Attention Deficit Disorder with Hyperactivity (ADHD)

Attention Deficit  Ten  Easily bored Disorder dency to overlook  Crave with details s excitement/ Hyperactivit  Listening constant stimuli y (ADHD)  P Impulsiveness ADHD is a rocrastination;  Poor neurobehavioral completing self-control developmental disorder tasks  Risk-taking which is characterized Hyperactivity  Blurts out by distractibility, short symptoms answers attention span,  Rest before impulsivity, and lessness/ questions difficulty with agitation have been concentration. Students  Fidgeting with hands finished with ADHD have or feet; squirming in  Interrupts difficulty attending to seat or intrudes on others and focusing on  Excessive talking; conversations appropriate information not staying on topic  Verbalizes as well as screening out thoughts that may environmental “appear” rude or distractions. ADHD inappropriate management usually Emotional difficulties involves some  Low self- combination of esteem/sense of medication, behavior insecurity modification, lifestyle  Easily change, and counseling. stressed/frustrated There are three  Sensitivity subtypes of ADHD: to criticism  ADHD Predominately Common Academic Inattentive Difficulties:  ADHD Hyper Reading Skills -Impulsive  Language  ADHD Combined skills  Reading Characteristics of comprehens ADHD ion Inattentive  Sequencing symptoms  Listening  Maintaini  Attentive ng mental focus and/or listening attention Mathematics  Distractibi Skills lity  Poor  Asse covered attention ssing . to detail progr  Provide  Sequ ess directions encing and in a clear, Organizational self- specific and Study Skills corre manner.  Setti ction ADHD ng realistic students goals Classroom struggle  Meeti Suggestions with multi- ng  Provide step deadlines a directions. detaile  Pre d sent course verbal syllabus reminder . s of due Verball dates y througho present ut clear semester expect . ations  U of se classro diverse om teachin activiti g es and techniq course ues work. during If lecture possi s. Use ble, of both begin visual each and class auditor with a y summ instruc ary of tion is the helpful mater to ial to ADHD be student s. Visual assis Learning supple t. Assistance ments  En Lab to such courage improve as students their study pictur to use skills and es, support receive graphs services academic and such as tutorial charts the assistance. can Attention Deficit with Hyperactivity

For further information Monroe County Community or assistance, please College contact: 1555 S. Raisinville Rd. Disability Services Monroe, Michigan 48161 C-218 (734) 384-4167 3/2013