what are the signs i should look for to suspect that a child in my class has ADHD?
are these signs telling anything?
– unable to make eye contact
– cannot stay in one place for more than one minute
– cannot control temper or language
– speaks very loudly
– aggressive towards mates
– cant seem to enjoy a game even if he has asked eagerly for it, leaves what he’s playing with to look for something else, comes back to the original thing also in no time
– bad memory for names
– high artistic skills
– extra weight
can this still be a normal “naughty” child?
if he has ADHD what shall i do other than fighting to put him in the naughty chair every time he breaks a rule ” every five minutes or so”?
if there are other signs please let me know
Three types of ADHD have been established according to which symptoms are strongest in the individual.
1. Predominantly Inattentive Type: It is hard for the individual to organize or finish a task, to pay attention to details, or to follow instructions or conversations. The person is easily distracted or forgets details of daily routines.
2. Predominantly Hyperactive-Impulsive Type: The person fidgets and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the person to wait their turn or listen to directions. A person with impulsiveness may have more accidents and injuries than others.
3. Combined Type: Symptoms of the above two types are equally predominant in the person.
As many as half of those with ADHD also have other mental disorders. These comorbidities of ADHD (other disorders that occur along with ADHD) can make it harder to diagnose and treat ADHD. They may also present further challenges to the individual with ADHD.
Used by mental health professionals, the DSM-IV-TR provides criteria for diagnosing ADHD. This diagnostic standard helps ensure that people are appropriately diagnosed and treated for ADHD. Using the same standard across communities will help determine the public health impact of ADHD.
Treating ADHD can be done through medical or behavioral therapies, or a combination of the two.
Diagnostic & Statistical Manual for Mental Disorders (DSM-IV) Criteria for ADHD
I. Either A or B:
A. Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level:
~Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.
~Often has trouble keeping attention on tasks or play activities.
~Often does not seem to listen when spoken to directly.
~Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
~Often has trouble organizing activities.
~Often avoids, dislikes, or doesn’t want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).
~Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).
~Is often easily distracted.
~Is often forgetful in daily activities.
B. Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:
~Often fidgets with hands or feet or squirms in seat.
~Often gets up from seat when remaining in seat is expected.
~Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).
~Often has trouble playing or enjoying leisure activities quietly.
~Is often “on the go” or often acts as if “driven by a motor”.
~Often talks excessively.
~Often blurts out answers before questions have been finished.
~Often has trouble waiting one’s turn.
~Often interrupts or intrudes on others (e.g., butts into conversations or games).
ll. Some symptoms that cause impairment were present before age 7 years.
lll. Some impairment from the symptoms is present in two or more settings (e.g. at school/work and at home).
lV. There must be clear evidence of significant impairment in social, school, or work functioning.
V. The symptoms do not happen only during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).
Based on these criteria, three types of ADHD are identified:
ADHD, Combined Type: if both criteria 1A and 1B are met for the past 6 months
ADHD, Predominantly Inattentive Type: if criterion 1A is met but criterion 1B is not met for the past six months
ADHD, Predominantly Hyperactive-Impulsive Type: if Criterion 1B is met but Criterion 1A is not met for the past six months.
If you feel the child has a disability you may want to talk to the school psychologist about contacting the parents to set up an evaluation. Talking to the school psychologist would be good regardless if he has ADHD or not, they should be able to give you techniques to help with the child. May even talk to the parents/guardians to see how they deal with his behavior at home.
Your goal is to have the parents take this child to a pediatrician, who will then determine if further testing is necessary. Once that happens, back off. They may get an ADHD diagnosis and choose not to medicate. You cannot control that decision.
Has his hearing been properly screened? What about the teacher he had last year, what does she have to say about him? What about other teachers in your school?
Keep notes and observations. This will not be your last child who gives you a challenge!
Keep him away from distractions (seat away from the door), post visual reminders since he’s a visual, not “auditory” thinker (pictures to explain tasks, etc.), and remember that “demerit” systems are counter-productive for kids with impulse problems (imagine saying “don’t push that red button, no matter what else you do…of course, now the kid can’t think of anything BUT the red button.) Try earning points (goal directed, competitive) for good behavior. Spell out exactly what good behavior looks like. Read “No Mind Left Behind” by Dr. Adam Cox, who also wrote this article:
“What’s Not ADHD”
which might also give you some good information.
This will make your life a thousand times easier in the classroom–I volunteer in a class and have seen remarkable (non-medicated) results with a child once I used these strategies.
Good luck. Obviously you’re a great teacher to have observed this child so closely.
Let his/her parents know that (in the US) local public schools will/must provide evaluations for children aged 3-21 free of charge. They will need to make the request in writing.
As far as the parents go, you may wish to express your concerns to them in a non-judgmental way: “He is so bright and creative, I just would like to see him really reach his potential, so I would like to refer him for evaluation of some of his behaviors.”
You don’t say how old this child is, so it may be just developmental, but it never hurts to get professional evaluation.
Its only in the last 5 years that our nanny state has come up with this ADHD nonsense. Its just a way of letting parents off for not disciplining their children. Isn’t it strange how, as soon as they made smacking your child against the law, they came up with a ‘medical term’ for kids that are naughty. They just need discipline!
You should talk to his parents and the parents will take him to the doctor for his ADD/ADHD test.
If the parents refuse to get him tested, then you can talk to your supervisor/principal and have him removed from your class.
You get paid to be a teacher not to deal with an undiagnosed ADD patient.
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