Understand Your Brain, Get More Done: The ADHD Executive Functions

by Harvey C. Parker

Overview

Parents and teachers need strategies for helping children with ADHD who have problems in organization, behavior, study habits, reading, written language, and socialization. The hundreds of solutions offered in this quick-reference guide offer nuts and bolts ideas that work with ADHD kids in both elementary and secondary school. Information is offered on how to help students with short attention spans, how to reduce disruptive behavior, and how to improve reading comprehension, math skills, and written language. Also recommended are study strategies to improve organization, time management, and note taking, as well as social skills tips to help students get along better with others.

Product Details

ISBN-13:	9781886941298
Publisher:	Specialty Press/A.D.D. Warehouse
Publication date:	04/28/2001
Pages:	180
Product dimensions:	5.50(w) x 8.50(h) x 0.48(d)

About the Author

Harvey C. Parker, PhD, is a clinical psychologist and cofounder and former executive director of CHADD, Children and Adults with Attention Deficit Disorders. He lives in Plantation, Florida.

Read an Excerpt

Problem Solver Guide for Students with ADHD

Ready-To-Use Interventions for Elementary and Secondary Students with Attention Deficit Hyperactivity Disorder

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By Harvey C. Parker

Specialty Press, Inc.

Copyright © 2006 Harvey C. Parker
All rights reserved.
ISBN: 978-1-886941-29-8

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CHAPTER 1

A Quick Look at ADHD

Introduction

This book was designed to be used as a quick reference guide for parents and teachers of elementary and secondary school students with attention-deficit/hyperactivity disorder (ADHD). Much has been written on the subject of teaching and raising children and adolescents with ADHD, however, there are few books which provide lists of practical strategies. The strategies contained in this book come from the actual experiences of educators, parents, and clinicians who work with ADHD children and adolescents.

This chapter provides a quick look at ADHD. Next are chapters which contain strategies teachers and parents can use to help students with academic weaknesses, behavior problems, inattention, other psychological problems, social skills deficits, and poor study habits. Later chapters contain information on medications to treat ADHD and federal laws which protect the rights of disabled students.

Students with ADHD typically experience a great deal of difficulty in school. Problems with inattention, hyperactivity, or impulsivity can affect learning, behavior, and social and emotional adjustment. Their teachers often report that they rush through work, pay little attention to instructions or details, exhibit disruptive behavior, don't complete homework, and lag behind socially.

In response to these problems parents and teachers may try a number of interventions. Close monitoring of schoolwork provides structure for the student. Additional help in subject areas where the student needs assistance may remediate weaknesses in reading, math, or language skills. Accommodations provided by teachers in class such as shorter assignments, closer supervision, untimed tests, and seating in quiet areas can also help.

Many children with ADHD are identified in elementary school. Those who are very hyperactive and impulsive will be noticed early because their social behavior is inappropriate. They often cannot follow rules, have difficulty staying quiet, and have trouble getting along with other children. Those who are not hyperactive, but who have problems only in the area of attention span, are usually identified later because assignments are not completed and they have trouble keeping up.

By the time children with ADHD get to secondary school they are less likely to admit to needing help. Schools are less likely to offer help and parents may not be as able to help the student with middle or high school level school work. Problems often increase. Grades fall and school becomes a losing battle. Without intervention the downward spiral often continues.

What's the Big Deal About ADHD Anyway?

It seems like everybody these days is talking about ADHD. Some people say kids and parents are just using it as an excuse for their child's poor school work and bad behavior. Others are worried that too many children are being diagnosed and too many are given drugs to control their behavior. The media has made a considerable effort to inform the public about ADHD. Unfortunately, not all of the information depicting ADHD which you read about in newspapers and magazines or watch on television is accurate.

What is the big deal about having ADHD anyway? Is it such a huge problem? What causes ADHD? What happens to kids with ADHD when they get older? These are some of the questions that will be answered in this chapter.

What is ADHD?

ADHD affects a child's ability to regulate behavior and attention. Students with ADHD often have problems sustaining attention, controlling hyperactivity, and managing impulses.

Although we can easily regulate many things in our environment, regulating ourselves is not always so simple. We control an air conditioner by lowering or raising the temperature on a thermostat. We slow down a car by releasing the pressure on the accelerator. We enter numbers on a panel to control the cooking time or heat intensity of a microwave oven. We use a remote control to lower the volume of a television set. Switches, pedals, panels, or buttons make regulation of these devices simple.

However, people don't have switches, pedals, panel or buttons for regulating their attention and behavior. If we did, perhaps ADHD would not exist. Unfortunately, the process of self-regulation — purposefully controlling behavior — is rather complicated. The brain is responsible for self-regulation — planning, organizing, and carrying out complex behavior. These are called "executive functions" of the brain. They develop from birth through childhood. During this time, we develop language to communicate with others and with ourselves, memory to recall events, a sense of time to comprehend the concept of past and future, visualization to keep things in mind, and other skills that enable us to regulate our behavior. Executive functions are carried out in an area of the brain called the orbital-frontal cortex. This part of the brain may not be as active in people with ADHD.

Difficulties in self-regulation exist to some degree in everyone. Many people have experienced problems with concentration. Sometimes it's a result of being tired, bored, hungry, or distracted by something. We have all had times when we were overly restless or hyperactive. Times when we couldn't sit still and pay attention, became overly impatient, or too easily excited, and too quick to respond. Does this mean we all have ADHD? No. although problems with self-regulation are found in everyone from time to time, these problems are far more likely to occur in people with ADHD. And they lead to significant impairment in one's ability to function at home, in school, at work, or in social situations.

How Common is ADHD?

Most experts agree that ADHD affects from 5 to 7 percent of the population. Children with ADHD have been identified in every country in which ADHD has been studied. For example, rates of ADHD in New Zealand ranged in several studies from 2 to 6 percent, in Germany 8.7 percent, in Japan 7.7 percent, and in China 8.9 percent.

ADHD is not a new disorder. Pediatricians, psychologists, psychiatrists, and neurologists have been diagnosing and treating children and adolescents with ADHD for dozens of years. In fact, almost half the referrals to mental health practitioners in schools, clinics, or private practices are to treat children and adolescents who have problems related to inattention, hyperactivity, or impulsivity.

ADHD is more common in boys than girls. Girls are often older than boys by the time they are diagnosed and they are less likely to be referred for treatment. This is because the behavior of girls with ADHD is not usually disruptive or aggressive. Girls are typically less trouble to their parents and teachers.

What Causes ADHD?

ADHD has been extensively studied for more than fifty years. With recent advances in technology which allows us to study brain structure and functioning there has been a greater appreciation for the neurobiological basis of ADHD. Studies involving molecular genetics have provided us with mounting evidence to support the theory that ADHD can be a genetic disorder for many individuals. But not everyone who has ADHD inherited it. ADHD may also be caused by problems in development related to pregnancy and delivery, early childhood illness, head injury caused by trauma, or exposure to certain toxic substances.

How is ADHD Diagnosed?

A physician or mental health professional with appropriate training can diagnose children suspected of having ADHD. This generally includes pediatricians, psychiatrists, neurologists, family practitioners, clinical psychologists, school psychologists, social workers, and other mental health professionals. Training and experience in working with children with ADHD may vary substantially among individuals in each of these professional disciplines.

The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM IV-TR), published by the American Psychiatric Association in 2000, provides health care professionals with the criteria that need to be met to diagnose a person with ADHD. To receive a diagnosis of ADHD a person must exhibit a certain number of behavioral characteristics reflecting either inattention or hyperactivity and impulsivity for at least six months to a degree that is "maladaptive and inconsistent with developmental level." These behavioral characteristics must have begun prior to age seven, must be evident in two or more settings (home, school, work, community), and must not be due to any other mental disorder such as a mood disorder, anxiety, learning disability, etc. These characteristics are listed below:

Inattention Symptoms

a. often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities

b. often has difficulty sustaining attention in tasks or play activities

c. often does not seem to listen when spoken to directly

d. often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)

e. often has difficulty organizing tasks and activities

f. often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)

g. often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)

h. is often easily distracted by extraneous stimuli

i. is often forgetful in daily activities

Hyperactive Symptoms

a. often fidgets with hands or feet or squirms in seat

b. often leaves seat in classroom or in other situations in which remaining seated is expected

c. often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)

d. often has difficulty playing or engaging in leisure activities quietly

e. is often "on the go" or often acts as if "driven by a motor"

f. often talks excessively

Impulsive Symptoms

g. often blurts out answers before questions have been completed

h. often has difficulty awaiting his or her turn

i. often interrupts or intrudes on others (e.g., butts into conversations or games)

There are three types of ADHD. Some children with ADHD show symptoms of inattention and are not hyperactive or impulsive. Others only show symptoms of hyperactivity-impulsivity. Most, however, show symptoms of both inattention and hyperactivity-impulsivity.

• predominantly inattentive type

• predominantly hyperactive-impulsive type

• combined type

While the term ADHD is the technically correct term for either of the three types indicated above, in the past the term attention deficit disorder (ADD) was used, and still is by many. For the past ten years ADD and ADHD have been used synonymously in publications and in public policy.

Complete This ADHD Symptom Checklist

Below is a checklist containing 18 items which describe characteristics frequently found in people with ADHD. Items 1-9 describe characteristics of inattention. Items 10-15 describe characteristics of hyperactivity. Items 16-18 describe characteristics of impulsivity.

In the space before each statement put the number that best describes your child's (your student's) behavior (0=never or rarely; 1 = sometimes; 2 = often; 3 = very often).

___ 1. Fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities.

___ 2. Has difficulty sustaining attention in tasks or play activities.

___ 3. Does not seem to listen when spoken to directly.

___ 4. Does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).

___ 5. Has difficulty organizing tasks and activities.

___ 6. Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework).

___ 7. Loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools).

___ 8. Is easily distracted by extraneous stimuli.

___ 9. Is often forgetful in daily activities.

___10. Fidgets with hands or feet or squirms in seat.

___11. Leaves seat in classroom or in other situations in which remaining seated is expected.

___12. Runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness).

___13. Has difficulty playing or engaging in leisure activities quietly.

___14. Is "on the go" or often acts as if "driven by a motor."

___15. Talks excessively.

___16. Blurts out answers before questions have been completed

___17. Has difficulty awaiting his or her turn.

___18. Interrupts or intrudes on others (e.g., butts into conversations or games).

Count the number of items in each group (inattention items 1-9 and hyperactivity-impulsivity items 10-18) you marked "2" or "3." If six or more items are marked "2" or "3" in each group this could indicate serious problems in the groups marked.

How is ADHD Treated?

Fortunately, we have made many advances in treating ADHD. Pharmaceutical companies have developed new medications to manage symptoms. A number of medications have withstood the scrutiny of years of scientific study. Their safety and effectiveness has been well documented.

Educators understand the importance of providing assistance to children and adolescents with ADHD in school. Public schools are now required to provide special education and related services to students with ADHD who need such assistance. Schools must also meet the needs of those with ADHD who require accommodations in regular education classes. Such programs may "even the playing field" for those disabled by ADHD who must compete with other students in school.

Families benefit from national support groups such as Children and Adults with Attention Deficit Hyperactivity Disorder (CHADD) and the National Attention Deficit Disorder Association (ADDA). Information on behavior management, social skills training, and ways to raise a child or teen with ADHD is readily available in books, videos, and on the Internet.

What Happens to Kids with ADHD When They Grow Up?

Unfortunately, having ADHD can have a major impact on the course of a student's education and career attainment. Students with ADHD are more likely to be suspended from school, less likely to earn grades as high as non-ADHD students, less likely to attend and complete college, and less likely to attain as much success in their careers. With early intervention and treatment these disappointing outcomes could be improved.

Look for Warning Signs of Trouble in School

When a student develops a problem in school, early detection and rapid intervention are desirable. Parents often find out too late when their son or daughter is having trouble. Teachers may not notice a student who is struggling. Look for the early warning signs listed below.

[check] frequently complains about being bored in school

[check] has excessive absenteeism

[check] has a recent drop in grades

[check] lacks interest in homework

[check] has problems with tardiness

[check] talks about dropping out of school

[check] expresses resentment toward teachers

[check] rarely brings books or papers to or from school

[check] gets reports from teachers that the student is not completing work

[check] shows significant signs of disorganization (i.e., books and papers not appropriately cared for)

[check] does work sloppily or incorrectly

[check] has an "I don't care" attitude about school

[check] has low self-esteem

[check] gets complaints from teachers that he/she is inattentive

[check] has trouble completing homework

[check] has school projects that are not complete or missing

[check] exhibits hyperactivity which interferes with learning

[check] fails to do assigned work in class

[check] hangs out with other students who are not doing well in school

[check] has trouble comprehending assignments when trying to do them

[check] has unauthorized absences from school

We should be concerned if a student is exhibiting even one or two of these warning signs. This could be the beginning of a downward spiral. Rarely do students turn this negative cycle around without help or intervention from parents or teachers.

Summary

The purpose of this book is to provide teachers and parents with a quick reference guide to strategies that can be used to help children with ADHD. ADHD is a fairly common problem which affects up around 5 percent of children and adolescents.

Students with ADHD often exhibit signs of inattention, hyperactivity, and impulsivity. This causes them to have such problems as organizing and completing work, sustaining attention on tasks, controlling behavior, and adjusting socially in school and elsewhere. Learning disabilities and other psychological disorders are commonly found in children with ADHD. Early identification and intervention may be very helpful.

(Continues...)

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Excerpted from Problem Solver Guide for Students with ADHD by Harvey C. Parker. Copyright © 2006 Harvey C. Parker. Excerpted by permission of Specialty Press, Inc..
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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Table of Contents

Contents

Title Page,
Copyright Page,
Dedication,
Chapter 1 - A Quick Look at ADHD,
Chapter 2 - Strategies to Help with Academic Skill Problems,
Chapter 3 - Strategies to Help with Behavior and Academic Performance,
Chapter 4 - Strategies to Help Students Who are Inattentive, but Not Hyperactive or Impulsive,
Chapter 5 - Seven Principles for Raising a Child with ADHD,
Chapter 6 - Strategies to Help Students with ADHD and Other Psychological Disorders,
Chapter 7 - Teaching Study Strategies,
Chapter 8 - Teaching Social Skills,
Chapter 9 - Strategies to Help Students Who Have Problems with Homework,
Chapter 10 - A Quick Reference Guide to Medications for ADHD,
Chapter 11 - Parents as Advocates Helping Your Child Succeed in School,
Chapter 12 - Communicating with Parents,
National Organizations and Resources,
Suggested Books and Videos,