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Common Characteristics
Possible Accommodations
Challenges
Common Characteristics
Neurophysiological Characteristics
According to W.H. Gaddes and D. Edgell in their book, Learning Disabilities
and Brain Function: A Neurophysiological Approach, research using Magnetic
Resonance Imaging (MRI), Electroencephalograms (EEG), and blood flow
studies document that there are biological reasons for this disorder.
MRI's show that in the student without ADHD, the right frontal region
of the brain is larger than the left frontal region. In the brain of
the student with ADHD, the opposite is true. An EEG of these students
will show that ADHD students will have trouble shifting their brains
into faster brainwave patterns needed for effective attention and concentration.
These students remain in the slower brainwave patterns characteristic
of daydreaming and lack of focused thought.
Gaddes and Edgell also cite other interesting evidence regarding blood
flow studies and studies on neurotransmitters. ADHD students show decreased
blood flow to the frontal lobe. The blood flow increased following treatment
with Ritalin, which tends to improve concentration. Treatment with Ritalin
also leads to decreased blood flow to the motor cortex, which leads
to decreased motor activity. Medications of this type are prescribed
to approximately 70% of students with ADHD.
This condition is not due to poor parenting, emotional problems, or
a lack of motivation. Attention Deficit Hyperactivity Disorder is not
a learned behavior; it is a medical condition that requires medical
supervision and lifestyle adjustments.
Behavioral Characteristics
Positive traits often seen in students with ADHD are high energy, creativity,
and intensity about interests. Many successful entrepreneurs have ADHD.
They tend to make great TV and radio talk show hosts and politicians.
Sales, public relations and the military (because of its structured
lifestyle) are often career choices of those with ADHD.
1) ADHD Inattentive type or Attention Deficit Disorder
(ADD)
A student with Attention Deficit Disorder will have difficulty:
- Paying Attention
- Attention spans fluctuate during lectures. Students have trouble
focusing for longer than 30-45 minutes without a break. These students
may appear to daydream, seem spacey, unmotivated, or internally
preoccupied.
- Concentrating
- These students absorb all stimuli around them, have difficulty
filtering out unnecessary information, and are easily distracted.
- Completing Projects
- Because these students are so easily distracted, completing projects
is very difficult. These students often overload on multiple tasks
and have difficulty with follow through on routine tasks. Poor time
management skills and organizational skills are often characteristic.
Because these students "zone out" rather than disrupt the class with
hyperactive behavior, this disorder often goes undiagnosed.
2) ADHD Hyperactive/Impulsive Type
A student with ADHD Hyperactive/Impulsive Type will manifest the
following characteristics in addition to those listed above:
restlessness, fidgety behavior, impatience, and a low frustration
threshold
often acts and speaks without considering the consequences
3) ADHD Combined Type
A student with ADHD Combined Type will exhibit characteristics of
both the other types of Attention Deficit Hyperactivity Disorder.
Though most of us exhibit some of the traits characteristic of ADHD
at various points in our lives, students with ADHD struggle with impulse
control, concentration and memory problems, and distractibility day
in and day out and at a much greater level of intensity than the general
population.
Because students with attention deficits often need more time to
process and retrieve information and redirect their thoughts when
distracted, the environment in which they are tested becomes very
important.
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Possible Accommodations
extended time for tests in a less distracting environment,
tape recording lectures,
using texts in alternate format
priority seating in the classroom
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Challenges
Students with an attention deficit disorder usually perform below
their intellectual level in school. Their lack of organization and
inability to establish and maintain a routine frustrates them, and
may result in depression, anxiety, and low self-esteem. Even with
help, when they try to discipline themselves, forgetfulness and poor
memory add to their confusion and torpedoes their efforts.
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