Ten and Done!

Posted on May 12, 2013 by Judy MacNamee, One of Thousands of ADD ADHD Coaches on Noomii.

As an Intervention Specialist for over 15 years, I think back to all my coursework in college and in continuing education that helped me work directly with the ADHD teen…..that would be NONE!

Teachers in both the general education classroom, as well as, the Special Need Inclusion and Resource Room setting are faced with the students struggling with ADHD; some diagnosed, some “think they are diagnosed” and some who are in denial.

Nearly one in five high school age boys in the United States and 11 percent of school-age children over all have received a medical diagnosis of attention deficit hyperactivity disorder, according to new data from the federal Centers for Disease Control and Prevention. The figures showed that an estimated 6.4 million children ages 4 through 17 had received an A.D.H.D. diagnosis at some point in their lives, a 16 percent increase since 2007 and a 41 percent rise in the past decade.

The questions loom…is this increase a cause of society’s long waited acceptance of ADHD as a disability or based on the increases of ADHD medicines being dispensed and utilized by those not afflicted by the disorder. Either way…the numbers are increasing and awareness MUST be raised to the public, to the parents and to the teachers…ALL teachers!

Teachers; you know who I mean…we have all had them in our class. “Henry hyper,” “Ivan the impulsiver,” and “Denny, the distractor.” The American Academy of Child and Adolescent Psychiatry (AACAP) estimates that all teachers have in their classrooms at least one child with ADHD. How did you handle each one of these students? In the 30, 45 or 50 minute classes, what strategies do teachers implement that help those ADHD students?

In the course of raising awareness, its important to educate not just the “how’s” of working with struggling ADHD students but also understanding the “why’s.”

Understanding the brain’s wiring is important along with understanding the depth of ADHD. ADHD is a paradox of incredible strengths and incredible weaknesses. ADHD persons’ performance is very situational. Because persons with ADHD are seen as very bright and capable in certain situations, poor performance in other areas is interpreted as volitional or due to lack of motivation or willpower. These have proven not to be the case, but you may begin to appreciate just how badly ADHD can be misinterpreted. Hence, the title of this article and future book, I hope. Students struggling with ADHD may physically, emotionally and neurologically not be able to pay attention for more then 10 minutes.

In addition to the three main areas: hyperactivity, distraction and impulsivity, individuals with ADHD:
• Are unaware where/how their ADD challenges manifest
• Frequently feel misunderstood
• Are often frustrated and sometimes angry
• Are often accused of not trying very hard or being afraid of success
• Have poor self-esteem
• Want to do well and please
• Often feel broken
• Have to struggle with certain kinds of tasks
• Are confused and want support but don’t know where to go

As teachers, this may seem like a huge undertaking to handle and still teach towards those Core Competencies. More education is needed and needed now. Teachers can help children with ADHD become successful in school, said Beth Kaplanek, volunteer president of the board of directors for Children and Adults With Attention-Deficit/Hyperactivity Disorder (CHADD). “Teachers can make all the difference with how a child feels about [himself or herself],” she said.

Kaplanek recalls how her son Chris, now 18 years old, struggled in school because of ADHD and learning disabilities. She credits a special teacher for helping her son believe he could achieve in school. “She was the most caring teacher, and she would point out his successes whenever she could. The best thing a teacher can do is to look for the small milestones with kids with ADHD.”