ADHD:METHODOLOGY OF TREATMENT IN HYPERACTIVE/IMPULSIVE, INATTENTIVE, AND COMBINED TYPE

Program year: 1997/1998Digitized from print original stored in HDRAttention Deficit Disorder (ADD/ADHD) is a highly heritable behavioral disorder. Frequently, a child with ADD/ADHD is labeled as a problem child instead of a child with a problem. Furthermore, there are three subtypes of ADHD. The nuances of each of the subtypes require different considerations when devising a plan of action to assist these children in functioning in the classroom, among their peers, and in the world. Inattentive (I) children's social skills are relatively age appropriate; however, their classroom skills and ability to succeed in performing tasks is diminished relative to same-aged peers. Hyperactivel/Impulsive (HI) children perform better than other ADHD students in classroom skills, but their social skills (e.g., ability to interact with both peers and others) are diminished. Combined Type (CT) children manifest qualities of both I and HI children (e.g., problems with classroom skills and social skills). Through survey mailouts, information regarding parental perceptions of effectiveness of various treatments was obtained. The treatments examined were medications, school programs, and communications between teachers and parents, physicians and parents, and teachers and physicians. This information was then compiled and analyzed. In all cases the quality of communication was reported as a more important factor than frequency of communication in regard to level of usefulness. Parents repeatedly emphasized the importance of educated awareness of ADHD and its treatment options as qualities teachers lack. Parents wanted teachers to be required to study learning and social disorders and to be trained in how to help children with these special needs. Another major factor affecting children in this study is limited progress due to the lack of cooperation of schools to provide support for ADHD children because they do not believe ADHD qualifies under The Rehabilitation Act of 1973 section 504 (which in 1991 was clarified by the U.S. Department of Education to include children with ADD) without co-morbid complications. Children with ADD are also protected by part B of the Individuals with Disabilities Education Act (IDEA). Both section 504 and IDEA are designed to ensure equal educational opportunities for all levels of learners