Read More About ADHD

What is ADHD? 

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition affecting children and adults.  It is characterized by difficulties in the areas of attention, impulsivity/distractibility, and hyperactivity.  (American Psychiatric Association, 2013)   

Almost 10% of students in Virginia have a diagnosis of ADHD. (Centers for Disease Control, 2013). 

Attention-deficit/hyperactivity disorder (ADHD) is the current diagnostic label for a condition that has been recognized and studied for over a century. Over the years, it has been known by several other names including "brain damaged syndrome," "minimal brain dysfunction (MBD)," "hyperkinetic impulsive disorder," and "attention deficit disorder (ADD)." (Barkley, 2013, Brown, 2013).

There is a tremendous body of scientific literature documenting the reality of this condition.  (Barkley, 2013; Brown, 2006; CHADD, NCLD, National Resource Center on ADHD).   ADHD is a serious condition.  As a group, students with ADHD tend to have lower reading achievement, take fewer advanced classes, experience more grade retention, and drop out of school before graduation more than groups of students without ADHD (Barkley, 2013).     

A New Understanding

There is a new model for understanding ADHD.  Findings from neuroscience, brain imaging and clinical research have changed how we view ADHD (Brown, 2006; Barkley 2013; Volkow, Wang, Kollins, et. Al, 2009).  Experts view ADHD as a neurodevelopmental impairment of the brain’s management system- its executive functions. (Barkley, 2013; Brown, 2013).  Recent imaging studies of brain structures showed that the brains of people with ADHD mature later than those of people without the condition (Sripada, Kessler, and Angstadt,  2014). 

The growth and maturation of the brains of children with ADHD occurs in a similar fashion as typically developing children (Barkley, 2013). What is different is that the brains of children with ADHD develop more slowly, particularly in the area of the brain that controls executive functions (the frontal lobe). (Shaw and Rapoport, 2007). Children with ADHD are often 3 to 5 years behind same-aged peers in the development and maturation of executive functions.  (Barkley, 2013).  This delay in the development of executive functions drives the symptoms seen in ADHD: inattention, distractibility and hyperactivity.

What can be done to support students with ADHD?

To effectively address the symptoms of ADHD, the executive functions must be addressed. (Barkley, 2013; Brown, 2013, Dawson and Guare, 2009). Supporting students with ADHD by setting up the environment for success is critical. (Barkley, 2013, Dawson and Guare, 2009, Brown, 2013).  READ MORE

Supports in the environment should be designed to accommodate the deficits experienced and should be provided at the point of performance.  These supports are likely to be in place for a long time as the brain matures and becomes “ready to learn” the needed executive functions. (Barkley, 2013).  

Research to date indicates that direct instruction in lagging executive functions is not likely to yield many benefits. (Melby-Lervåg and Hulme, 2012).  The brains of these children are not yet developmentally ready to internalize the skills. 

How can TTAC help?

Addressing the needs of students with ADHD is an important task. This new way of understanding ADHD will help educators better address the needs of their students.  TTAC has created a list of strategies to address difficulties in executive functions.   If you want more information about ADHD, please contact TTAC. 

Sources

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Barkley, R. (2013). Taking charge of ADHD: The complete, authoritative guide for parents (Third ed.). S.I.: Guilford Publications.

Brown, T. (2013). A new understanding of ADHD in children and adults: Executive function impairments. Routledge.

Brown, T. (2006). Executive Functions and Attention Deficit Hyperactivity Disorder: Implications from Two Conflicting Views. International Journal of Disability, Development, and Education, 53(1), 35-46.

Dawson, P., & Guare, R. (2009). Smart but scattered: The revolutionary "executive skills" approach to helping kids reach their potential. New York: Guilford Press.

Guare, R., Dawson, P., & Guare, C. (2013).Smart but scattered teens: The "executive skills" program for helping teens reach their potential. New York: Guilford Press.

Melby-Lervåg, M., & Hulme, C. (2012). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270-291. Retrieved February 11, 2015, from http://www.ncbi.nlm.nih.gov/pubmed/22612437.

Searle, M. (2013). Causes & Cures in the Classroom: Getting to the Root of Academic and Behavior Problems.Alexandria: ASCD.

Shaw, P. (2013, January 1). Cognitive symptoms of ADHD :: DNA Learning Center. Retrieved February 11, 2015, from http://www.dnalc.org/view/2149-Cognitive-symptoms-of-ADHD.html

Shaw, P. & Rapoport, J. (2007, November 12). Brain Matures a Few Years Late in ADHD, But Follows Normal Pattern. Retrieved February 11, 2015, from http://www.nimh.nih.gov/news/science-news/2007/brain-matures-a-few-years-late-in-adhd-but-follows-normal-pattern.shtml

Sripada, C., Kessler, D., & Angstadt, M.  Lag in maturation of the brain’s intrinsic functional architecture in attention-deficit/hyperactivity disorder PNAS 2014 111 (39) 14259-14264; published ahead of print September 15, 2014,doi:10.1073/pnas.1407787111. 

State-based Prevalence Data of Parent Reported ADHD Diagnosis by a Health Care Provider. (2014, October 6). Retrieved February 11, 2015, from http://www.cdc.gov/ncbddd/adhd/prevalence.html

Volkow, N.D., Wang, G., Kollins, S.H., Wigal, T., Newcorn, J., Telang, F., Fowler, J., Zhu, W., Logan, J., Ma, Y., Pradhan, K., Wong, C., Swanson, J. Evaluating Dopamine Reward Pathway in ADHD: Clinical Implications. JAMA.2009;302(10):1084-1091. doi:10.1001/jama.2009.1308.