Section-1 Disabilities

1.1 Characteristics of
Autism
 Autism Spectrum Disorder (ASD)
• Autistic Disorder
• Rett’s Disorder
• Childhood Disintegrative Disorder
• Asperger’s Disorder
• Pervasive Developmental Disorder-Not Otherwise Specified
 Social
Characteristics
• Impairments in social interaction
• Dislike physical affection
• Difficulty establishing relationships with others; resulting in lack
of friends.
• Do not recognize facial expressions.
• Lack of response to parent’s voices.
 Communication Characteristics
• Deviations in language development
• Echolalia: “parroting”
• Palilalia: repeats his or her own words.
• Echopraxia: repeats gestures and movements
• Neologisms: using made up words
• Deficits in Communicative Intent
• May have difficulty understanding the intent of a peer’s conversation.
• Difficulties in conversation skills
• Some are completely non-verbal.
 Behavioral Characteristics
• Repetitive and Stereotypic Behavior
• Motor Stereotypes: repetitive motor movements
• Hand flapping
• Hand wringing
• Rocking back and forth
• Extreme Need for a Routine
• Lack of routine can results in frustration and temper tantrums.
 Behavioral Characteristics Cont.
• Unusual Preoccupation with Objects or Activities
• Strong attachments to objects
• Stones
• Pieces of plastic toys
• Especially objects that spin, glitter, or are round
• Preoccupation
• Parts of objects
• Focuses on complex details of one subject/topic.
• Specific Sensory and Motor Characteristics
• Abnormal response to stimuli, including sound.
• Reduced sensitivity to pain, heat or cold.
• Abnormal activity levels (hyperactivity or hypoactivity)
• Abnormal eating and sleeping behaviors.
 Cognitive Characteristics
• Low IQ
• Difficulty in Executive Functioning
• Planning
• Shifting Attention Working Memory
• Deficits in Theory of Mind
• Seeing the world from other’s perspectives
• Strengths in Visual Skills
• They think visually, such as pictures.
 Possible Causes
• No known definite cause, but thought to be neurological or brain
based.
• Theories
• Poor parenting
• Childhood vaccinations
1.2 Common Presentation
of Characteristics
 Autism Spectrum Disorder
• The symptoms of Autism Spectrum Disorders
• Neurologically Based
• Scientific evidence of genetic pre-disposition
• Also likely to be gene-environment interactions
 Autism Spectrum Disorder
• Diagnostic categories within the Autism Spectrum. These are
defined by the presence or absence of behaviors in the
following areas
• Social Reciprocity
• Communication
• Repetitive behaviors
 Autism Spectrum Disorder
• Autistic Disorder
• Autism is a discrete diagnosis within the ADS.
• Defined by a pattern of six symptoms distributed across three
areas.
• At least two symptoms must be in the area of social reciprocity.
• See Table on following slide.
 Autism Spectrum Disorders
• Aspergers
• Dr. Hans Asperger observed children with typical language who
had difficulty with socialization and repetitive behaviors.
• Diagnosed if three symptoms - 2 related to Social Reciprocity
and one to habitual behaviors – are present.
• Considerable overlap between diagnosis of high functioning
Autism and Asperger’s disorder.
• Children with Asperger’s disorder may not be diagnosed until
school age.
 Autism Spectrum Disorder
• Pervasive Development Disorder – Not otherwise specified.
(PDD-NOS)
• Used to describe children who do not have the number of
distributions of symptoms for another diagnosis within the ASD.
• Fewer symptoms of autism are present.
 Autism Spectrum Disorders
• Childhood Disintegrative Disorder
• CDD is a very rare condition
• All aspects of the development are typical until 3 to 5 years.
• At this age all domains begin to regress (language, cognitive
ability, play, motor skills, bowel and bladder skill deteriorate)
• Represents a common final pathway for a number of neurologic
insults.
 Autism Spectrum Disorders
• Rett’s Disorder/Syndrome
• Involves the loss of previously obtained language and social
milestones.
• Associated with mutation in methyl-CpG- binding protein 2 and
a gene on the X chromosome.
• Mostly see in Girls
• Affected children lose language and social interest.
 Autism Spectrum Disorders
• Diagnostic Features of Autism Spectrum Disorders
• Core symptoms are divided into three areas:
• Qualitative- Impairments in Social Reciprocity.
• Atypical Communication Development
• Atypical Behavior
 Autism Spectrum Disorders
• Causes of Autism Spectrum Disorders.
• The Genetics of Autism:
• Family and Twin Study
• Candidate Gene Studies
• Association with Genetic Disorders of know Etiology (genetic
disorders)
• Brain Structure and Function in Autism Spectrum Disorders
 Autism Spectrum Disorders
• Causes of Autism Spectrum Disorders Cont.
• Obstetric Complications – studies have not strongly shown any
specific prenatal or birth complications with the development of
ASD.
• Environmental Exposures
• Teratogen – substances that result in birth defects – maternal
medications, drugs of abuse, chemical and radiation.
• Vaccinations – significant controversy
• Infections – Prenatal infections increase the risk
 Autism Spectrum Disorders
• Gender and Autism Spectrum Disorders.
• There is a 4:1 male to female predominance of ASD.
 Autism Spectrum Disorders
• Early Identifications of Autism Spectrum Disorders.
• Symptoms must be present by 3 years of age.
• Delayed language development, repetitive behaviors and
atypical social responsivity are common parental concerns.
• Early diagnosis is based on the recognition of the core features
of ASD as they appear in early childhood.
• Atypical development of pretend play, pointing to share interest,
use of eye gaze to engage another person in communication
and social interest. (as young as 18 months).
 Autism Spectrum Disorders
• Evaluation of the Child with ASD.
• Multidisciplinary Assessment
• Diagnostic Measures
• Laboratory Testing
 Autism Spectrum Disorders
• Associated conditions – ASD may be associated with
intellectual disabilities and other conditions.
• Intellectual Disabilities – ¾ have intellectual disability
• Learning Disabilities – Specific impairment in executive function
• Epilepsy – about ¼ with ASD
• Tic Disorders – Up to 9%
 Autism Spectrum Disorders
• Associated conditions Cont.
• Sleep Disorders – 50 to 70%
• Gastrointestinal Symptoms – Increase in pain, reflux, diarrhea,
constipation and bloating.
• Psychiatric Conditions – greater risk for depression, mood
disorders, ADD and anxiety.
 Autism Spectrum Disorders
• Genetic Disorders with Autism Spectrum Disorders
• Tuberous Sclerosis
• Fragile X syndrome
• Chromosome 15 Deletion
 Autism Spectrum Disorders
• Treatment Approaches
• Educational
• TEACCH
• Applied Behavior Analysis
• Developmental-Individual Difference-Relationship Base model
• Relationship Development Intervention
• Classroom-Based Programs
 Autism Spectrum Disorders
• Behavioral Intervention
• Pragmatic Language and Social Skills Training
• Medication
• Stimulant Medications
• Selective Serotonin reuptake Inhibitors
• Atypical Neuroleptics
• Mood Stabilizers
 Intelligence and Intellectual Disability
(ID)
• Prior to mid-19th century: children and adults with intellectual
disabilities were ignored or feared even by the medical
profession
• Intellectual disability: a significant limitation in intellectual
functioning and adaptive behavior which begins before age 18
1.3 Intellectual Disabilities
 Defining and Measuring Children’s
Intelligence and Adaptive Behavior
• General intellectual functioning is now defined by an intelligence
quotient (IQ or equivalent)
• ID is no longer defined on the basis of IQ
• Level of adaptive functioning is also important
• Adaptive functioning: how effectively individuals cope with
ordinary life demands and how capable they are of living
independently
Specific Examples of Adaptive Behavior Skills
 The Controversial IQ
• IQ is relatively stable over time
• Except when measured in young, normally-developing
infants
• Mental ability is always modified by experience
• Are IQ tests biased or unfair?
 Features of Intellectual Disabilities
• Clinical description - considerable range of abilities and
interpersonal qualities
• DSM-5 diagnostic criteria
• Deficits in intellectual functioning
• Concurrent deficits or impairments in adaptive functioning
• Below-average intellectual and adaptive abilities must be
evident prior to age 18
Diagnostic Criteria for Intellectual
Disability
 Severity Level: Mild
• About 85% of persons with ID
• Typically not identified until early elementary years
• Overrepresentation of minority group members
• Develop social and communication skills
• Live successfully in the community as adults with appropriate
supports
 Severity Level: Moderate

• About 10% of persons with ID

• Usually identified during preschool years
• Applies to many people with Down syndrome
• Benefit from vocational training
• Can perform supervised unskilled or semiskilled work in
adulthood
 Severity Level: Profound

• About 1%-2% of persons with ID

• Identified in infancy due to marked delays in development and
biological anomalies
• Learn only the rudimentary communication skills
• Require intensive training for:
• Eating, grooming, toileting, and dressing behaviors
• Require lifelong care and assistance
Examples of Support Areas
 Prevalence
• Approximately 1-3% of population (depending on cutoff)
• Twice as many males as females among those with mild cases
• More prevalent among children of lower SES and children from
minority groups, especially for mild cases
• More severe levels - identified almost equally in different racial
and economic groups
 Developmental Course and Adult Outcomes

• Developmental-versus-difference controversy
• Do all children—regardless of intellectual impairments
—progress through the same developmental
milestones in a similar sequence, but at different rates?
• Developmental position
• Similar sequence hypothesis
• Similar structure hypothesis
 Developmental-Versus-Difference Controversy
(cont’d.)

• Difference viewpoint: cognitive development of

children with ID is qualitatively different in
reasoning/problem-solving
• Familial versus organically based ID
 Motivation

• Many children with mild ID are able to learn and attend

regular schools
• Often susceptible to feelings of helplessness and
frustration in their learning environments
• Children who have mild ID are able to stay on task and
develop goal-directed behavior
• With stimulating environments and caregiver support
 Changes in Abilities
• IQ scores can fluctuate in relation to the level of
impairment
• Major cause of ID affects the degree to which IQ and
adaptive abilities may change
• Slowing and stability hypothesis
• IQ of children with Down syndrome may plateau
during middle childhood, then decrease over time
 Language and Social Behavior

• Development follows a predictable and organized

course
• Characteristics displayed with Down syndrome
• The underlying symbolic abilities of children are
believed to be largely intact
• There is considerable delay in expressive
language development; expressive language is
weaker than receptive language
 Characteristics Displayed With Down Syndrome
(cont'd.)

• Fewer signals of distress or desire for proximity with primary

caregiver
• Delayed, but positive, development of self-recognition
• Delayed and aberrant functioning in internal state language
• Reflects emergent sense of self and others
• Deficits in social skills and social-cognitive ability; can lead to
rejection by peers
 Emotional and Behavioral Problems

• Rate is three to seven times greater than in typically

developing children
• Largely due to limited communication skills,
additional stressors, and neurological deficits
• Most common psychiatric diagnoses:
• Impulse control disorders, anxiety disorders, and
mood disorders
• Internalizing problems and mood disorders in
adolescence are common
 Emotional and Behavioral Problems
(cont'd.)
• ADHD-related symptoms are common
• Pica is seen in serious form among children and adults
with ID
• Self-injurious behavior (SIB)
• Can be life-threatening
• Affects about 8% of persons across all ages and
levels of ID
 Other Physical and Health Disabilities

• Health and development are affected

• Degree of intellectual impairment is a factor
• Prevalence of chronic health conditions in ID population is
much higher than in the general population
• Life expectancy for individuals with Down syndrome is
now approaching 60 years
Chronic Health Conditions Among Children With
Intellectual Disabilities
 Causes

• Scientists cannot account for the majority of cases,

especially the milder forms
• Genetic or environmental causes are known for almost
two-thirds of individuals with moderate to profound ID
 Prenatal, Perinatal, and Postnatal
Causes
• Prenatal: genetic disorders and accidents in the womb
• Perinatal: prematurity and anoxia
• Postnatal: meningitis and head trauma
 The Two-Group Approach
• Organic group – there is a
clear biological basis
• Associated with severe
and profound MR
• Cultural-familial group – there
is no clear organic basis
• Associated with mild MR
 Risk Factors

• Four major categories of risk factors

• Biomedical
• Social
• Behavioral
• Educational
Causes
Risk Factors (cont'd.)
 Inheritance and the Role of the Environment

• Genetic influences are potentially modifiable by environment

• Genotype: a collection of genes that pertain to intelligence
• Phenotype: the expression of the genotype in the environment
(gene-environment interaction)
 Inheritance and the Role of the Environment
(cont'd.)

• Heritability describes the proportion of the variation of a

trait attributable to genetic influences in the population
• Ranges from 0% to 100%
• The heritability of intelligence is about 50%
• Major environmental variations affect cognitive
performance and social adjustment in children from
disadvantaged backgrounds
 Genetic and Constitutional Factors
• Chromosome abnormalities
• Down syndrome is usually the result of failure of the
21st pair of the mother’s chromosomes to separate
during meiosis ► causes an additional chromosome
• Fragile-X syndrome is the most common cause of
inherited ID
• Prader-Willi and Angelman syndromes
• Both are associated with abnormality of
chromosome 15
 Genetic and Constitutional Factors (cont’d.)

• Single-gene conditions: inborn errors of metabolism

• Excesses or shortages of certain chemicals which are
necessary during developmental stages
• Cause of 3-7% of cases of severe ID
• Phenylketonuria results in lack of liver enzymes
necessary to metabolize phenylalanine
• Can be treated successfully
 Neurobiological Influences

• Adverse biological conditions

• Examples: infections, traumas, and accidental poisonings
during infancy and childhood
• Fetal Alcohol Spectrum Disorder (FASD)
• Estimated to occur in one-half to two per 1000 live births
• Teratogens increase risk of ID
 Social and Psychological Dimensions
• Least understood and most diverse factors causing ID
• Environmental influences and other mental disorders account
for 15-20% of ID
• Deprived physical and emotional care and stimulation of the
infant
• Other mental disorders accompanied by ID, such as autism
• Parents are critically important
 Prevention, Education, and Treatment

• Child’s overall adjustment is a function of:

• Parental participation, family resources, social supports, level
of intellectual functioning, basic temperament, and other
specific deficits
• Treatment involves a multi-component, integrated strategy
• Considers children’s needs within the context of their
individual development, their family and institutional setting,
and their community
 Prenatal Education and Screening
• ID related to fetal alcohol syndrome, lead poisoning,
rubella) can be prevented if precautions are taken
• Prenatal programs for parents caution about use of
alcohol, tobacco, drugs, and caffeine during pregnancy
 Psychosocial Treatments

• Early intervention
• One of the most promising methods for enhancing the
intellectual and social skills of young children with
developmental disabilities
• Carolina Abecedarian Project provides enriched
environments from early infancy through preschool
years
• Optimal timing for intervention is during preschool
years
 Behavioral Approaches

• Initially seen as a means to control or redirect negative

behaviors
• Association for Behavior Analysis (ABA) Task Force
advocates that:
• Each individual has the right to the least restrictive
effective treatment and the right to treatment that results
in safe and meaningful behavior change
 Cognitive-Behavioral Therapy

• Self-instructional training and

metacognitive training
• Verbal instructional
techniques
• Teaching the child to be
strategical and
metastrategical
 Family-Oriented Strategies

• Help families cope with the demands of raising a child with ID

• Some ID children and adolescents benefit from residential care or out-
of-home placement
• The inclusion movement integrates individuals with disabilities into
regular classroom settings
• Curriculum is adapted to individual needs
1.4 Down Syndrome
 What Is Down Syndrome?
• Down syndrome is a genetic condition that causes mild to serious physical
and developmental problems.

• People with Down syndrome are born with an extra chromosome.

Chromosomes are bundles of genes, and your body relies on having just
the right number of them. With Down syndrome, this extra chromosome
leads to a range of issues that affect you both mentally and physically.

• Down syndrome is a lifelong condition. Although it can’t be cured, doctors

know more about it now than ever. If your child has it, getting the right care
early on can make a big difference in helping them live a full and
meaningful life.
 Down Syndrome Symptoms
• Down syndrome can have many effects, and it’s different for
each person. Some will grow up to live almost entirely on their
own, while others will need more help taking care of
themselves.

• Mental abilities vary, but most people with Down syndrome

have mild to moderate issues with thinking, reasoning, and
understanding. They’ll learn and pick up new skills their whole
lives, but they may take longer to reach important goals like
walking, talking, and developing social skills.
 People with Down syndrome tend
to have certain physical features
• inat common.
Eyes that slant up the outer corner These may include:
• Small ears
• Flat noses
• Protruding tongue
• Tiny white spots in the colored part of the eyes
• Short neck
• Small hands and feet
• Short stature
• Loose joints
• Weak muscle tone
• Many people with Down syndrome don’t have any other health issues, but some do.
Common conditions include heart problems and trouble hearing and seeing.
 Down Syndrome Causes and Risk
Factors
• For most people, each cell in your body has 23 pairs of
chromosomes. One chromosome in each pair comes from your
mother and the other comes from your father.

• But with Down syndrome, something goes wrong and you get
an extra copy of chromosome 21. That means you have three
copies instead of two, which leads to the symptoms of Down
syndrome. Doctors aren’t sure why this happens. There’s no
link to anything in the environment or anything the parents did
or didn’t do.
 Down Syndrome Causes and Risk
Factors (CONTD)
• While doctors don’t know what causes it, they do know that women 35 and older
have a higher chance of having a baby with Down syndrome. If you’ve already had a
child with Down syndrome, you’re more likely to have another one who has it as well.

• It’s not common, but it is possible to pass Down syndrome from parent to child.
Sometimes, a parent has what experts call “translocated” genes. That means some
of their genes aren’t in their normal place, perhaps on a different chromosome from
where they’d usually be found.

• The parent doesn’t have Down syndrome because they have the right number of
genes, but their child may have what’s called “translocation Down syndrome.” Not
everyone with translocation Down syndrome gets it from their parents -- it may also
happen by chance.
 Types of Down Syndrome
There are three types of Down syndrome
Trisomy 21. This is by far the most common type, where every
cell in the body has three copies of chromosome 21 instead of
two.
Translocation Down syndrome. In this type, each cell has part
of an extra chromosome 21, or an entirely extra one. But it’s
attached to another chromosome instead of being on its own.
Mosaic Down syndrome. This is the rarest type, where only
some cells have an extra chromosome 21.
 Down Syndrome Diagnosis
• A doctor may suspect Down syndrome in a newborn based on
the baby’s appearance.
• That can be confirmed by a blood test called a karyotype test
that lines up the chromosomes and will show
• if there’s an extra chromosome 21.
 Down Syndrome Treatments
There’s no specific treatment for Down syndrome. But there is a wide
range of physical and developmental therapies designed to help people
with Down syndrome reach their full potential. The earlier you start them,
the better. Each child will have different needs. Yours may benefit from:

• Physical, occupational, and speech therapy

• Specialized education services
• Social and recreation activities
• Programs that offer job training and teach self-care skills
You’ll also work closely with your child’s doctor to watch for and manage
any health problems associated with the condition.
 Down Syndrome Complications
• Babies with Down syndrome may be born with other physical problems, and they’re at higher risk for
certain health issues later in life.

• Possible complications of Down syndrome include:

• Heart problems. About half of babies with Down syndrome are born with a heart defect that may need
surgery.
• Hearing and vision problems, including crossed eyes and cataracts
• Gastrointestinal disorders, like blockages, reflux, and celiac disease
• Obesity
• Breathing issues, including sleep apnea, asthma, and pulmonary hypertension
• Underactive thyroid
• Seizures
• Childhood leukemia
• Early-onset dementia
 1.5 Attention
Deficit/Hyperactivity
Disorder
 What is ADHD?
• Attention Deficit Hyperactivity (ADHD) is a neurobiological
disorder. Typically children with ADHD have developmentally
inappropriate behavior, including poor attention skills,
impulsivity, and hyperactivity.
• These characteristics arise in early childhood, typically before
age 7, are chronic, and last at least 6 months.
• Children with ADHD may also experience problems in the areas
of social skills and self esteem.
 Diagnostic Characteristics
• ADHD is diagnosed according to certain characteristics
described in the fourth edition of the Diagnostic and Statistical
Manual of Mental Disorders, known as DSM-IV.
• A child with ADHD is often described as having a short attention
span and as being distractible.
• The child will have difficulty with one or all parts of the attention
process: focusing (picking something on which to pay attention),
sustaining focus (paying attention for as long as is needed), and
shifting focus (moving attention from one thing to another).
 Symptoms of ADHD Symptoms of
ADHD fall into three groups:
• Not being able to focus (inattentiveness)
• Being extremely active (hyperactivity)
• Not being able to control behavior (impulsivity)
 Symptoms of Inattention
• Often fails to give close attention to details, making careless mistakes in schoolwork or
other activities.
• Often has difficulty sustaining attention in tasks or play activities.
• Often appears to not be listening when spoken to directly.
• Often has difficult following through on instructions; may fail to finish schoolwork,
chores, or duties (not due to oppositional behavior or failure to understand instructions).
• Often has difficulty organizing tasks and activities.
• Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental
effort (schoolwork and homework)
• Often loses things necessary for tasks or activities (example: toys, school assignments,
pencils, books, or tools).
• Is often easily distracted by extraneous stimuli.
• Is often forgetful in daily activities.
 Symptoms of Hyperactivity
• Often fidgets with hands or feet or squirms in seat.
• Often leaves seat in classroom or in other situations in which
remaining seating is expected.
• Often runs about or climbs excessively in situations in which
this is inappropriate.
• Often has difficulty playing or engaging in leisure activities
quietly.
• Often is “on the go” or acts as if “driven by a motor”
• Often talks excessively.
 Symptoms of Impulsivity
• Often blurts out answers before questions have been
completed.
• Often has difficulty awaiting turn.
• Often interrupts or intrudes on others (during conversations or
games).
 Causes of ADHD
• ADHD usually begins in childhood but may continue into the adult
years.
• Most commonly diagnosed behavioral disorder in children.
• ADHD is diagnosed much more often in boys than in girls.
• As many as 5 out of every 100 children in school may have ADHD,
boys are three times more likely than girls to have ADHD.
• It is NOT CLEAR what causes ADHD. A combination of genes and
environmental factors likely plays a role in the development of the
condition.
• Studies suggest that the brains of children with ADHD are different
from those of children without ADHD
 How Do You Know If a Child has
ADHD?
• When a child shows signs of ADHD, he or she needs to be
evaluated by a trained professional.
• This person may work for the school system or may be a
professional in private practice.
• A complete evaluation is the only way to know for sure if the
child has ADHD.
• It is also important to:
• Rule out other reasons for the child’s behavior
• Find out if the child has other disabilities along with ADHD
 How ADHD Diagnosed
• By child’s doctor with input from family and other professionals
such as nurses, teachers, psychologists, special therapist, etc.
• Assessments to tell if a child has ADHD is by observing
interactions with peers in classroom, work setting and during
formal testing.
• Interviewing parents about speech and language develop:
• Does a child stutter?
• Good Pronunciation?
• Evaluating the ability to explain or re tell a story
• Assessing social communication skills.
 Treatment
• There is no quick treatment for ADHD, however the symptoms of ADHD can
be managed. It’s important that the child’s family and teachers:
• -Find out more about ADHD
• -Learn how to help the child manage his or her behavior
• -Create an Educational program that fits the child’s individual needs
• -Provide medication, if parents and the doctor feel that this would help the
child.
• -Set specific, appropriate goals
• -Start medicine and or talk to therapy
• -Follow up regularly with the doctor to check on goals, results, and any side
effects of medicines.
 Therapy for ADHD
• Therapy for both the patient and family is very helpful and can
gain control of the stressful feelings related to ADHD.
• A common type of ADHD therapy is called behavioral therapy. It
teaches children and parents healthy behaviors and how to
manage disruptive behaviors.
• For mild cases of ADHD, behavioral therapy alone (without
medicine) can sometimes be effective.
 Tips to help Children with ADHD
Include
• Talk regularly with the child’s teacher.
• Keep a consistent daily schedule, including regular times for
homework, meals, and outdoor activities. Make changes to the
schedule in advance and not at the last moment.
• Limit distractions in the child’s environment.
• Make sure the child gets a healthy, varied diet, with plenty of fiber
and basic nutrients.
• Make sure the child gets enough sleep.
• Praise and reward good behavior.
• Provide clear and consistent rules for the child.
 Tips for Teachers Learn more
about ADHD.
• Figure out what specific things are hard for the student, for example one student with ADHD may
have trouble starting a task, while another may have trouble ending one task and starting the
next. Each student needs different help.
• Post rules, schedules, and assignments. Clear rules and routines will help a student with ADHD
• Have set times for specific tasks
• Call attention to changes in schedule.
• Show the student how to use an assignment books and a daily schedule. Also teach study skills
and learning strategies and reinforce these regularly.
• Help the student channel his or her physical activity.
• Make sure directions are given step by step and that the student is following the directions.
• Let the student do work on a computer
• Work together with the student’s parents to create and implement an educational plan to meet the
students needs.
• Have high expectations for the student, but be willing to try new ways of doing things.
 An Outlook on ADHD ADHD is a
long-term chronic condition
• If not treated correctly, ADHD may lead to:
• -Drug and alcohol abuse
• -Not doing well in school
• -Problems keeping a job
• -Trouble with the law
• One third to one half of children with ADHD continue to have
symptoms of inattention or hyperactivity- impulsivity as adults.
• Adults with ADHD are often able to control behavior and mask
difficulties