Children with ADHD - It's not a disciplinary problem

Perspective is defined as a subjective evaluation of relative significance; point of view. Here are 3 individual perspectives over one child’s behavior; The teacher, the parent, and the child in question. These are not actual people, nor are the scenarios real. They are simulations of what one could see of a child who has a specific disability.

The Teacher:

I am in the middle of explaining what the homework assignment is, when once again Johnny gets up to get a drink of water. On is way to the sink, he slaps another student on the head and whispers something to the girl who just laughed. Johnny thinks it’s funny, but I do not. I have asked him to sit down 4 times in the last 30 minutes while I was explaining the instructions and all that is happening, is that I am interrupted, and I have to start over. I have sent Johnny to the office mostly every day this week, because he is a complete distraction. He doesn’t listen, he’s often rude when I confront him, and he seems to like the attention he’s getting. Johnny also often doesn’t understand the assignment, or he forgets to do it at home and doesn’t bring it back to school. He gets frustrated when I ask him to listen, and he tells me that he is listening and to stop nagging at him. I have 20 other students in my classroom who want to learn, and this kid has no concept of that. I really don’t know what to do anymore!! Oh good Lord, he’s being distracted by the squirrel outside and has now gotten everyone else to look out the window. Looks like I’m going to have to send him to the principal’s office again! Honestly, I think he needs to be somewhere else.

Johnny:

Why is she constantly yelling at me, and why does she do it in front of everyone?? Damn, that is embarrassing! So instead of acting all mad and stuff, I make others laugh to get their eyes off of the darned teacher who is calling me out once again. All I wanted to do was get a drink of water! What’s wrong with that? What? No, I didn’t hear what the assignment was. No, I don’t know why. I was thinking about…hey, look at that squirrel outside!!! What? Ok, ok, I’m listening!! I’m not fidgeting around in my seat, I just can’t sit here while she is yelling at me!! What is wrong with me? Nothing, what is wrong with you? Oops. That was a mistake. I’m being sent to the principal’s office again. Haven’t I been there enough? Why won’t she listen to me?? I’m going to be in trouble when I get home. Screw it. The teacher is already mad at me. I think I’ll flip her off on my way out the door. At least it will get a laugh from my friends.

The Parents:

Johnny came home all moody and went to his room without saying anything to me. When I asked him what was wrong, he either ignored me, or he yelled at me to leave him alone and slammed the door on me. My first instinct is to open up that door and tell him he will NOT treat me in such a manner, but there was something in his eyes that made me stop. What happened in school? Did he get into trouble? He’s been gone all day, so why is he mad at me? I’ll give him some breathing room. That’s usually what he needs when he’s had a bad day. He will tell me when he’s ready. Two hours later, and he comes to me with swollen eyes. He’s been crying and now he wants to talk. He feels that the teacher doesn’t like him, and that she is always yelling at him. He doesn’t understand the assignment and he feels stupid because he has to ask for help. He seems depressed and anxious, and he can’t sit still. I’ve noticed that his attention span is very limited, and his grades this year aren’t very good. He’s also been very impulsive and does things without thinking about them. He always feels bad afterward and says “I know” when we correct this behavior, but he’s still doing it. I think I know what the problem is, but I don’t want him to be on any medication. I don’t want him to be all lethargic and slow and not be my son anymore. I‘ve had meetings at school already and that doesn‘t seem to be enough. I am going to call Johnny‘s doctor and have an evaluation done on him. It’s time we do something to help him.

End of Scenario.

Sound familiar? Johnny has Attention Deficit Hyperactivity Disorder, also known as ADHD. According to the 1994, Diagnostic and Statistical Manual of Mental Disorders, Ed. IV, (DSM-IV) ADHD is a Disruptive Behavior Disorder characterized by the presence of a set of chronic and impairing behavior patterns that display abnormal levels of inattention, hyperactivity, or their combination. Current estimates show that the prevalence of school aged children having ADHD, is 3-5%, and boys seem to be more affected than girls.

Getting Johnny tested thoroughly is extremely important, because ADHD has been often misdiagnosed as other disorders, such as depression, anxiety and learning disabilities. Once the doctors have evaluated and tested Johnny, getting him help is now much easier. Johnny’s parents and his educators must now formulate a plan or IEP (Individualized Education Plan) that will help Johnny feel more successful in school. Educators must follow this plan and help Johnny make positive decisions and help him be an active participant in his education. There are many treatment options that are available now, other than medication. It is widely known that in the beginning of this diagnosis, children were overmedicated and their behaviors were seen as the exact opposite of what they were experiencing before taking medication. They were lethargic and tired, and just didn’t have the energy to do anything. Parents were seeing this and therefore refused to seek treatment, because they did not want their children to be overmedicated. There are a now a variety of treatments that are available for children who have ADHD, other than medication. Some of these treatments include but are not limited to; Behavior modifications, diet, exercise, getting enough sleep, counseling, cognitive therapy, social skills therapy and more (Resources are provided below).

Johnny has a long road ahead of him, as do his teachers and parents but together, they can do it. Now they know that Johnny’s behaviors are not done purposely. He is not meaning to be a distraction and he does not mean to be so impulsive and hyper. He does want to learn and he does want to be a success in school and in his community, and now he has the opportunity to do so. It is the educators job, the parents job, and Johnny’s job to ensure that his education is implemented and that he can feel successful. Johnny is no longer a child who has a disciplinarian problem. He is a child who happens to have a brain disorder, but is capable of learning with help and patience from those around him.


Resources for children with ADHD:

http://www.adhdnews.com/adhd-symptoms.htm

http://www.addvance.com/help/parents/child.html

http://smartkidssmartparents.com/adhd/

http://www.ncpamd.com/adhd_and_school.htm

http://www.napcse.org/exceptionalchildren/adhd/adhd-definition.php

https://www.msu.edu/course/cep/888/ADHD%20files/DSM-IV.htm


Resources for Adults with ADHD:

http://www.webmd.com/add-adhd/guide/adhd-adults

http://www.emedicinehealth.com/adhd_in_adults/article_em.htm

http://www.addresources.org/adhd_articles_adults.php

http://www.ldonline.org/adhdbasics/adults