| A recent article in the American Academy of | | | | effectively interfere with a student's lack of |
| Pediatrics website addressed the normal range of | | | | learning readiness in the classroom. It is alarming |
| attention in children. This article simply stated that | | | | for me to observe the frequency of ADHD |
| everyone will show difficulty with attention in | | | | referrals for students who are more accurately |
| some circumstances at one time or another. | | | | impaired by learning weaknesses, poor academic |
| Another way of stating this fact would be that it | | | | motivation, weak work-study habits, behavior |
| is normal for children and adults alike to struggle | | | | problems, and/or emotional difficulties. |
| at times with attention and focus. The following is | | | | A major weakness of the DSM-IV description of |
| an excerpt from this article: | | | | ADHD symptoms is the absence of objective |
| ADHD - Common Behaviors and Symptoms | | | | criteria describing intensity, frequency, and |
| At one time or another, almost all children seem | | | | duration of symptoms necessary to support this |
| to show symptoms of Attention-Deficit | | | | diagnosis. Any one reading the ADHD symptom |
| Hyperactivity Disorder (ADHD). It is normal for all | | | | list can easily "see themselves" reflected in the |
| children to show some of these symptoms from | | | | description of impairment. This uncomfortable |
| time to time. Your child may be reacting to stress | | | | realization is an all too frequent experience |
| at school or home. She may be bored or going | | | | primarily due to the lack of specific criteria |
| through a difficult stage of life. It does not mean | | | | offered to measure the degree of inattention. |
| she has ADHD. | | | | Until more specific symptom criteria are offered, |
| True ADHD symptoms appear on a regular basis | | | | the diagnosis of ADHD will remain the product of |
| and can interfere with learning. That is why a | | | | clinical judgment. |
| teacher sometimes is the first to notice | | | | Perhaps of more importance is the necessary |
| inattention, hyperactivity and/or impulsivity and | | | | recognition of variable attention recognized in |
| bring these symptoms to the parents' attention. | | | | every child including the student in the classroom. |
| Or perhaps questions from your pediatrician raised | | | | In addition to the possibility of alternative |
| the issue. At routine visits, pediatricians often ask | | | | conditions which may be disrupting a student's |
| questions such as the following:o How is your child | | | | attention in the classroom, there is also the |
| doing in school?o Are there any problems with | | | | possibility that limited attention can be best |
| learning that you or your child's teachers have | | | | understood as simply a product of developmental |
| seen?o Is your child happy in school?o Is your | | | | immaturity. When considering younger students in |
| child having problems completing class work or | | | | the classroom, we must realize that not all |
| homework?o Are you concerned with any | | | | children develop at the same rate. Developmental |
| behavior problems in school, at home or when | | | | differences can be observed as substantial |
| your child is playing with friends? | | | | differences in students' readiness and availability |
| Your answers to these questions may lead to | | | | for learning. Failure to recognize the impact of |
| further evaluation for ADHD. | | | | developmental delay could result in a child being |
| This article wisely addresses some of the factors | | | | inaccurately and unjustifiably labeled and |
| which may easily interfere with a child's ability to | | | | medicated. It is important for parents and |
| learn in the classroom. Although classroom | | | | teachers to remember that students develop and |
| teachers often recognize a student's off-task | | | | learn at an individual pace and time that may not |
| behavior in the classroom, they may prematurely | | | | always coincide with the performance |
| assume that task inattention is an indication of | | | | expectations in the classroom. |
| ADHD. It is a fact that inattention is a critical | | | | This realization highlights the importance of |
| impairment recognized in all ADHD children. | | | | evaluating the whole child in the child's individual |
| However, one must recognize that the symptom | | | | environment. Caution should be recognized when |
| of inattention is a product of a variety of | | | | observing the mere symptom of inattention. |
| alternative diagnostic conditions. As stated in the | | | | Unfortunately, too many practitioners are quick to |
| American Academy of Pediatrics article, factors | | | | suggest ADHD in response to a child described |
| as basic as stress, boredom, or motivation can be | | | | with inattention. The DSM-IV symptoms of ADHD |
| reasonable explanations of a student's off-task | | | | merely offer a basic framework for the |
| behavior. In addition, there are numerous other | | | | comprehensive evaluation that still needs to be |
| routine life events and daily experiences that can | | | | completed by a child professional. |