Impact of Special Needs
  • BLOG 2017
  • IMPACT
    • History of Special Education Christina Pressley
    • INQUIRY >
      • RESEARCH AVENUES >
        • Marshall Memo
    • SYLLABUS >
      • Norms
      • Council for Exceptional Children
      • Flight Practice
      • Ladder of Feedback
      • Marshmallow Challenge
      • MeMoves!
      • National Teaching Norms
      • Scavenger Hunt
      • Unthinkables
  • FOUNDATIONS
    • Common Core >
      • Mathematics >
        • Math Graphic Organizers
        • Math: Subitizing and Ten Frames
        • Math Inclusion Resources and Strategies
      • Literacy >
        • Alphabet Awareness
        • Classroom Labels
        • Close Reading Strategies
        • The Daily Five
        • Dialogic and Guided Reading
        • Phonics Instruction
        • Phonological Awareness
        • Story Grammar Markers
        • Writing
      • TECHNOLOGY RESOURCES FOR LEARNING >
        • ACCESSIBLE INSTRUCTIONAL MATERIALS
        • Assistive Technology >
          • Assistive Technology Andrew
        • The Flipped Classroom in SPED
        • Science >
          • STEM
        • WEBSITES FOR LEARNING >
          • Web 2.0
          • cool tools
    • IEP >
      • Assessment
      • Terminology
      • Accommodations >
        • Assistive Technology >
          • Technology
          • AIM
        • MCAS Accommodations
      • Documents
      • Goals and Objectives
      • Transition Services >
        • Early Childhood Transition
      • Early Intervention
      • 504 Plans
    • INCLUSION >
      • Child Study Teams >
        • CST Report (Action Plans)
      • DCAP
      • RTI >
        • RTI in SLD Determination Lauren A
        • MA Tiered System of Supports
      • Observations
      • PALS: PEER ASSISTED LEARNING STRATEGIES
      • Para Educator
    • DISABILITY AWARENESS >
      • IRIS Resources STAR Legacy Modules
    • EDUCATIONAL STANDARDS >
      • 21st Century Skills
      • Common Core
      • IDEA >
        • Dear Colleague
        • ADA Americans with Disability Act
      • Special Education History >
        • Timelines in Special Education
    • FAMILY >
      • DIVERSITY
      • ADA and ADULTHOOD
      • Stigma in Special Needs in Latino Family Emily Burdick
  • TOPICS
    • Transgender Youth
  • LEARNING THEORIES
    • LEARNING THEORIES A-G >
      • ABA Jenna
      • All Kinds of Minds
      • Bloom's Taxonomy
      • Behaviorism
      • Bronfenbrenner’s Theory
      • Child Development
      • Cognitivism
      • Constructivism
      • GRIT
      • Growth Mindset
    • LEARNING THEORIES H-Z >
      • Kinesthetic Learning Eilish Reynolds
      • Learning Styles
      • Meaning Making
      • Motivation
      • Neuroscience
      • Building Relationships Katherine Bonilla
      • Social Learning Theory
      • Teaching for Understanding
      • Thinking Maps
      • UDL >
        • Assistive Technolog Jacqueline
        • UDL and the Common Core
        • UDL-Jenny/Lauren
      • Visible Thinking
  • DISABILITIES
    • AUTISM (ASD) >
      • Autism >
        • Autism Family Info Lindsey Blackman
        • Pink on the Spectrum Sara Cane
        • Autism Troy Sargent >
          • Autism and ABA Haley Award
          • Autism Janine Steinhauser
          • Autism James McDonough
        • Autism Rebecca Siegel
        • Autism and Language
        • Autism Kat
        • Autism and Adulthood
        • Autism in an Inclusive Classroom Kathryn N
        • Autism Dana Moody
        • Autism Non-Verbal Justin
      • ASD Resources
      • Autism-Nicky >
        • ABA in Autism Intervention Lauren C
      • Asperger's Syndrome Leeanne
    • COMMUNICATION >
      • Apraxia Victoria >
        • Apraxia Gabrielle D'Avolio
      • Communication Resources >
        • Expressive Language-Chelsey
      • Select Mutism
    • DEVELOPMENTAL DELAY >
      • Fine and Gross Motor Devel.-Denise >
        • Motor Articles
    • EMOTIONAL (BEHAVIOR) >
      • Bipolar Disorder Cailey >
        • Bipolar Disorder Caitlin Worthen
      • Behavior Resources
      • Mental Health Needs in College Peter Rakes
      • Relational Aggression Meghan Lederhos
      • Emotional Apps Katherine Bonilla
      • Trauma Supportive Practice Samantha Sinotte
    • HEALTH >
      • Cancer
      • ADHD and ADD >
        • ADHD Isabella Delmoral
        • ADHD Julia
        • ADHD Olivia Pizzi
        • ADD/ADHD >
          • ADHD Jenny/Lauren
          • ADHD Sarah Morgenthaler
      • Health Resources
    • INTELLECTUAL >
      • Acquired Brain Injury >
        • Intellectual Resources
      • Down Syndrome
      • Down Syndrome Jennifer Whitman
      • Prader-Willi Syndrome Samantha Curtis
    • NEUROLOGICAL >
      • Brain Development-Kate
      • Memory-Sarita
      • EXECUTIVE FUNTIONING >
        • Executive Functioning Disorder Laura Brady
      • Rett Syndrom Brycelyn
      • SENSORY PROCESSING DYSREGULATION >
        • SI Resources >
          • Sensory Integration-Steph >
            • SI Reference Articles
      • Fetal Alcohol Syndrome-Mary >
        • Fetal Alcohol Syndrome Elizabeth Watts
    • PHYSICAL >
      • Hearing Disability Rachel Jones
      • Physical Resources
      • Student Integration After Hospitalization Kathryn R
    • SENSORY >
      • HEARING >
        • Hearing Loss Yan Li Xu
        • Hearing Impairment Brianne Syring
        • Hearing Resources
        • Deaf and Hard of Hearing Brianna Normile
      • Sensory Processing Disorder Mikaela Newell
      • VISION >
        • Vision Resources
    • SPECIFIC LEARNING >
      • SLD Elizabeth Mossop
      • NVLD Nicole Snyder
      • LD Resources >
        • Dyscalculia Lily Chase-Lubitz
        • Dysgraphia Erin Bruce
        • Reading >
          • Dyslexia-Anthony >
            • Dyslexia Lily Montagna
            • Dyslexia Victoria Small
            • Dyslexia 2 Tiffany
            • Dyslexia Meghan
            • Dyslexia Colleen Talbot
          • Early Literacy Resources
          • LD and IDEA Issue
          • Reading by the Rules
        • Content
        • Math
        • Writing
        • Technology >
          • Reading Comprehension Strategies Meredith Chen
        • Teaching
    • TWICE EXCEPTIONAL >
      • Twice Exceptional Articles
      • Twice Exceptional Students Kelcy West
      • Twice Exceptional-Melissa
  • BEHAVIOR
    • CLASSROOM MANAGEMENT >
      • A-J >
        • 21st Century Learning
        • Behavior Modification >
          • Behavior Management Jon Weinberger
        • Bloom's Taxonomy
        • Circle of Friends
        • Collaborative Problem Solving
        • Culturally Responsive Pedagogy
        • The Daily Five
        • Differentiated Instruction
      • K-Z >
        • Kids and War
        • MeMoves!
        • Responsive Classroom
        • Socia Skills Curriculums Jessica Fox
        • Social & Emotional Learning Carol Yourman
        • Social Thinking
        • Strategies for Aggression-Jim
        • Universal Design for Learning
    • PREVENTING BULLYING >
      • Good Play Project
  • PROJECTS 2018
    • INQUIRY >
      • A-K
      • L-Z
Picture

Attention Deficit Hyperactivity Disorder-
ADHD
​

 "11 percent of American children, ages 4 to 17, have an attention disorder.  That’s an increase of 42 percent in just eight years."

Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
​
Inattention means a person wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized; and these problems are not due to defiance or lack of comprehension.
Hyperactivity means a person seems to move about constantly, including situations in which it is not appropriate when it is not appropriate, excessively fidgets, taps, or talks. In adults, it may be extreme restlessness or wearing others out with their activity.  
Impulsivity means a person makes hasty actions that occur in the moment without first thinking about them and that may have high potential for harm; or a desire for immediate rewards or inability to delay gratification. An impulsive person may be socially intrusive and excessively interrupt others or make important decisions without considering the long-term consequences.
Picture
Picture
Signs and Symptoms 
Inattention and hyperactivity/impulsivity are the key behaviors of ADHD. Some people with ADHD only have problems with one of the behaviors, while others have both inattention and hyperactivity-impulsivity.Most children have the combined type of ADHD.In preschool, the most common ADHD symptom is hyperactivity.
It is normal to have some inattention, unfocused motor activity and impulsivity, but for people with ADHD, these behaviors:
  • are more severe
  • occur more often
  • interfere with or reduce the quality of how they functions socially, at school, or in a job
Resources
Teacher Resources/Strategies 
Classroom Activities for Active Learning 
The Complete Practical Guide for Classroom Teachers 
Helping Students with ADHD in the Classroom
Energizers Classroom-based Physical Activities K-2
Theraputty 

Parent Resources 
How To Help with ADHD 
ADHD Resource Center 
Answers to Your Questions About ADHD 
CHADD Facts Sheet 


Research 
Brain and Behavior Research Foundation 
Research Through Children's Hospital 

CDC Research Data
Non-Stimulant Treatment for ADHD


ADHD by the Numbers: Facts, Statistics, and You 

Medication 

Stimulants ​
Stimulants are the most commonly prescribed medications for ADHD. They are often the first course of drugs used for ADHD treatment. You might hear this class of drugs called central nervous system (CNS) stimulant medications. They work by increasing the amounts of the hormones called dopamine and norepinephrine in the brain. This effect improves concentration and decreases the fatigue that’s common with ADHD.
 Non Stimulants 
Non-stimulants affect the brain differently than stimulants do. These drugs also affect neurotransmitters, but they don’t increase dopamine levels. In general, it takes longer to see results from these drugs than from stimulants. 
These drugs come in several classes. A doctor might prescribe them when stimulants aren’t safe or are ineffective. They may also prescribe them if a person wants to avoid the side effects of stimulants.
​                                                                                                                Healthline 

Video Resources