with ADHD, without
hyperactivity and impulsivity, do not show excessive activities or fidgeting
but instead may daydream, act lethargic or restless, and frequently do not
finish their academic work. Not all of these behaviors appear in all
situations. A child with ADHD may be able to focus when he or she is receiving
frequent reinforcement or is under very strict control.
Although many children have
only ADHD, others have additional academic or behavioral diagnoses.
When selecting and implementing successful
instructional strategies and practices, it is imperative to understand the
characteristics of the child, including those pertaining to disabilities or
diagnoses. This knowledge will be useful in the evaluation and implementation
of successful practices, which are often the same practices that benefit
students without ADHD.
Reference: Kelly Henderson, 2006, Teaching Children with Attention Deficit
Hyperactivity Disorder: Instructional Strategies and
Practices, U.S. Department of
Education [Online] Available at: http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf
