Attention Deficit/Hyperactivity Disorder
What is ADHD?
ADHD is the official diagnostic term for a cluster of behavioral characteristics and their accompanying effects on relationships, productivity, and overall well-being. The condition entails impairment of executive functions of the brain, impacting an individual’s ability to manage and organize her/his thought processes. “Attention Deficit Disorder” (ADD) is a common alternative name for this condition.
Individuals diagnosed with ADHD typically exhibit long-term and pervasive
1) distractibility (low degree of sustained focus) and
2) impulsivity (poor control over impulses and low tolerance for delayed gratification).
Two-thirds of those diagnosed with ADHD also demonstrate
3) hyperactivity (high degree of restlessness or continuous activity).
Professors who have students with ADHD may recognize some of the following common behaviors:
- blurting out answers rather than raising their hands or waiting their turn;
- excessive fidgeting and restlessness;
- constantly losing things;
- frequent lateness and/or missed appointments;
- careless mistakes; incomplete or sloppy work; inconsistent quality of work;
- failing to follow directions;
- inability to stay on task;
- not listening even when spoken to directly.
Although the origins of ADHD are not entirely clear, research points to a neurological explanation: It appears that areas of the brain normally active when a person is paying attention or managing impulses are less active in individuals with ADHD; and two neurotransmitters are present in lower than usual amounts in their brains.
ADHD frequently runs in families. Around 4-6% of the U.S. population is likely to have some form of ADHD. Many children with ADHD will continue to manifest it throughout their lives; they may learn ways to cope with and compensate for its effects, but they do not usually grow out of ADHD.
See the AD/HD Fact Sheet from the Attention Deficit Disorder Association for additional basic information
Potential challenges, strengths, and strategies
According to accounts by people with ADHD, to have ADHD is to experience the world in a way that happens to differ from how people without ADHD experience it. Many people with ADHD feel that it is both a blessing and a curse -- it may in fact be an advantage to have so many ideas and be drawn in several exciting or potentially transformative directions at one time. Indeed, recently published research confirms earlier studies in demonstrating that, on average, individuals with ADHD score higher on measures of original creativity than those without ADHD; they also tend to have more creative lives.
The table below lists some of the issues that may affect the ability of a student with ADHD to fulfill his/her academic potential. The second column offers a variety of strategies that can help to remove barriers to learning and well-being for a student with ADHD.
Beside many of the strategies are the letters “UDL” highlighted in yellow. This indicates that the strategy is consistent with Universal Design for Learning. The instructor implements the measure for the whole class, so that not only the student with a disability benefits from it. This also assures that a student with a disability is not unnecessarily singled out or identified as needing special provisions