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Attention-Deficit Hyperactivity Disorder (ADHD) is a disorder
related to learning disabilities; however, each must be diagnosed
and treated separately. It is estimated that 18% to 40% of
individuals with ADHD have associated learning disabilities.
The Diagnostic and Statistical Manual of Mental Disorders
(DSM-IV, 1994) lists the following criteria for identifying
Attention-Deficit Hyperactivity Disorder:
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A. Either (1) or (2) |
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(1) |
six (or more) of the following symptoms
of inattention have persisted for at least 6 months to
a degree that is maladaptive and inconsistent with developmental
level: |
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Inattention |
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(a) |
often fails to give close attention to details or makes
careless mistakes in schoolwork, work, or other activities |
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(b) |
often has difficulty sustaining attention in tasks or
play activities |
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(c) |
often does not seem to listen when spoken to directly |
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(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) |
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(e) |
often has difficulty organizing tasks and activities |
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(f) |
often avoids, dislikes, or is reluctant to engage in
tasks that require sustained mental effort (such as schoolwork
or homework) |
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(g) |
often loses things necessary for tasks or activities
(e.g., toys, school assignments, pencils, books, or tools) |
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(h) |
is often easily distracted by extraneous stimuli |
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(i) |
is often forgetful in daily activities |
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(2) |
six (or more) of the following symptoms
of hyperactivity-impulsivity have persisted for at least
6 months to a degree that is maladaptive and inconsistent
with developmental level: |
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Hyperactivity |
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(a) |
often fidgets with hands or feet or squirms in seat |
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(b) |
often leaves seat in classroom or in other situations
in which remaining seated is expected |
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(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) |
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(d) |
often has difficulty playing or engaging in leisure
activities quietly |
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(e) |
is often “on the go” or often acts as if
“driven by a motor” |
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(f) |
often talks excessively |
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Impulsivity |
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(g) |
often blurts out answers before questions have been
completed |
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(h) |
often has difficulty awaiting turn |
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(i) |
often interrupts or intrudes on others (e.g., butts
into conversations or games) |
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B. |
Some hyperactive-impulsive or inattentive
symptoms that caused impairment were present before age
7 years |
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C. |
Some impairment from the symptoms is present
in two or more settings (e.g. At school [or work] and
at home). |
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D. |
There must be clear evidence of clinically
significant impairment in social, academic, or occupational
functioning. |
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E. |
The symptoms do not occur exclusively during
the course of a Pervasive Developmental Disorder, Schizophrenia,
or other Psychotic Disorder and are not better accounted
for by another mental disorder (e.g. Mood Disorder, Anxiety
Disorder, Dissociative Disorder, or a Personality Disorder). |
Who Has ADHD?
ADHD appears to run in families, occurs in people of every
level of intelligence, and is five to seven times more common
in boys. The most common learning problems seen in children
and adults with ADHD are dysgraphia (difficulty with writing),
dyslexia (difficulty with reading) and Gerstmann’s
Syndrome
What Can Be Done?
- Arrange for an evaluation to determine whether
ADHD is present and the appropriate course of action.
- Medication (stimulants, antidepressants and
Clonidine) are commonly used in the treatment of ADHD.
- Parents and teachers can help by:
- Becoming informed
- Providing consistency — persons with ADHD do
not deal well with change
- Helping the child with ADHD to organize his/her time,
school work, and work; break tasks into small components
- Providing a quiet study area free from distractions;
place students with ADHD in front of classroom to avoid
distractions
Resources
National
Information Center for Children and Youth with Disabilities
(NICHCY)
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