What are attention deficit disorders and why are there two different acronyms?
Aroreretini is the Te Reo Māori term for ADHD which means attention goes in many directions (Lissienko, n.d.).
Attention deficit disorders are a brain-based difference where the frontal lobe is delayed in its development (ADHD New Zealand & Watson, 2022).
ADHD refers to attention deficit hyperactivity disorder and ADD refers to attention deficit disorder.
We often think of ADHD and ADD as the same disorder but their presentations are quite different.
The stereotypical presentation of ADHD is someone who can’t sit still, bounces off the walls, and seems to be driven by a motor. However, ADD also manifests as an inability to concentrate, act impulsively and have poor social skills.
It is a specific neurodevelopmental delay. The area of the brain that is delayed in its development is the frontal lobe (ADHD New Zealand & Watson, 2022). Children with ADHD or ADD are not being naughty, their brain is not yet functionally able to display the types of behaviours which make it easy for them to function in demanding environments like classrooms (ADHD New Zealand & Watson, 2022).
Executive function skills include things like organization, forward planning, time management, delayed gratification, working memory, and following complicated tasks.
Students with aroreretini are often developmentally lagging their peers in executive function skills by between 2 – 5 years (ADHD New Zealand & Watson, 2022).
A student with aroreretini is driven by stimulation, it is a functional need for them. They will create stimulation for themselves in order to cope with environments that are not suited to them e.g. a quiet sit-down classroom (Lavoie, 2007).
Aroreretini often goes hand-in-hand with exceptionality in other areas such as high levels of intellectual capacity or sporting ability, there is going to be a discrepancy between their ability and actual performance until the child has the right supports and accommodations provided (ADHD New Zealand & Watson, 2022).
Simple is not easy for these children (Lavoie, 2007). Success in school is often associated with the ability to sustain and pay attention to tasks that require sitting still and focusing for long periods (Lavoie, 2007). Successful school goers also need to be able to wait for turns, and follow directions and will be more likely to achieve success in the schooling environment if they can do these things (Lavoie, 2007).
The main symptoms of aroreretini:
- impulsivity
- poor memory
- inattentiveness
- inability to sustain effort
- difficulty sequencing information
- difficulty prioritising work
- poor time keeping or losing track of time
- inability to learn from experience
- organisation problems
- hyperactivity
- day dreaming
3 types of aroreretini (Attention Deficit) Brains
Inattentive: characterised by inattention or trouble concentrating. These learners tend to be hesitant, forgetful, and procrastinate (ADHD, 2022).
- having trouble starting tasks
- losing things
- difficulty sustaining attention
- not giving attention to details
- seeming as though they don’t listen
- mind often elsewhere
- easily sidetracked
- avoids or is reluctant to start tasks that require sustained mental effort
Hyperactivity: characterised by impulsivity, difficulty paying attention, excessive activity, doing or rushing things without thinking first or considering consequences (ADHD, 2022).
- faster primary motor cortex e.g. running vs walking, climbing, jumping
- generally sensory seekers
- often. on the go
- leaves seat
- unable to play
- talks excessively
- difficulty playing quietly
- fidgets, wriggles, or flicks
Impulsivity: characterised by doing things seemingly without thought for the consequence, may appear to do the wrong thing even though they’ve been told multiple times what is the right thing.
- blurts out answers
- doing things without thinking
- emotionally impulsive
- huge emotions – quick to come and go
- can be excitable, anxious, down on themselves, or angry and can switch very quickly between these
Combined inattention/Hyperactive – hyperactive, inattentive, and impulsive.
Strengths of the ADHD brain:
- Hyperfocus -interesting or fun things can hold their interest for a long time
- high levels of creativity
- energetic
- fun
- empathetic
- intuitive thinkers
- spontaneous
- generally have some other form of intellectual exceptionality
- can be amazing sportspeople
Classroom Accommodations:
The number one factor in success for those with aroreretini is the attitude of the kaiako (teachers) towards them (Lavoie, 2007).
- simple predictable environments
- simple step-by-step instructions
- avoid overloading with too many tasks at once
- explicit directions and teaching specific organisational skills
- give 10 – 15 seconds to respond to a question/instruction
- schedule challenging or difficult work for most focused window of the day
- do not assign judgement or punish a child for behaviour that is communication and not their fault
- provide doodling paper and fidget/sensory toys
- give instructions in multiple modalities
- support and challenge these students in equal measure
- have clear rules, limits and expectations
- positively reinforce behaviour you want to see again
- try out swiss balls or bounce cushions to allow movement during seated work time
- give frequent movement breaks
Download my flyer for teachers with helpful classroom strategies here.
Resources and Organisations to support:
- ADHD New Zealand – https://www.adhd.org.nz/
- Healthcare providers for people with ADHD – https://www.beehyve.health/adhd-support
- Effective strategies for children with ADHD in the classroom: https://www.ldrfa.org/tips-and-strategies-to-help-students-with-adhd-succeed/
- Contact your General Practicioner (GP) and ask for a referral to a developmental paediatrician
- Rojolie Clinic – Remuera – Southern Cross Affiliate – https://www.rojolie.co.nz/adhd
References:
ADHD New Zealand. (2022, July 5). Sarah on the different types of ADHD [Video]. YouTube. https://www.youtube.com/watch?v=4LgfJjTd7Ks
ADHD New Zealand. (2020, October 30). ADHD and emotional control in children [Video]. YouTube. https://www.youtube.com/watch?v=GtGU6BV-cjQ
Edutopia. (2021, November 19). Understanding and supporting your student with ADHD [Video]. YouTube. https://www.youtube.com/watch?v=K-qh4NRdmGU
Lavoie, R. (2007). Motivating the Child with Attention Deficit Disorder. LD OnLine. https://www.ldonline.org/ld-topics/adhd/motivating-child-attention-deficit-disorder
Lissienko, K. (n.d.). ADHD-Aroreretini. KidsHealth NZ. https://www.kidshealth.org.nz/adhd-aroreretini
Ldrfa. (2022, July 13). Effective Strategies for Teaching Students with ADHD – LDRFA. LDRFA. https://www.ldrfa.org/tips-and-strategies-to-help-students-with-adhd-succeed/
TEDx Talks. (2013, April 11). ADHD As A Difference In Cognition, Not A Disorder: Stephen Tonti at TEDxCMU [Video]. YouTube. https://www.youtube.com/watch?v=uU6o2_UFSEY
Georgi de Stigter 