Prepared and presented by;

Nordiyanah Binti Nordin

Umi Zafirah Othman
Nur Hayati Amin
Zakiah Bahtiar
Tuan Ahmad Hasanuddin.
What is ADHD?
ADHD is a condition of the brain that
affects a person's ability to pay attention. It
is most common in school-age children.
According to professionals in the diagnosis of
ADHD (WHO,1990), there are 3 main
characteristics associated with ADHD that are;
1. Inattention
2. Hyperactivity
3. impulsivity
Always described as having a short attention span
or very distractible. The following are examples of
how an ADHD child may demonstrate his/her
inattention in the classroom.
Often has difficulty sustaining attention in task/activities.
Often seems does not listen when spoken to directly.
Often loses things necessary for tasks or activity.
Is often easily distracted by extraneous stimuli
Forgetful in daily activities.
An ADHD childs hyperactivity can be fairly
visible in a classroom, and can be manifested
in any of the following examples;
Often leaves seat in the classroom.
Often runs about or climbs excessively in situation where it is
inappropriate.
Is always on the go and acts as if driven by a motor.
Often talks excessively.
Impulsivity:
An ADHD child may also demonstrate
impulsivity in the following ways;
Often has difficulty awaiting turn (ex:playing game)
Often interrupts or intrudes on others.
Difficulty thinking before acting (e.g., hitting a
classmate when he/she is upset or frustrated)
BEHAVIORAL OR LEARNING PROBLEMS
ASSOCIATED WITH ADHD.
90% of children with ADHD are unproductive in schoolwork
and underachieve in school.
20% have reading difficulties.
50% shows social skills problems.
30% display clinically defined anxiety disorders.
33% experience major clinical depression.

WHAT CAUSES ADHD?
ADHD is believed to result from a complex interaction
of genetic, biological and environmental risk factor.
These risk factors may lead to a chemical imbalance in
the brain that impairs the ability to sustain attention
and filter irrelevant distractors. Hence, there is a delay
in the maturation of the brains ability to achieve
mastery of self-regulation.
GENES
ADHD has a strong genetic basis in the
majority of cases, as a child with ADHD is four
times as likely to have had a relative who was
also diagnosed with attention deficit disorder

NUTRITION & FOOD:
Certain components of the diet, including food additives and sugar, can
have clear effects on behavior. Some experts believe that food additives
may exacerbate ADHD. And a popular belief is that refined sugar may
be to blame for a range of abnormal behaviors. Some studies also
suggest that a lack of omega-3 fatty acids is linked to ADHD symptoms.
These fats are important for brain development and function, and there
is plenty of evidence suggesting that a deficiency may contribute to
developmental disorders including ADHD.

BRAIN INJURY:
Brain injury may also be a cause of attention
deficit disorder in some very small minority of
children. This can come about following
exposure to toxins or physical injury, either
before or after birth. Experts say that head
injuries can cause ADHD-like symptoms in
previously unaffected people, perhaps due to
frontal lobe damage.

The management of ADHD:
The best way of managing the symptoms of ADHD is through a
multimodal approach, i.e. through a combination of efforts
involving professionals, parents and teachers. There are 4 basic parts
to this approach (MOE, 1999):
1. Education and understanding ADHD
2. Behavior management (home and school)
3. Appropriate educational interventions.
4. Medication (for some cases)

Strategies for coping with inattentiveness:
Seat the students near the teacher.
Cue student to stay on task (use a private signal)
Pair oral instructions with written instructions.
Break assignments into smaller parts.
Handle assignments and examination papers one
page at a time
Enlist the help of a student buddy.
Strategies for coping with hyperactivity:
Provide opportunity for breaks from sitting
Give a student a seat where it is possible to stand
up during lessons without disrupting the class.
Build movement and interactive elements into
lessons.
Give the student two seats so that there is always
somewhere definite to go.
Make sure a written behavior plan is near the student. You can even tape it
to the wall or the childs desk.
Give consequences immediately following misbehavior. Be specific in your
explanation, making sure the child knows how they misbehaved.
Recognize good behavior out loud. Be specific in your praise, making sure
the child knows what they did right.
Attend to positive behaviour with compliments and reinforcement.
Set clear rules for class participation.
Explain consequences if rules are violated, and apply them consistently.