Attention Deficit Hyperactivity

Disorder (ADHD)
Tips for Understanding and
Managing ADHD in the Home
Presented by: Brett L. Patterson, M.A.

Goals for This Presentation

Provide a basic understanding of what
ADHD is, and what it is not.
Attempt to answer any questions and
dispel any myths that many people have
regarding ADHD.
Introduce some guiding principles for
dealing with ADHD behaviors.

ADHD Exposed
ADHD is identifiable via behavioral, not physical
characteristics, making it more likely to be
misunderstood.
Misperceptions:
Behaviors that directly result from ADHD are not
primarily attributable to poor parenting, lack of
discipline, low motivation, or intentional trouble
making.
Not everything that fidgets and/or behaves defiantly is
ADHD.

What Is ADHD?
Neurobehavioral disorder marked by:
Inattention
Difficulties controlling impulses
Excessive motor activity (hyperactivity)

Be awarethe mere presence of these

behaviors does not mean the child has
ADHD.

Indicators of ADHD as a Developmental

Disorder (Barkley, 1995)
Seen in early child
development
Behaviors clearly
distinguish child from
non-ADHD children
Occurs across several
situations (though not
necessarily in all of them)
Behaviors persistent over
time

Child not able to perform

at age-appropriate levels
Not accounted for by
environment of social
causes
Related to brain function
Associated with other
biological factors that can
affect brain function (i.e.
head injuries, genetics)

Things We Can See (aka,

Common Complaints)
Difficulties sustaining attention

Daydreaming
Child doesnt listen
Always losing things
Forgetful
Easily distracted
Needs constant supervision
Child doesnt finish anything he/she starts

Common Complaints (contd)

Problems with impulse control

Impatient/Difficulties waiting for things

Always interrupting others
Blurts out answers
Doesnt take turns
Tries to take shortcuts on many tasks
(including chores, homework, etc.)

Common Complaints (contd)

Hyperactivity

Always on the go
Squirmycant sit still
Talks too much
Frequently hums or makes odd noises
Unable to put the brakes on motor activity
Child has two speeds; asleep and awake

What Do These Behaviors Have

in Common?
Problem isnt as much sustaining attention
as it is sustaining inhibitionthis is the
hallmark of ADHD
Inhibition: a mental process that restrains
an action (behavior) or emotion
Problems of inhibition are not a matter of
choice, but are instead a result of what is
(or is not) going on in the childs brain

ADHD and the Human Brain

Portions of brains frontal lobe are
responsible for Executive functions:
Consolidating information from other areas of
the brain
Considers potential consequences and
implications of behaviors
Puts brakes on (inhibits) impulsive reactions
Initiates appropriate response to environment

ADHD and the Brain (contd)

Research suggests that in in children with
ADHD, these executive areas of the
brain are under-active
Increasing the activity level in these areas
of the ADHD brain have been shown to
decrease behavioral symptoms. This is the
logic behind using Stimulant medications
as a first line treatment for the disorder.

Common Stimulant
Medications
Methylphenidate (Ritalin)
Dextroamphetamine
(Dexedrine)
Amphetamine/
Dextroamphetamine (Adderall)
Pemoline (Cylert)

Things That Look Like ADHD

Depression
Anxiety
Hearing problems
Visual problems
Seizure disorder
Oppositional defiant
disorder
Autism

Learning disabilities
Parenting problems
Substance use
Medication sideeffects
Lead poisoning

Ten Guiding Principles for Raising a

Child with ADHD (Barkley, 1995)
1. Give your child more immediate
feedback and consequences
2. Give more frequent feedback
3. Use larger and more powerful
consequences
4. Use incentives before punishment
5. Strive for consistency

Ten Guiding Principles for Raising a

Child with ADHD (contd)
6.
7.
8.
9.

Act, dont yak!

Plan ahead for problem situations
Keep a disability perspective
Dont personalize your childs problems
or the disorder
10. Practice forgiveness

In Using These Principles, It Is

Important That the Parent:
Pause before reacting to the child
Use the ensuing delay to remember all
10 guiding principles (post them
around the house if necessary)
Choose a response that is consistent
with the principles

Additional Tips for Managing

ADHD Behaviors
Pay positive attention to your childcatch
them being good
Give effective commands
Short, sweet, and straightforward
Limit the number of tasks to 1-2 per command

Maintain clear and consistent expectations

Communicate realistic consequences for
inability to meet expectations

Tips for Managing ADHD

(Contd)
Manage the childs environment
Limit distracting influences during times when
child is asked to be on task (i.e. homework)

Maintain a regular and predictable daily

schedule
When eliciting childs input, limit (but
dont eliminate) the number of choices
available to him/her to 2-3 options

Tips for Managing ADHD

(Contd)

Be patient
Be persistent
Be understanding
*Most importantly, remember to
differentiate the behaviors from the child
Bad behaviors are not synonymous with a bad
child

Resources Available to Parents

Children and Adults with ADD (CHADD): a
family support organization that provides a variety
of services. (www.chadd.org or the Central OK
chapter phone number is 405-722-1233
There is a plethora of readings available to those
interested in obtaining more information on
ADHD. One that I have found particularly useful
in working with parents is Taking Charge of
ADHD: The Complete Authoritative Guide for
Parents, by Russell A. Barkley, Ph.D. (1995)