Hyperactive Disorder (ADHD)

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Basic Concepts About ADHD

The different types of ADHD include the inattentive type, the impulsive type, and the combined type. It is difficult to spot children with the inattentive type. They exhibit characteristics that make it very troublesome for them to attend to and listen to the teacher. Their mind wanders, and they may submit incomplete, messy work with careless errors, or finish the work but never hand it in (it could be found months later stashed into their cluttered desk). They have trouble organizing and move onto the next task before finishing the first and fail to perform at their expected level and ability. Children with the hyperactive/impulsive or combined types are easier to

Classmates may refer to them as the class clown. Unfortunately, their disabling behaviors are often misinterpreted as being unmotivated, lazy, defiant, or disrespectful. It exhibits no unique physical characteristics and no definite physiological or psychological tests can distinguish them from other children. Its definition under the category of OHI (other health impaired) is that the child has an elevated sensitivity or awareness of envrionmental stimuli leading to limited alertness to the educational environment. Other symptoms include excessive task-irrelevant activity, limited self-talk and control of behavior, and greater-than-normal variability during task performance. The child would be preoccupied with everything else that attention is redirected from the important educational stimuli which negatively affects performance (Smith et al, 2016). The combined type contains both features. They experience social and academic difficulties, and a higher

They tend to have lower academic achievement, GPAs, but higher retention rates, lower vocabulary development and working memory leading to reading problems. Inattention plays a larger role toward academic outcomes. The strongest predictors of academic achievement were planning ahead and organization of time and materials (Turnbull et al., 2016). Children with ADHD are likely to not have any problems with capacity or skill, but only performance which is correlated to their hyperactivity, inattention, or impulsivity. It isn’t that they are choosing not to perform at their maximum potential (Smith et al, 2016).

Behavioral, Social, and Emotional Characteristics

Students with ADHD often have overlapping behavioral, social, and emotional difficulties. They often have trouble in pragmatic language during social contexts (e.g. using appropriate gestures, partaking in conversations, making narrative comments) (Turnbull et al., 2016).

Effective Inclusive Practices for Students with ADHD

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