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PROGRAMS : Cogmed Working Memory Training : Attention-Deficit/Hyperactivity Disorder (ADHD)

Attention-Deficit/Hyperactivity Disorder (ADHD)

 

What is ADHD

Attention-deficit/hyperactivity disorder or ADHD is a common childhood condition that is primarily characterised by the co-existence of attention problems and/or hyperactivity symptoms that have started before the age of seven. The disorder impairs social and academic functioning and is often noticed in children who are failing to learn at school.

ADHD has three subtypes:

To fulfil a diagnosis of ADHD, each symptom must persist for six months or more.

 

1. Predominantly hyperactive-impulsive – a child diagnosed with this subtype may present with some or all of the following behaviours:

 

·               Fidgets with hands or feet and squirms in their seat

·               Leaves their seat when remaining seated is expected

·               Talks nonstop

·               Blurts out inappropriate answers and comments before the question is completed

·               Moves around constantly, touching or playing with anything and everything in sight

·               Has difficulty playing and engaging in quiet tasks or activities

·               Often ‘on the go’

·               Shows their emotions without restraint (impulsive)

·               Acts without regard for consequences

·               Has difficulty waiting for things they want or waiting their turn in games

·               Interrupts others

 

2. Predominantly inattentive - a child diagnosed with this subtype may present with some or all of the following behaviours :

 

·               Daydreams, becomes easily confused, and moves slowly

·               Has difficulty processing information as quickly and accurately as others

·               Often does not pay close attention to details or makes careless mistakes

·               Often does not seem to listen when spoken to directly.

·               Often does not follow instructions

·               Frequently switches from one activity to another

·              Often loses things (e.g., pencils, toys, assignments) needed to complete tasks or activities

·               Is easily distracted

·               Becomes bored with a task after only a few minutes, unless doing something enjoyable

 

·               Difficulty focusing attention on organizing and completing a task or learning something new

·               Less likely to act out or have difficulties getting along with other children than with other  subtypes

 

3. Combined hyperactive-impulsive and inattentive – children with this subtype have six or more symptoms of both inattention and hyperactivity-impulsivity. Most children with ADHD have the combined type.

 

 

Myths about ADHD

 

Myth #1: All kids with ADHD are hyperactive.

 

Some children with ADHD are hyperactive, but many others with attention problems are not. Children with ADHD who are inattentive, but not overly active, may appear to be ‘daydreamers’ and unmotivated.

 

Myth #2: Kids with ADHD can never pay attention.

 

Children with ADHD are often able to concentrate on activities they enjoy. But no matter how hard they try, they have trouble maintaining focus when the task at hand is boring or repetitive.

 

Myth #3: Kids with ADHD choose to be difficult and could behave better if they wanted to.

 

Children with ADHD may do their best to be good, but still be unable to sit still, stay quiet, or pay attention. They may appear disobedient, but that doesn’t mean they’re acting this way on purpose.

 

Myth #4: Kids will eventually grow out of ADHD.

 

ADHD often continues into adulthood, so don’t wait for your child to outgrow the problem. Treatment can help your child learn to manage and minimize the symptoms.

 

Working Memory and ADHD

Children with ADHD have been shown to exhibit moderate to significant weaknesses in working memory (for both verbal and visual working memory tasks). Recent studies have shown that working memory and other executive function weaknesses are more strongly related to symptoms of the inattention subtype than to symptoms of the hyperactivity/impulsivity (only) subtype.

 

Working memory helps an individual to control their attention and resist distraction during tasks that require sustained effort. Since working memory is strongly associated with academic success in literacy and numeracy, a deficit significantly affects a child's learning success.

 

At Brain & Language Connections we offer Cogmed Working Memory Training as an intervention tool shown to significantly improve working memory difficulties in children with ADHD. 

 

See current information on ADHD and Cogmed research at: www.sciencedaily.com/releases/2010/12/101209121433.htm 

www.cogmed.com/adhd-working-memory