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Index:
MYTH
1: Attention
Deficit Disorder (ADD) does not really exist. It
is simply the latest excuse for parents who do
not discipline their children.
FACT:
Scientific research tells us ADD is a
biologically-based disorder that includes
distractibility, impulsiveness, and sometimes
hyperactivity. While the causes of ADD are not
fully understood, recent research suggests that
ADD can be inherited and may be due to an
imbalance of neurotransmitters -- chemicals used
by the brain to control behavior -- or abnormal
glucose metabolism in the central nervous
system. Before a student is labeled ADD, other
possible causes of his or her behavior are ruled
out.
MYTH
2: Children
with ADD are no different from their peers; all
children have a hard time sitting still and
paying attention.
FACT:
Before children are considered to have ADD, they
must show symptoms that demonstrate behavior
greatly different from what is expected for
children of their age and background. They start
to show the behaviors characteristic of ADD
between ages three and seven, including
fidgeting; restlessness; difficulty remaining
seated; being easily distracted; difficulty
waiting their turn; blurting out answers;
difficulty obeying instructions; difficulty
paying attention; shifting from one uncompleted
activity to another; difficulty playing quietly;
talking excessively; interrupting; not
listening; often losing things; and not
considering the consequences of their actions.
These behaviors
are persistent and occur in many different
settings and situations. Further-more, the
behavior must be causing significant social,
academic, or occupational impairment for the
child to be diagnosed educationally as having
ADD.
MYTH
3: Only a few people really have ADD.
FACT:
Estimates of who has ADD range from 3 to 5
percent of the school age population (between
1.46 and 2.44 million children.) While boys
outnumber girls by 4:1 to 9:1, experts believe
that many girls with ADD are never diagnosed.
MYTH
4: ADD can be prevented. ADD can be
prevented. ADD can be prevented.
FACT:
While scientists are not certain they understand
the causes of ADD, they have ruled out most of
the factors controlled by parents. A poor diet
does not cause ADD; nor does sugar or food
additives. Normal quantities of lead will not
cause ADD. Since the causes of ADD are genetic
and biological, the parents cannot cause ADD by
being too strict or too lenient.
However, actions
by the parents can influence the child's ability
to control his or her ADD behavior. Recently,
some studies suggest a few cases of ADD may be
caused by the use of alcohol and drugs by the
mother while pregnant.
MYTH
5: All children with ADD are hyperactive
and have learning disabilities. All children
with ADD are hyperactive and have learning
disabilities. All children with ADD are
hyperactive and have learning disabilities.
FACT:
While 10 to 33 percent of children with ADD also
have learning disabilities, the two disorders
cause different problems for children. ADD
primarily affects the behavior of the child --
causing inattention and impulsivity -- while
learning disabilities primarily affect the
child's ability to learn -- mainly in processing
information.
Not all students
with ADD are hyperactive and constantly in
motion; many are considered to have
undifferentiated ADD (Attention Deficit Disorder
without hyperactivity). Because these children
do not behave in the same way as hyperactive ADD
students, their disorder frequently is not
recognized, and they are often considered
unmotivated or lazy.
MYTH
6: Many children are incorrectly
diagnosed as having ADD.
FACT:
There are several national psychological tests
that schools use to identify students with ADD.
Children suspected of having ADD are referred to
a child specialist (e.g., school counselor,
psychologist, pediatrician) for clinical
evaluation. Observations and reports from
parents and teachers are critical to proper
diagnosis. Sometimes, children are given
intelligence, attention, and achievement tests.
Doctors may also administer neuropsychological
tests and neurological examinations.
Most importantly,
it is a team of professionals in education,
medicine, and psychology who pool test results
and make a final determination. Since a child's
hyperactivity, distractibility, and impulsive
behavior may be due to other factors, such as a
limited home environment or learning problems,
the specialists check for other causes of these
behaviors before making a diagnosis of ADD.
MYTH
7: Medication can cure students with
ADD. Medication can cure students with ADD.
Medication can cure students with ADD.
FACT:
Medicine cannot cure ADD but can sometimes
temporarily moderate its effects. Stimulant
medication such as Ritalin, Cylert, and
Dexedrine is effective in 70 percent of the
children who take it. In those cases, medication
causes children to exhibit a clear and immediate
short-term increase in attention, control,
concentration, and goal-directed effort.
Medication also reduces disruptive behaviors,
aggression, and hyperactivity.
However, there
are side effects and no evidence for long-term
effectiveness of medication. For example, recent
studies show that medication has only limited
short-term benefits on social adjustment and
academic achievement. While medication can be
incorporated into other treatment strategies,
parents and teachers should not use medication
as the sole method of helping the child.
MYTH
8: The longer you wait to deal with ADD
in students, the better the chances are that
they will outgrow it. The longer you wait to
deal with ADD in students, the better the
chances are that they will outgrow it. The
longer you wait to deal with ADD in students,
the better the chances are that they will
outgrow it.
FACT: ADD
symptoms continue into adolescence for 50-80
percent of the children with ADD. Many of them,
between 30-50 percent, still will have ADD as
adults. These adolescents and adults frequently
show poor academic performance, poor self-image,
and problems with peer relationships.
MYTH
9: There is little parents and teachers
can do to control the behavior of children with
ADD. There is little parents and teachers can do
to control the behavior of children with ADD.
There is little parents and teachers can do to
control the behavior of children with ADD.
FACT:
Teachers and parents have successfully used
positive reinforcement procedures to increase
desirable behaviors. A behavioral modification
plan can give the child more privileges and
independence as the child's behavior improves.
Parents or teachers can give tokens or points to
a child exhibiting desired behavior -- such as
remaining seated or being quiet -- and can
further reward children for good school
performance and for finishing homework. Mild,
short, immediate reprimands can counter and
decrease negative and undesirable behaviors.
Students with ADD can learn to follow classroom
rules when there are pre-established
consequences for misbehavior, rules are enforced
consistently and immediately, and encouragement
is given at home and in school.
MYTH
10: Students with ADD cannot learn in
the regular classroom.
FACT: More
than half of the children with ADD succeed in
the mainstream classroom when teachers make
appropriate adjustments. Most others require
just a part-time program that gives them
additional help in a resource room. Teachers can
help students learn by providing increased
variety. Often, altering features of
instructional activities or materials, such as
paper color, presentation rate, and response
activities, help teachers hold the attention of
students with ADD. Active learning and motor
activities also help. ADD students learn best
when classroom organization is structured and
predictable.
Credits:
Published By
Division of Innovation and Development Office of
Special Education Programs Office of Special
Education and Rehabilitative Services U.S.
Department of Education
This document was
developed by the Chesapeake Institute,
Washington, D.C., with The Widmeyer Group,
Washington, D.C., as part of contract
#HS92017001 from the Office of Special Education
Programs, Office of Special Education and
Rehabilitative Services, United States
Department of Education. The points of view
expressed in this publication are those of the
authors and do not necessarily reflect the
position or policy of the U.S. Department of
Education. We encourage the reproduction and
distribution of this publication.
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