Severe Behaviour Disorder
Department of Education and Early Childhood Development. (1998). Program for Students with Disabilities Guidelines 2013. Student Wellbeing and Engagement Division School Education Group Department of Education and Early Childhood Development: Melbourne. (p. 26)
Attention Deficit Hyperactivity Disorder (ADHD)
Definition
Attention deficit hyperactivity disorder is defined as a persistent pattern of inattention and/or hyperactive and impulsive behaviour that is more frequent and severe than is typically seen at a given stage of development. The symptoms of ADHD are associated with impairment in educational, social and emotional function (NHMRC, 2009, p.7).
Prevalence in children and adolescents
According to NHMRC (2009), three recent systematic reviews of studies on the prevalence of ADHD suggest a prevalence of 5% to 10% among children and adolescents. However, due to changes in the DSM criteria for ADHD, it is difficult to compare prevalence estimates across the last 30 years. The criteria were operationally described in the DSM-III in 1980, and two revisions of the DSM have subsequently been published with somewhat different conceptualisations of the disorder.
A comprehensive review of studies by Polanczyk et al., (2007) examines the prevalence of ADHD in over 102 studies comprising 171,756 participants from all regions of the world (the studies are listed at http://www.ufrgs.br/psiq/prodah-e.html). The overall pooled prevalence was 5.29% and the pooled prevalences for children and adolescents were respectively 6.48% and 2.74%. Polanczyk et al., (2007) reported that studies in children consistently suggest that ADHD is more prevalent in boys than in girls, with a male-to-female ratio ranging from 3:1 to 9:1, depending on the source of the sample.
A comprehensive review of studies by Polanczyk et al., (2007) examines the prevalence of ADHD in over 102 studies comprising 171,756 participants from all regions of the world (the studies are listed at http://www.ufrgs.br/psiq/prodah-e.html). The overall pooled prevalence was 5.29% and the pooled prevalences for children and adolescents were respectively 6.48% and 2.74%. Polanczyk et al., (2007) reported that studies in children consistently suggest that ADHD is more prevalent in boys than in girls, with a male-to-female ratio ranging from 3:1 to 9:1, depending on the source of the sample.
Management in an educational setting
As ADHD meets the criteria for disability under the Disability Discrimination Act 1992 (DDA), students with ADHD have a legal right to access schools and the curriculum. The Disability Standards for Education 2005 provide guidance to teachers on their obligations under the DDA. The standards specifically address the areas of enrolment, participation, curriculum development, accreditation and delivery, student support services, and the elimination of harassment and victimisation. The Disability Standards emphasise the right to curriculum access through differentiation of curriculum, teaching and assessment. Thus, schools are legally obligated to ensure the inclusion of students with a disability, and teachers are legally required to adapt their teaching styles/strategies as necessary to meet the requirements of children with ADHD.
Teaching strategies
NHMRC (2009) outline a huge array of inclusive educational strategies which can be found at: http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch54_draft_guidelines.pdf
One such strategy as proposed by NHMRC (2009), focuses on behavioural management through the development of a individualised management plan. NHMRC (2009) suggests that an individualised management plan should be drawn up in collaboration with the person with ADHD and their parents/carers and teachers as appropriate. The management plan should take in to account:
Teaching strategies
NHMRC (2009) outline a huge array of inclusive educational strategies which can be found at: http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch54_draft_guidelines.pdf
One such strategy as proposed by NHMRC (2009), focuses on behavioural management through the development of a individualised management plan. NHMRC (2009) suggests that an individualised management plan should be drawn up in collaboration with the person with ADHD and their parents/carers and teachers as appropriate. The management plan should take in to account:
- The specific needs and expressed preferences of the person, and the circumstances of his or her family and culture.
- The associated psychosocial problems, educational difficulties and comorbid conditions.
- The suitability of the plan for the individual and their family, taking in to account affordability, accessibility and acceptability.
Individual Learning Plan Strategy examples:
An example of an element of a young student's individualised management plan.
The student's parents/carers and teachers were consulted as to the most appropriate and effective way of encouraging good behaviour and behavioural control and each day was rewarded with a smile stamp if they could elicit behavioural control. In this particular instance, the student was intrinsically rewarded by the teacher each day and after 6 weeks of adequate behaviour, the student was extrinsically rewarded by their parents/carers.
The student's parents/carers and teachers were consulted as to the most appropriate and effective way of encouraging good behaviour and behavioural control and each day was rewarded with a smile stamp if they could elicit behavioural control. In this particular instance, the student was intrinsically rewarded by the teacher each day and after 6 weeks of adequate behaviour, the student was extrinsically rewarded by their parents/carers.
Additional School/Personal Resources and Support Networks:
http://www.adhd.com.au/
http://www.nhmrc.gov.au/guidelines/publications/ch54
http://leocontent.acu.edu.au/file/69facae0-a187-baa7-f0cf-cb6cf9bb4ad0/1/Fact%20sheet%20medication0.pdf
http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml
http://home.vicnet.net.au/~addvic/
http://www.livingwithadhd.com.au
www.adhdcoalitionvic.org.au
http://www.psychology.org.au/community/adhd/
http://www.everydaywithadhd.com.au/adhd-information-sheets.html
http://www.everydaywithadhd.com.au/Newsletter.html
http://www.adhdsupport.org.au
http://www.adasa.org.au/
http://adhdforum.org.au/
http://geelonglifeline.org.au/media/Lifeline_ADHD_Toolkit.pdf
http://www.nhmrc.gov.au/guidelines/publications/ch54
http://leocontent.acu.edu.au/file/69facae0-a187-baa7-f0cf-cb6cf9bb4ad0/1/Fact%20sheet%20medication0.pdf
http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml
http://home.vicnet.net.au/~addvic/
http://www.livingwithadhd.com.au
www.adhdcoalitionvic.org.au
http://www.psychology.org.au/community/adhd/
http://www.everydaywithadhd.com.au/adhd-information-sheets.html
http://www.everydaywithadhd.com.au/Newsletter.html
http://www.adhdsupport.org.au
http://www.adasa.org.au/
http://adhdforum.org.au/
http://geelonglifeline.org.au/media/Lifeline_ADHD_Toolkit.pdf