There are three types of ADHD (ADHD is now the generic term used to describe all three types of the disorder):
Inattention: difficulty concentrating or paying attention, forgetting instructions, difficulty finishing tasks, moving from one task to another without completing any of them
Hyperactivity and Impulsivity: fidgety, restless, always on the go, talking over the top of others, easily losing control of their emotions, accident prone, acting without thinking
Combined: in this type children often display signs of inattention, impulsivity and hyperactivity.
Often discipline strategies are put in place by both parents and teachers but they do not seem to be effective. Children with ADHD need limits on their behaviour as well as a consistent approach in parenting and schooling. ADHD is not caused by poor parenting but can be better managed by good parenting and teaching. Behavioural problems due to ADHD are often noticed at school. It is found that children with ADHD perform best in highly structured learning environments with intervention that involves positive reinforcement or enhanced encouragement and support. Providing as much one-to-one and individualised support as possible, and having a fixed routine will help minimise the effects of ADHD on the child’s learning. Unfortunately, many classrooms of today are unable to provide this intense support to the individual child, thus the problems continue to occur, and the child’s education suffers. ADHD doesn’t just disappear as the child gets older, but problems can become less difficult to manage if the right strategies are put in place and the person becomes better at controlling their behaviour.
It is often seen that a person with ADHD may be able to do a task one day, but not the next. They may forget what would be generally deemed as simple concepts, yet have an excellent memory for complex problems.
A diagnosis of ADHD is carried out by trained and experienced health professionals using information from the family and school. ADHD can be difficult to diagnose in children younger than five. This is because most young children are occasionally impulsive, inattentive or hyperactive. Some of the symptoms of ADHD exist for most people some of the time. However in ADHD, most of the symptoms will be there more of the time. These symptoms interfere with the ability of the person to function normally. The behaviour causes problems with schoolwork, friends, home life and general daily living. It interferes with the person’s ability to fit in with his or her world. Symptoms of ADHD must persist for six months or more and be apparent in various settings.
Some of the signs to look for are:
Remember, children with ADHD need support and understanding, not labelling.
We can talk through any questions about how Back to Basics Tuition can help you or your child improve their learning
ADHD is a Disruptive Behaviour Disorder characterised by the presence of a set of chronic and impairing behaviour patterns that include abnormal levels of inattention, hyperactivity, or a combination of these. (Diagnostic and Statistical Manual of Mental Disorders, Ed. IV, (DSM-IV) 1994).
It is a disorder that affects your child’s ability to concentrate. It is a developmental problem resulting in poor concentration and control of impulses. It causes impairment in social and academic function, affecting your child’s learning and social skills. It can also affect the way your family functions. Children with ADHD usually find it hard to concentrate and this is often prominent during homework time. Their behaviour may cause problems at school and home. Often the child does not want to cause trouble; they just do not have enough self-control.
ADHD has received a lot of attention over the past few years due to its apparent rise in diagnoses. It is fair to say that in most average classrooms (20-30 students), there would be at least one child with ADHD (diagnosed or otherwise). The chart below shows the number of Australian children prescribed ADHD drugs in 2009.
Problems in learning cannot always be explained away by low intellectual ability or poor education. Sometimes there is more to it than this and we find that the learner has a learning difficulty or disability.
A learning disability affects how an individual learns. It can be how they take on or process information, how they remember and understand and how they express information. Learning difficulties (or differences or disabilities) fall into two main categories: Global Learning Difficulties and Specific Learning Difficulties.
A student with global learning difficulties will find all areas of learning difficult regardless of how they are taught. These students tend to be categorised as slow learners. This does not mean they cannot learn, but that expectations around their learning should be less than that of their peers, and educational programs should be modified to suit their needs and pace.
A student with specific learning difficulties is of at least general intelligence but still has trouble with learning. These students tend to be misunderstood and need to be taught differently from the ‘normal’ classroom practice.
It is important that the teacher understand them and how they learn, and teaches appropriately (very hard for a classroom teacher to facilitate with little resourcing and time). A child with a specific learning disability may have difficulties in one or more areas but have average or above average results in others.
Some children with learning difficulties become very good at ‘covering up’ their difficulty. Over the years, many labels have been introduced to define our children’s learning difficulties. While these labels can help explain their learning behaviours, they can also become confusing for parents and teachers. It is important that we understand what these labels mean, and more important that they provide us with information on how to best work with the child. A good assessment should not just tell you the child is below average or that s/he is failing, but should be able to point you in the right direction and give you steps on how to help the learner.
If your child has been labelled with a learning disability you should not feel helpless or hopeless, rather you should be feeling empowered that you now have some direction in which you can help them with their learning.
At Back to Basics Tuition we understand learning difficulties and can help both you and your child overcome the stigma of a label and focus on learning to suit their individual needs.
We were amazed at how quickly Kate was able to understand our child. Although initially he was reluctant to come, it took her only a few short minutes to have him talking and focused on the activities. He was so comfortable with Kate that we were able to leave him working with her, without needing us there.
The Back to Basics Tuition assessment was both thorough and excellent. We were very impressed with how Kate could pinpoint things about Luke that we knew but even his teachers had not picked up on. The program moves at a pace that challenges Luke but does not push him too far out of his comfort zone. His 'special quirks' aren't a problem at Back to Basics Tuition and for the first time in a while, he is beginning to enjoy learning again.
A relatively high speed of information transfer
A good attention span
A well-functioning memory
Sensitivity to the many subtleties of sound
When parts of this system do not operate effectively, listening is compromised.
The main problem areas for children with APD are:
At Back to Basics Tuition we understand the difficulties associated with Auditory Processing Disorder and have strategies in place to help overcome these.
|Total Unique Child Patients||791||22824||366||13711||2426||1687||9749||5865||57419|
|% over (under) National Per Capita Rate||-11%||22%||-50%||14%||-39%||29%||-30%||-2%||0%|
(Source Australia Government – Medicare Australia)