Successful academic achievement requires the ability to concentrate, and students who have problems with this are at a significant academic disadvantage. In fact, students who are unable to pay attention to one task are likely to avoid or develop a strong aversion to tasks that demand prolonged concentration. Consequently, academic performance and academic success for these students can be inconsistent and infrequent. These difficulties are inherent components of a disorder known as Attention Deficit/Hyperactivity Disorder (ADHD).

The primary symptoms of ADHD include persistent patterns of inattention, impulsivity and/or hyperactivity when compared to others of similar age and developmental levels. According to the DSM-IV (1994), this pattern must adversely affect at least two settings, such as school, home, and/or work, and must have been present before the age of seven.

An ADHD diagnosis can occur well after age seven, however, symptoms must have been present before this age. According to Kirby and Kirby (1994), ADHD has been the most common diagnosis for school age children for many years, with prevalence estimates ranging from 2% to 6%.

The academic implications of ADHD are numerous. For example, the inability focus on individual academic tasks, clearly organize thoughts before speaking, or follow classroom rules is likely to result in, at least, academic frustration. However, ADHD is a medical diagnosis, not a school diagnosis. The assessment and identification of students with ADHD by schools has little to do with diagnostic guidelines outlined in the DSM-IV (Burcham & Meyers 1995).

The DSM-IV categorizes ADHD as a mental disorder, which may manifest itself within an academic setting. ADHD symptoms that are only observed in school, or that only impede academic performance are not enough to render an ADHD diagnosis (two settings such as home, work, and/or school must be negatively affected).

It is the school's role to document behavior and recommend an evaluation when a pattern of ADHD symptoms are present in an academic setting. This documentation is very important in the diagnostic process. Educators then will be able to determine to what extent ADHD interferes with the academic, social, and behavioral components of school, and then implement plans to improve the student's educational experience. To maximize the benefits of school, behavior management strategies and specific academic interventions may be necessary.

Since the behavior that accompanies ADHD contrasts sharply with what is expected at school, keeping control of a classroom that includes students with ADHD is a formidable task. Kirby and Kirby (1994) suggest several techniques for managing these students in the classroom, when the diagnosis is made it is beneficial for the student to begin to learn the nature of his/her disorder.

This approach requires some knowledge on the part of the teacher in relation to specific explanations of attention difficulties. Involving the student in exploring his or her attentiveness and impulsivity is the key to formulating a behavioral intervention. Levine (1989) suggests that these explanations involve analogies e.g., equating a high quality television set with the brain of an individual with an attentional disorder. The television set consists of high quality parts and is in excellent working order, however, because of problems with the antenna, the reception is inconsistent.

Kirby & Kirby (1994) stress that because individuals with ADHD often receive a substantial amount of negative feedback, it is important to structure the school day so that the chance for successful and positive feedback is increased. Academic work requiring a high level of attention is best scheduled in the morning, and other school activities that require less attention should be scheduled in the afternoon. Most students with ADHD are better able to control attention during the first half of the school day. This can decrease frustration for both the student and teacher.

Discipline and behavior are primary issues for students with ADHD and their teachers. When disciplining in the classroom, teachers should understand that ADHD students are often surprised by their own behavior, and don't intend on "acting out" in the classroom. There continues to remain a degree of skepticism in relation to the neurological basis of ADHD and the associated belief that the individual is able to control attention and impulsive behavior if they so choose. This misconception lingers as students with ADHD are often able stay focused, regulate their behavior, and display normal amounts of attention for short periods of time (Kirby & Kirby 1994). There remains the belief that if the student puts more effort into paying attention and controlling impulsive behavior then he or she could become a much better student.

Behavior modification techniques, when administered with patience and repetitiveness, can be beneficial in improving classroom behavior (Kirby & Kirby, 1994). These techniques involve withholding privileges, rewarding positive behavior, using checklists, and implementing punitive action that is designed to educate. Students with ADHD struggle with basic causal relationships and they often fail to notice connections between behavior and consequences, therefore, for behavior modification to be effective, interventions must be consistent, repetitive, fair, and educable.

Continued in Part 2

References:
Burcham, B.G., & Demers, S.T. (1995). Comprehensive assessment of children and youth with ADHD. Intervention in School and Clinic, 30, (4), 211-220.

Diagnostic and Statistical Manual of Mental Disorders (4th ed.) (1994). Washington DC: American Psychiatric Association.

Kemp, K., Fister, S., & McLaughlin, P. J. (1995). Academic strategies for children with ADD. Intervention in School and Clinic, 30, (4), 203-210.

Kirby, E. A., & Kirby, S. H. (1994). Classroom discipline with attention deficit hyperactivity disorder children. Contemporary Education, 65, (3), 142-144.

Levine, M. (1987). Developmental Variations and Learning Disorders. Toronto: Educators Publishing Services Inc.

Weaver, C. (1994, May/June). Reaching kids with attention deficit disorders: Why whole language helps. Instructor, 39-43.

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