ADHD Module 11: Physiological Psychology PDF

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) Module 11 Physiological psychology Learning Objectives At the end of the lesson, students will be able to: Provide a basic understanding of what ADHD is, and what is not. Attempt to answer any questions and dispel any myths that many p...

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) Module 11 Physiological psychology Learning Objectives At the end of the lesson, students will be able to: Provide a basic understanding of what ADHD is, and what is not. Attempt to answer any questions and dispel any myths that many people have regarding ADHD. Introduce some guiding principles for dealing with ADHD behaviors. People with ADHD can find it difficult to … People with ASC can find it difficult to … People with ADHD and ASC are … People you may know … Usain Bolt He’s a world record holder! Will.i.am Music is his Superpower Simone Biles She’s an Olympic Gold medal winner in Gymnastics People you may know … Emma Watson She’s an actress in Harry Potter Richard Branson He has a Superpower in business Katy Perry She’s a famous singer! ADHD Exposed ADHD is identifiable via behavioral, not physical characteristics, making it more likely to be misunderstood. Misperceptions: Behaviors that directly result from ADHD are not primarily attributable to poor parenting, lack of discipline, low motivation, or intentional “trouble making”. Not everything that fidgets and/or behaves defiantly is ADHD. What is ADHD? Neurobehavioral disorder marked by: Inattention Difficulties controlling impulses Excessive motor activity (hyperactivity) Be aware…the mere presence of these behaviors does not mean the child has ADHD. Indicators of ADHD as a Developmental Disorder (Barkley, 1995) Seen in early child development Child not able to perform at age- Behaviors clearly distinguish appropriate levels child from non-ADHD children Not accounted for by Occurs across several situations environment of social causes (though not necessarily in all of Related to brain function them) Associated with other biological Behaviors persistent over time factors that can affect brain function (i.e. head injuries, genetics) Things we can see (common complaints) Difficulties sustaining attention oDaydreaming oChild doesn’t listen oAlways losing things oForgetful oEasily distracted oNeed constant supervision oChild doesn’t finish anything he/she starts Common complaints (cont’d) Problems with impulse control oImpatient/difficulties waiting for things oAlways interrupting others oBlurts out answers oDoesn’t take turns oTries to take shortcuts on many tasks (including chores, homework, etc.) Common complaints (cont’d) Hyperactivity oAlways on the go oSquirmy… can’t sit still oTalks too much oFrequently hums or makes odd noises oUnable to “put the brakes on” motor activity oChild has two speeds, asleep and awake What Do These Behaviors Have in Common? Problem isn’t as much sustaining attention as it is sustaining inhibition… this is the hallmark of ADHD. Inhibition: a mental process that restrains an action (behavior) or emotion Problems of inhibition are not a matter of choice, but are instead a result of what is (or is not) going on in the child’s brain. ADHD and the Human Brain Portions of brain’s frontal lobe are responsible for “Executive” functions: - Consolidating information from other areas of the brain - “Considers” potential consequences and implications of behaviors - Puts “brakes” on (inhibits) impulsive reactions - Initiates appropriate response to environment ADHD and the Human Brain (cont’d) Research suggests that in children with ADHD, these “executive” areas of the brain are under-active. Increasing the activity level in these areas of the ADHD brain have been shown to decrease behavioral symptoms. This is the logic behind using Stimulant medications as a first line treatment for the disorder.  Common Stimulant Medications Methylphenidate (Ritalin) Dextroamphetamine (Dexedrine) Amphetamine / Dextoamphetamine (Adderall) Penoline (Cylert)  Things that Look Like ADHD Depression Learning disabilities Anxiety Parenting problems Hearing problems Substance use Visual problems Medication side-effects Seizure disorder Lead poisoning Oppositional Defiant Disorder Autism Ten Guiding Principles for Raising a Child with ADHD (Barkley, 1995) 1. Give your child more immediate feedback and consequences 2. Give more frequent feedback 3. Use larger and more powerful consequences 4. Use incentives before punishment 5. Strive for consistency Ten Guiding Principles for Raising a Child with ADHD (Cont’d) 6. Act, don’t yak! 7. Plan ahead for problem situations 8. Keep a disability perspective 9. Don’t personalize your child’s problems or the disorder 10. Practice forgiveness  In Using These Principles, It is Important that the Parent: Pause before reacting to the child Use the ensuing delay to remember all 10 guiding principles (post them around the house if necessary) Choose a response that is consistent with these principles Additional Tips for Managing ADHD Behaviors Pay positive attention to your child…catch them being good Give effective commands Maintain clear and consistent expectations Communicate realistic consequences for inability to meet expectations  Tips for Managing ADHD (Cont’d) Manage the child’s environment Maintain a regular and predictable daily schedule When eliciting child’s input, limit (but don’t eliminate) the number of choices available to him/her to 2-3 options  Tips for Managing ADHD (Cont’d) Be patient Be persistent Be understanding Most importantly, remember to differentiate the behaviors from the child Bad behaviors are not synonymous with a bad child  References www.chadd.org https://speakupforkids.org