ADHD-ADD Flashcards
debilitative and chronic condition that a ects the child’s ability to control attention and behavior in an optimal and adaptive manner
ADHD
DSM-5, it suggests 2 components to the disorder:
1) Inattention and 2) Hyperactivity or Impulsivity
____ of inattention for children up to age 16 years
Six or More symptoms
for adolescents age 17 years and older and adults;
Five or more symptoms
Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities
Inattention
Often has trouble holding attention on tasks or play activities
Inattention
Often does not seem to listen when spoken to directly
Inattention
Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
Inattention
Often has trouble organizing tasks and activities
Inattention
Often avoids, dislikes, or is reluctant to do tasks that require mental e ort over a long period of time (such as schoolwork or homework)
Inattention
often easily distracted
Inattention
Often fidgets with or taps hands or feet, or
squirms in seat
Hyperactivity
Often leaves seat in situations when
remaining seated is expected
Hyperactivity
Often talks excessively
Hyperactivity
Often blurts out an answer before a
question has been completed
Hyperactivity
Often has trouble waiting their turn
hyperactivity
What are the Additional Requirements for Diagnosis
● Symptoms present prior to age 12 years
● Symptoms not better accounted for by a
di erent psychiatric disorder and do not occur exclusively during a psychotic disorder (e.g., schizophrenia)
● Symptoms not exclusively a manifestation of oppositional behavior
Combined presentation is
if enough symptoms of both criteria inattention and hyperactivity-impulsivity were present for the past 6 months
Predominantly inattentive presentation is
if enough symptoms of inattention, but not hyperactivity-impulsivity, were present for the past six months
predominantly hyperactive-impulsive presentation
Enough symptoms of hyperactivity-impulsivity, but not inattention, were present for the past six months.
ADHD causes
emotional self-regulation problems, executive impairment and space and motor disorganization and may cause language problems in 30-40% of the cases.
symptoms and cognitive-behavioral changes of ADHD are the results of abnormalities in:
○ Several neuronal connections (particularly in the prefrontal cortex)
○ Deficits in neurotransmitters (like dopamine or anti-dopamine)
○ Maturational delays (can gradually occur during the first years of life which a ects structural development of the brain)
ADHD can lead to 3 neurological deficits:
- Executive function
- Operational/working memory
- Self regulation
ADHD is a neurodevelopmental disorder defined by impairing levels of:
- Inattention
- Disorganization
- hyperactivity-impulsivity
hallmark signs and symptoms of ADHD are
inattention, hyperactivity, and impulsivity.
Wandering o tasks, lacking persistence, having di culty sustaining focus, and being disorganized and is not due to defiance or lack of comprehension
Inattention
Excessive motor activity when it is not appropriate, or excessive fidgeting, tapping or talkativeness
ADULTS: extreme restlessness or wearing others out with their activity
Hyperactivity
Hasty actions that occur in the moment without forethought and that have high potential for harm to the individual, or desire for immediate rewards or inability delay gratification
Impulsivity
An individual will be diagnosed with ADHD if the signs and symptoms were:
● Persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development
● Present prior to age 12
● Present in 2 or more settings
● Symptoms interfere or reduce the quality of social, academic, or occupational functioning
● Symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder
Causes of ADHD
● Genetics
● Environmental Factors
● Brain Injuries
● Nutrition
● Social Environment
Pathophysiology of ADHD
● Neural TransmissionDeficits
● Frontal and Prefrontal Involvement
● Parietal and Cerebellar Changes
● Deformation in Basal Ganglia Nuclei
Neuro-transmitters are
can either be inhibitory or excitatory.
ADHD is associated with reduced volume of
two inhibitory neurotransmitters. The norepinephrine and serotonin.
The frontal cortex is responsible for high level functioning like maintaining attention, organization, and executive function. A deficiency in norepinephrine with this brain region will cause
inattention, problems with organization and or impaired executive functions
The Limbic system is responsible for regulating our emotions. A deficiency in this region will cause
restlessness, inattention, or emotional volatility
In the basal ganglia, these are the neural circuits that regulate communication within the brain. Deficiencies with basal ganglia will cause
information to short circuits resulting in inattention or impulsivity.
The reticular activating system is the major relay system among the many pathways that enter and leave the brain. A deficiency in the RAS will cause
inattention, impulsivity, or hyperactivity
Components of the Attention Control System
Mental Energy Control System
Processing Control System
Production Control System
Regulates and distributes the energy supply needed for the brain to take in and interpret information and regulate behavior
MECS
Four Mental Energy Controls
1) Alertness
2) Mental e ort
3) Consistency
4) Sleep and arousal
A state of mind in which an individual can e ectively listen to and watch information being presented.
Alertness
Students who experience di culty with XXX can appear to be daydreaming.
Alertness
Students who have di culty with XXX can benefit from having tasks broken down into smaller and more manageable parts.
Mental effort
Ensures a reliable and predictable flow of mental energy
Consistency
T or F:Students who have trouble with performance consistency don’t have problems all of the time. Sometimes they can concentrate and perform well while other times they cannot.
True
● A ffects an individual’s ability to sleep well enough at night to be su ciently alert during the day
Sleep and Arousal
Helps individuals in various activities and situations to select and interpret incoming information.
Processing Control System
five processing controls:
1) Saliency determination
2) Depth and Detail Processing
3) Cognitive Activation
4) Focal Maintenance
5) Satisfaction Control
Governs the output of functioning across many performance areas, including academic functioning and performance as well as many facets or behavioral and social functioning
Production Control System
Five production controls:
previewing, facilitation and inhibition, tempo/pacing, self-monitoring, and reinforcement
