What is Attention Deficit Hyperactivity Disorder? - ADDED

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What is Attention Deficit Hyperactivity Disorder?
Primer text from The College of William & Mary

ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).

In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children

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Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.

The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently

School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.

https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

PRIMER: What is Attention Deficit Hyperactivity Disorder? - ADDED
Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet

Primer text from The College of William & Mary

ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015)

In order to adequately address the system of care issues, there needs to be effective treatments and we do not yet have an adequate arsenal to effectively treat children and adolescents with ADHD. The development and evaluation of new treatments is most effective when guided by theory and evidence of mechanisms of change. A variable can be considered a mechanism of change that explains why a treatment works, if the variable is malleable and causally related to the impairment being treated (Carper, Makover, & Kendall, 2018; Kazdin, 2007). As we consider the variety of treatments that have been evaluated for ADHD and the development of new treatments, it is critical that future research explicitly focus on identifying mechanisms of change that account for treatment effects and aligning intervention approaches to impact the identified mechanism.