ADHD Research and Spatial Relationships
By: Kyle Miller
Attention-Deficit/ Hyperactivity Disorder is
one of the most common neurodevelopmental disorders and recent data indicates
that up to 8-10% of school age children meet the necessary criteria for a
diagnosis. The criteria are listed below:
According to
Diagnostic and Statistical Manual of Mental Disorders fourth edition (DSM-IV),
the essential features of Attention-Deficit/ Hyperactivity Disorder are:
Criterion A-E
A. Persistent
pattern of inattention and/or hyperactivity-impulsivity that is more frequent
and severe than is typically observed in individuals at a comparable level of
development.
B. Some hyperactive-impulsive or inattentive symptoms that cause impairment must have been present before age 7 years, although many individuals are diagnosed after the symptoms must be present for a number of years.
C. Some impairment from the symptoms must be present in at least two settings (e.g., at home and at school or work).
D. There must be clear evidence of interference with developmentally appropriate social, academic, or occupational functioning.
E. The disturbance does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorders and is not better accounted for by another mental disorder.
B. Some hyperactive-impulsive or inattentive symptoms that cause impairment must have been present before age 7 years, although many individuals are diagnosed after the symptoms must be present for a number of years.
C. Some impairment from the symptoms must be present in at least two settings (e.g., at home and at school or work).
D. There must be clear evidence of interference with developmentally appropriate social, academic, or occupational functioning.
E. The disturbance does not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorders and is not better accounted for by another mental disorder.
There are Three Subtypes of ADHD:
Attention-Deficit/Hyperactivity Disorder Combined Type:
Attention-Deficit/Hyperactivity Disorder Combined Type:
This subtype should be used if six (or more) symptoms of
inattention and six (or more) symptoms of hyperactivity-impulsivity have
persisted for at least six months.
Predominantly Inattentive Type:
This subtype is used if six (or more) symptoms of inattention
(but fewer than six symptoms of hyperactivity-impulsivity) have persisted for
at least six months.
Predominantly Hyperactive-Impulsive Type:
This subtype should be used if six (or more) symptoms of
hyperactivity-impulsivity (but fewer than six of inattention) have persisted
for at least six months.
Symptoms:
Home
-Difficulty
following morning routines
-Increase in
frequency of arguments with parents and siblings
-Difficulty
completing homework and daily chores
-Messy/disorganized
room
School
-Difficulty
remaining seated in class
-Difficulty
completing work in a timely fashion
-Difficulty
organizing materials
Social
-Difficulty
regulating behavior on the playground
-Trouble
interacting with peers
-Difficulty
waiting turns during games
Treatment:
-Focus is on
teaching the child
-Behavioral regulations strategies to improve the frequency
and duration of positive, on-task behaviors.
-Establish a reinforcement schedule
-Modify the
environment to focus on the child’s strengths and areas of concern
The
Ideal Classroom for an ADHD Classroom
1. No more than 8 children (preferably 5-6) not all of whom
are ADHD (some may have learning disabilities, speech and language impairments
or other behavior problems)
2. One trained ADHD teacher
3. One trained aide with another available as needed
4. Four walls and one door
5. Extensive soundproofing
6. Windows placed above height of tallest child
7. Lines on the floor creating traffic lanes through the
classroom (and through the rest of the school building)
8. Walls relatively replete with posters outlining the rules
and extolling the virtues of planning ahead, feeling good about oneself, and
socializing. Nothing stimulating but not barren or sterile either
9. Bathroom at back of classroom
10. Daily schedule in bold letters on the board
11. Desks not too close together, yet positioned in such a
way that teacher an maintain close proximity to each student.
12. An attention trainer on every desk
13. A jar of tokens on the teacher’s desk an a menu of
possible prizes on the wall
14. A time-out room connected to classroom
15. Computer for every child located in separate section of
the class
16. Observation room with one-way mirror so children can be observed
by parents, staff, and outside professionals without disrupting the class.
Observation room could also double as a “1 to 1” area for special instructions
17. A common area where children and teachers can sit and
discuss group issues and feelings
18. Incandescent lighting
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