“ATTENTION DEFICIT HYPERACTIVITY DISORDER”

(ADHD)

I. Case Profile of a Person with Disability

“A Real Mom's Story: Raising a Child With ADHD”

A story of Chase a 12 year old child who have an attention deficit hyperactivity
disorder. Michelle Nielson a stepmom who is a disability advocate, she is 41 years
old who shared the story of her stepson’s struggle with ADHD with Jordan Lite.

Chase was diagnosed when he was in Kindergarten. He wasn’t like most kids
who’d sit in their seat and follow direction. He was always getting time-outs, always in
trouble because he couldn’t control himself. He was hitting other kids. You may
thought that he is a violent little boy but he is not. When Chase still not under his
medication, he goes from bouncing up and down and not following directions—he
can’t even complete simple tasks without prompting. But when he already undergo
his medication, he can process thoughts, he can do his homework. It’s a whole
different world.

Time past, he is getting better. Chase is mainstreamed, but he needs little things
from his teachers to remind him to turn his homework in, to make sure he has his
books in his backpack and his homework written down for us because he can’t retain
that information. If the teachers don’t think he’s focused, they need to tap him on the
shoulder and say, “Get back to what we’re talking about.” We want to set him up to
be successful, not to fail. He requires consistency, schedules. We write things on a
dry-erase board: time to take a bath, etc. He follows that routine and it works really
well. Before, we’d fight. But we’ve learned to ask him not to do homework the minute
he gets home from school. He needs to come home and reboot. We break down
homework to 10 minutes at a time, taking a break in between then coming back to it.
He continuously take his medication in his 2nd and 3rd grade. It curbs his appetite, he
goes all day without eating and then eats from the time he gets home till he goes to
bed. The doctor says he can eat whatever he needs. They always been educating
Chase about his disability. Chase knows there’s nothing to be embarrassed about.
Early on, it affected him having friends—he knew he had this poor impulse control
and couldn’t stop himself from reacting if kids were mean to him. He knew that was
because of the ADHD and that caused him to back away from people.

Now he says, “This is who I am and kids are going to like me or not and not care
if I have ADHD.” He’s able to accept his diagnosis and is willing to let other kids know
what’s worked for him.
II. Lesson Content

A. Definition of Condition

Attention Deficit Hyperactivity Disorder (ADHD) is a cognitive difference, resulting in

hyperactivity, impulsivity, inattentiveness, and poor executive functioning. It is
recognized as a disability, as a disorder, and as dysregulation based on the situation
of the person with ADHD.

B. Criteria for Diagnosis

*Inattention: Six or more symptoms of inattention for children up to age 16 years, or

five or more for adolescents age 17 years and older and adults; symptoms of
inattention have been present for at least 6 months, and they are inappropriate for
developmental level.

 Often fails to give close attention to details or makes careless mistakes in

schoolwork, at work, or with other activities.
 Often has trouble holding attention on tasks or play activities.
 Often does not seem to listen when spoken to directly.
 Often does not follow through on instructions and fails to finish schoolwork,
chores, or duties in the workplace (e.g., loses focus, side-tracked).
 Often has trouble organizing tasks and activities.
 Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a
long period of time (such as schoolwork or homework).
 Often loses things necessary for tasks and activities (e.g. school materials,
pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
 Is often easily distracted
 Is often forgetful in daily activities.

*Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for

children up to age 16 years, or five or more for adolescents age 17 years and older
and adults; symptoms of hyperactivity-impulsivity have been present for at least 6
months to an extent that is disruptive and inappropriate for the person’s
developmental level.

 Often fidgets with or taps hands or feet, or squirms in seat.

 Often leaves seat in situations when remaining seated is expected.
 Often runs about or climbs in situations where it is not appropriate (adolescents
or adults may be limited to feeling restless).
 Often unable to play or take part in leisure activities quietly.
 Is often “on the go” acting as if “driven by a motor”.
 Often talks excessively.
 Often blurts out an answer before a question has been completed.
 Often has trouble waiting their turn.
 Often interrupts or intrudes on others (e.g., butts into conversations or games)
*In addition, the following conditions must be met:

- Several inattentive or hyperactive-impulsive symptoms were present before age 12

years.
- Several symptoms are present in two or more settings, (such as at home, school
or work; with friends or relatives; in other activities).
- There is clear evidence that the symptoms interfere with, or reduce the quality of,
social, school, or work functioning.
- The symptoms are not better explained by another mental disorder (such as a
mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The
symptoms do not happen only during the course of schizophrenia or another
psychotic disorder.

Based on the types of symptoms, three kinds (presentations) of ADHD can occur:

 Combined Presentation: if enough symptoms of both criteria inattention and

hyperactivity-impulsivity were present for the past 6 months
 Predominantly Inattentive Presentation: if enough symptoms of inattention,
but not hyperactivity-impulsivity, were present for the past six months
 Predominantly Hyperactive-Impulsive Presentation: if enough symptoms of
hyperactivity-impulsivity, but not inattention, were present for the past six
months.

Because symptoms can change over time, the presentation may change over time as
well.

C. Characteristics of the Condition

The symptoms of ADHD usually fit into three general categories: hyperactivity,
impulsivity, and executive functioning.

* Symptoms Of Hyperactivity
- Difficulty sitting in a chair
- Poor sense of danger
- Fidgeting
- Excessive talking
- Excessive physical movement

* Symptoms Of Impulsivity
- Interrupting conversations
- Problems with self-control
- Aggression
- Overreacting to criticism and disappointments

* Symptoms Of Difficulty With Executive Functioning

- Disorganization
- Forgetfulness
- Chaotic work/home environment
- Poor Planning
- Poor Prioritizing
D. Educational Accommodations

1. Extended time on tests and assignments: Providing extra time for completing tasks
can help individuals with ADHD who may struggle with time management and focus.

2. Preferential seating: Allowing students to sit near the front of the classroom or
away from distractions can help minimize distractions and improve attention.

3. Breaks during lectures or exams: Providing frequent short breaks can help
individuals with ADHD maintain focus and manage restlessness.

4. Use of assistive technology: Programs and tools such as text-to-speech software,

organization apps, and digital planners can help individuals with ADHD stay
organized and manage tasks effectively.

5. Modified assignments and assessments: Breaking down assignments into smaller

tasks, providing outlines, or offering alternative modes of assessment can help
individuals with ADHD better understand and complete tasks.

6. Behavior management strategies: Implementing behavioral interventions, such as

token systems or reward charts, can help individuals with ADHD stay motivated and
improve self-regulation.

7. Communication

 Give frequent feedback and attention to positive behavior;

 Be sensitive to the influence of ADHD on emotions, such as self-esteem
issues or difficulty regulating feelings;
 Provide extra warnings before transitions and changes in routines; and
 Understand that children with ADHD may become deeply absorbed in
activities that interest them (hyper-focus) and may need extra assistance
shifting their attention.

8. Develop a Plan That Fits the Child

 Observe and talk with the student about what helps or distracts them (for
example, fidget tools, limiting eye contact when listening, background music,
or moving while learning can be beneficial or distracting depending on the
child);
 Communicate with parents on a regular basis; and
 Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help
ensure the child gets the right support.
III. Conclusion

Guasis: After studying and digging deeper about ADHD, I realized that we shouldn't
joke about having it nor making it small, saying that it is not a big deal. Knowing the
case of Chase and other people being diagnose with this. I learned that It is not easy.
It is not just about forgetting your phone on the table, nor being violent just because
you wanted too. Because, people like them didn't choose to hurt out of impulse, they
also wanted to control their emotions. I also learned that through the help of
professional and your love ones, they could cope up to others and be themselves
without having a problem. That's why educational accommodations is one of the
most important to include them inside of our zone without questioning why do they
need to be treated like that as if they are more important than us.

Lontoc: Based on our topic I conclude that ADHD is important to recognize the
symptoms of ADHD and seek proper diagnosis and treatment in order to address the
challenges that come with the condition. With the right support, individuals with
ADHD can learn to effectively manage their symptoms and thrive in their personal
and professional lives. Continued understanding of ADHD is crucial in order to
improve treatment options and support for those affected by the condition. It is
important to approach individuals with ADHD with understanding and support, as
they may struggle with certain aspects of their daily life. It is also crucial to recognize
that every person with ADHD is unique and may experience different challenges and
strengths. With proper diagnosis, treatment, and accommodations, individuals with
ADHD can lead fulfilling and successful lives. It is important to promote awareness
and education about ADHD.
Materbonia: In my conclusion Attention Deficit Hyperactivity Disorder is more than
just difficulty focusing. It can involve impulsivity, hyperactivity, emotional regulation
issues, and executive function challenges. ADHD can affect various aspects of a
child's life, including school performance, social interactions, and can lose confidence
for children or person that experience this deregulation. Children with ADHD may
experience changes in self-esteem due to academic difficulties, social challenges, or
feeling misunderstood. Building self-confidence and resilience is an important aspect
of supporting them. Also with proper diagnosis and support, children with ADHD can
learn strategies to manage their symptoms effectively. This may involve a
combination of therapy, medication, behavior management techniques, and
accommodations in academic settings. Parents and educators play a essential role in
providing a supportive environment for children with ADHD. This may involve
implementing structured routines, offering positive support and collaborating with
professionals for mediation.

IV. References

A Real Mom’s Story: Raising a Child With ADHD, 2013

Symptoms and Diagnosis of ADHD | CDC, 2022

Nair, M. (2023, December 12). Learn About the Stories of 8 of the World’s Most
Successful People with ADHD. University of the People.

ADHD in the Classroom | CDC, 2022