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1 Informative Synthesis Essay Irina Roshdy Educational Leadership Department, Lamar University SPED_5103_X31_13 Survey of Exceptional Learners Dr. J Darrel Mohr November 24, 2023 Attention Deficit-Hyperactivity Disorder

2 Explanation of Topic Research for the Attention Deficit Hyperactivity Disorder is rapidly developing in special education field. As special educators our job is to make sure that we learn, understand, and adapt to any changes in the field we work in. According to Friend 2018, ADHD is not a disability directly addressed by the Individuals with Disabilities Education Act (IDEA). There is no disability under IDEA that is called ADHD. In fact, many students with ADHD are served through section 504 of the Vocational Act of 1973. However, some students are served in special education with Other Health Impairment (OHI) qualification. ADHD is not a rare disorder; according to Ramsey (2010), it affects 3-7 percent of school- aged children in the U.S. ADHD is one of the disorders that are often comorbid with specific learning disability and emotional disturbance. Attention deficit–hyperactivity disorder (ADHD) is considered a distinct psychiatric disorder not explained as another mental disorder (e.g., schizophrenia), although it may exist concurrently with other disorders, such as autism. Individuals with ADHD display multiple symptoms across two or more settings; the symptoms began occurring prior to 12 years of age; and the disorder negatively affects social, emotional, or academic functioning. According to Marilyn Friend in, Special Education: Contemporary Perspectives for School Professionals, The definition of ADHD is clarified through a listing of the diagnostic criteria used to determine whether a child has ADHD. These include 3 following types:

3 Predominantly inattentive type, predominantly hyperactive -impulsive type, combined type. In Predominantly inattentive type , students show a primary symptom -inattention. Those students are often unorganized, forgetful, may skip important parts of an assignment, may appear to be daydreaming during instruction. In Hyperactive-Impulsive type , students show a combination of hyperactivity and impulsivity. They show a lot of moving around and act before thinking, they may talk a lot on and off subject, run instead of walking. In Combined type , students show both inattention and hyperactivity and impulsivity. In order to combat any functioning or academic deficits in the classroom, as educators we need to understand types of ADHD and identify classroom strategies that can help reinforce success. ADHD is so variant between student to student, that no student is the same. As teachers we must learn how to differentiate and make sure that we choose the right strategy to make sure student success. Researchers from the National institute of Mental Health suggest that children with ADHD can be successful with a combination of therapy and medication. Many parents, however, decide not to medicate their child because of known side effects, for example sleep problems, irritability, headaches, decreased appetite. So is there a way to make sure that a student with ADHD is successful with little to no invasive treatment? Identifying ADHD is not a simple process. Sometimes it takes too long, and a child does not get any accommodation to be successful in the class. Even if the teacher notices some characteristics through classroom experience, we can not share it with parents. Teacher cannot diagnose a child with ADHD even if he sees a clear symptom. As explained by Friend (2018): "In fact, educators are explicitly prohibited from directly or indirectly telling

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4 parents that a student should take medication for ADHD" (Friend, 2018, p.181) Diagnosis like ADHD must come from outside the district. It’s a combination of physician, psychiatrist, and other medical personnel. We as teachers may only work on a plan of how the student can be successful and reach their full potential in the classroom after getting all the recommendations from the specialists and coming up with a plan. One of the most valuable tool for educators is observing students in the classroom before coming up with a plan. It will help to determine a child’s behavior and executive functioning. Then a teacher in collaboration with other professional stuff and parents must determine the best plan for child’s education. In a recent article “The relation between classroom setting and ADHD behavior children compared to typically developing kids ” National Library of medicine published by Journal of Attention Disorders(2023) it was noted that the classroom setting has a huge impact on children with ADHD. The study investigates the impact of classroom setting on behavior of children with ADHD. Participants were 55 children with (subthreshold) ADHD (referred to as ADHD group) and 34 typically developing children (referred to as controls). In order to measure ADHD behaviors as well as classroom setting, observations were conducted when children attended morning lessons in their own classroom led by their primary teacher. They coded three possible classroom settings group lessons, individual seatwork , and classroom transitions . It was noted that Children in the ADHD group were more off-task than typically developing children across settings. When children without ADHD mostly struggled during transition times. Inattention as well as (motor and verbal) hyperactivity of both groups was similarly affected by setting. Results showed that motor as well as verbal hyperactivity of all children increased during classroom transitions as compared to

5 group lessons or individual seatwork. It is very important to have a structured lesson that students are familiar with to ensure no off-task behaviors. Other researchers at the National Institute of Mental Health in their article “What is ADHD?” recommended Physiotherapy and phycological interventions including family therapy, behavior therapy, behavior parent management, cognitive behavior therapy, classroom accommodations and behavior intervention plans. Researchers noted how a combination of therapy may help change students approach to education as well as control most of the behaviors. Parents and students also may try support groups that would help them to connect to other parents with similar problems and concerns. Another researchers at National Library of medicine published by Neuropediatric magazine (2020) suggests that “ Multimodal treatment approaches that include a first stage in which parent counseling is initiated, a second-stage encompassing, for example, individual behavioral therapy for the child, while the parents participate in a parent training program in parallel, followed by a third stage in which stimulant medication is started. Environment-centered interventions aim at the counseling or training of parents or the instruction of teachers at school or preschool.”

6 Conclusions ADHD is one of the most common disorders in the world; according to Ramsey (2010), it affects 3-7 percent of school-aged children in the U.S. Most of the people with ADHD are diagnosed during childhood, however there is a good percentage of people that get diagnosed during adulthood. Most of the common symptoms are daydreaming, impulsivity, inattention which causes people to be very disorganized in life, hyperactivity. All these symptoms may change with age and therapy. Summarizing all 3 types of ADHD it is important to mention that every child can be successful with a combination of behavior management, classroom routines, therapy, and medication. Not every parent decides to implement medications for ADHD for their child so we as teachers need to make sure that we provide all the support a child needs to be successful in the class. We need to continue exploring and implementing best practices to help students with ADHD reach their full potential. The more researchers work on Attention Deficit Hyperactivity Disorder, the more answers we will get in the future to help provide best practices and guide students best educational experience.

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7 References Elmaghraby, R., & Garayalde, S. (2022, June). What is ADHD? Psychiatry.org - What is ADHD? https://www.psychiatry.org/patients-families/adhd/what-is-adhd Friend, M. (2018). Special education: Contemporary perspectives for school professionals (5thed.). Pearson. National Library of medicine. Journal of Attention Disorders (2023) The relation between classroom setting and ADHD behavior children compared to typically developing kids . https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10291114/ National Library of medicine published by Neuropediatric magazine ( 2020 Jun 19 ) ADHD: Current concepts and treatments in children and adolescence. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7508636/

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