ADHD

=Attention Deficit/Hyperactivity Disorder (ADHD)=

Attention Deficit/Hyperactivity Disorder (ADHD) is a condition that first manifests itself in some children during their early school years. It is marked by an inability for these children to focus, pay attention, and control their behavior. Though there isn’t conclusive evidence demonstrating exactly what causes ADHD researchers believe genetics play a significant role. In fact, children diagnosed with ADHD sometimes have thinner brain tissue surrounding the areas of the brain which deal with attention. Smoking and excessive alcohol consumption during pregnancy has also influenced the development of ADHD in some cases. It is estimated that approximately 3-5% of children in the US have ADHD, meaning that in a classroom of about 30 children, it is likely that at least one will have the disorder.

In 1845, a doctor named Heinrich Hoffman first described ADHD and its symptoms. In fact, an aspiring poet, Dr. Hoffman wrote and illustrated a book of poems about children and their characteristics and included a poem entitled "The Story of Fidgety Philip." The poem very accurately describes the behavior a a little boy who had the symptoms of ADHD. Later, in 1902, George F. Still published a series of lectures in England in which he described a case study of a group of impulsive children who showed significant behavioral problems. He pointed out that the problems were not caused by poor child rearing, but rather by genetic dysfunction.

**Summary of Relevant Research**
ADHD behaviors are typically identified in early childhood.To receive an ADHD diagnosis children must demonstrate more severe behaviors than their peers and have symptoms for 6 or more months.The behaviors also must significantly affect at least two areas of life: in home, social settings, school, or work.

ADHD behaviors are classified into three types: //Predominantly hyperactive-impulsive//, //Predominantly inattentive//, and //combined hyperactive-impulsive// and //inattentive// depending on the number of symptoms in each category.To avoid misdiagnoses an ADHD diagnosis requires individuals to have six of the characteristics in one or two of these categories.
 * Characteristics:**

· Easily distracted, miss details, forget things, and frequently switch from one activity to another · Have difficulty focusing on one thing · Become bored with a task after only a few minutes, unless they are doing something enjoyable · Have difficulty focusing attention on organizing and completing a task or learning something new · Have trouble completing or turning in homework assignments, often losing things needed to complete tasks or activities · Often don't listen when spoken to · Daydream, become easily confused, and move slowly · Have difficulty processing information as quickly and accurately as others · Struggle to follow instructions
 * Possible symptoms to categorize inattention:**

· F idget and squirm in their seats · Talk nonstop · Dash around, touching or playing with anything and everything in sight · Have trouble sitting still during dinner, school, and story time · Have difficulty doing quiet tasks or activities
 * Possible symptoms to categorize hyperactivity:**

· Extremely impatient · Blurt out inappropriate comments, show their emotions without restraint, and act without regard for consequences · Have difficulty waiting for things they want or waiting their turns in games · Often interrupt conversations or others' activities
 * Possible symptoms to categorize impulsivity:**

If ADHD is untreated, the disorder can continue into adulthood. With treatment most people can live successfully in school and at home. The most effective treatment for ADHD is a multimodal approach. A comprehensive plan, which includes parent training, positive behavioral strategies (psycho-social approach), an appropriate educational environment, and medication when necessary. Researchers continue to explore effective treatments through techniques such brain imaging to observe brain activity.
 * Treatment:**

Please check out [] for strategies and comprehensive treatment.

• Make directions clear and short. Repeat if necessary. • Make each task specific. Instead of giving several directions at once, split the directions into smaller steps. • Use interesting materials; hands-on activities, visual and auditory aids. • Reduce clutter. • Define spaces in the classroom or museum. • Talk less and use short sentences. • Plan activities well. Think in advance what you will do when the students gets fidgety, can’t sit still, and can’t follow the lesson. Have plan B in place BEFORE the problem occurs. • Reward correct responses. • Be specific with praise. Instead of, “You did a good job," say, “I see you followed the instructions perfectly! You put all the words in the right place.” • Let a restless child move. • Mix active and quiet periods. Give child extra time to transition between them. Give warnings as you come to an end of an active period so the child has time to start readjusting their thinking. • Prepare a child for any change. KEEP a routine! • Set aside a "thinking space" where the child can go when feeling out of control. This is not punishment. It is simply a place to calm down. • Help the ADHD child develop his/her OWN strategies for when their behavior gets out of control, by asking, “what can you do when…” • Make up games to preoccupy the child during transitions, such as being as quiet as a mouse while passing through other museum galleries. • Help the child use strengths in a group. • Point out the positives. Don’t forget to tell him/her when their behavior is good. • Involve parents in what you do. (Taken from http://www.adhd-made-simple.com/ADHD_Children.html)

**Case Studies/ Practical Application**
The Museum of Modern Art's Create·Ability provides monthly programming for those with developmental and learning disabilities. From MoMA's website: //The Museum of Modern Art welcomes you to join us for Create·Ability, a program for individuals with learning and developmental disabilities and their families. Each month, participants focus on a different theme, exploring various artworks in the galleries and creating artworks in the classroom.// http://www.moma.org/learn/programs/access#access_developmentally_disabled

The Metropolitan Museum of Art's weekly Discoveries program uses a thematic approach and an art project to engage visitors with learning and developmental disabilities and their families. From the Discoveries Brochure: //The Metropolitan Museum of Art invites you to Discoveries, a Sunday program for adults and children with learning and/or developmental disabilities, together with friends and family members. Each Discoveries workshop focuses on a theme and includes a gallery tour followed by a related art activity.// http://www.metmuseum.org/events/visitorsdisabilities/developmental Potential Partners

[[image:new_chadd_logo.gif width="250" height="187" align="left"]]
CHADD: Children and Adults with Attention Deficit/Hyperactivity Disorder — www.chadd.org //"Mission Statement: CHADD improves the lives of people affected by AD/HD.// //Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) was founded in 1987 in response to the frustration and sense// //of isolation experienced by parents and their children with AD/HD. At that time, one could turn very few places for support or// //information. Many people seriously misunderstood AD/HD. Many clinicians and educators knew little about the disability, and individuals// //with AD/HD were often mistakenly labeled "a behavior problem," "unmotivated," or "not intelligent enough."// //Individuals and families dealing with AD/HD turn to CHADD, the national organization representing individuals with AD/HD, for// //education, advocacy and support.//

**References, Resources, and Links Relevant Research: **

 * ** http://www.chadd.org/ **
 * ** [] **
 * ** http://www.help4adhd.org/ http://health.nytimes.com/health/guides/disease/attention-deficit-hyperactivity-disorder-adhd/background.html http://www.adult-child-add-adhd.com/categories/general/history_adhd.php **
 * ** []   **
 * http://www.moma.org/learn/programs/access#access_developmentally_disabled
 * http://www.metmuseum.org/events/visitorsdisabilities/developmental