Background and History , How common is ADD?

ADD was first identified and studied in the early 1900's, although it wasn't called ADD back then. After World War I, researchers noted that children who had contracted encephalitis displayed a high incidence of hyperactivity, impulsivity, and conduct disorders. And in the 1940's, some soldiers who had experienced brain injuries were found to have behavioral disorders.It seemed clear that brain damage could cause hyperactivity. Other forms of brain insult have since been identified as causes of hyperactivity, including exposure to lead and other environmental toxins, as well as fetal exposure to drugs and alcohol.




Once brain damage was identified as a cause of hyperactivity in certain patients, researchers assumed that all hyperactivity was caused by brain damage, even when no brain damage could be identified. That's why ADD wasonce called "minimal brain dysfunction." This is an important point to understand. It is because of this early association of brain injury and hyperactivity that ADD traits are still assumed by many to reflect a brain disorder. Researchers made a giant leap in logic: Because brain injury can lead to hyperactivity, they believed that all hyperactivity was caused by brain injury. We now know this is not true. In fact, hyperactivity is also associated with giftedness, but obviously we cannot say that all hyperactive children are gifted any more than we can say all hyperactive children have suffered brain injury.

More recent studies have shown that ADD is largely genetic. That is, it runs in families. This has lead some ADD researchers, notably Russell Barkley, to assume that our population is experiencing large scale random genetic mutations, a rather ridiculous notion for anyone familiar with population genetics. Anytime more than one percent of the population carries a gene,geneticists rule out random mutations under the belief that the gene has been actively selected for. For example, the gene-based disease sickle cell anemia has been found to help a population by providing resistance to malaria.

In the 1990's a growing number of ADD experts began to view ADD not so much as a disorder, but instead a natural condition which leaves ADDers at a disadvantage in some common modern settings, and many positive attributes became associated with ADD, such as creativity, enthusiasm and entrepreneurial tendencies. This is probably due in part to the ever expanding world of ADDers. A few decades ago only the most dysfunctional hyperactive kids were identified as "disordered" and these kids were more likely to suffer from actual brain injury. Today, the diagnostic criteria are so broad that millions of children in the U.S. are getting the label. Any underachiever who doesn't seem to pay attention in school or who has trouble handing in finished homework is fair game for a diagnosis. I spoke to one teenager who was diagnosed ADD even though her grade point average had never been below a 3.85 (taking Ritalin allowed her to achieve a 4.0). I also spoke to a psychiatrist who routinely prescribed Ritalin to "C" students in an effort to improve their grade point average.




The figure for ADD is typically given as 3-5 percent of the population. The real figure is unknown and estimates vary between 1 and 20 percent or even more. This is largely because the diagnostic criteria are so subjective: What is considered "clinically significant impairment" to one person might seem more like normal childhood behavior to someone else. For example, in one English survey, only 0.09 percent of the children were found to be ADD. But in an Israeli study, 28 percent of children were rated hyperactive by their teachers. And in one U.S. study, teachers rated 50 percent of boys as restless, 43 percent of boys as having "short attention spans" and 43 percent of boys as "inattentive to what others say."

Diagnoses and medication rates can vary greatly within the U.S. Gretchen Lefever, a pediatric psychologist who became concerned when she was suddenly inundated with ADD referrals, studied 30,000 grade-school students in two Virginia school districts. Her findings, which were published in "The American Journal of Public Health", showed that 17% of white boys in the region were given medication for ADD while at school. Other rates were 9% for African-America^{n boys, 7% for white girls, and 3% for African-American girls.}

ADD

ADHD predominantly inattentive (ADHD-PI or ADHD-I) is one of the three subtypes of Attention-deficit hyperactivity disorder (ADHD). While ADHD-PI is sometimes still called "attention deficit disorder" (ADD) by the general public, these older terms were formally changed in 1994 in the new

Attention Deficit Disorder, or ADD/ADHD, is a psychological term currently applied to anyone who meets the DSM IV diagnostic criteria for impulsivity, hyperactivity and/or inattention.  The diagnostic criteria are subjective and include behavior which might be caused by a wide variety of factors, ranging from brain defects to allergies to giftedness.  ADD, as currently defined, is a highly subjective description, not a specific disease. 
Confusion and controversy is caused by the tendency of some mental health professionals to assume that everyone diagnosed with ADD has some mysterious, irreversible brain defect.  This assumption has its roots in the very first group of severely ADD people ever studied, who suffered from encephalitis, or a swelling of the brain.  We also have learned that birth defects and brain injury from toxic chemicals such as lead often cause ADD.  However, over the last several decades the ADD diagnostic criteria have been so broadened as to include many people with no brain defects at all. Experts in the fields of temperament and creativity have objected that perfectly healthy people are being classified as disordered.  Huge numbers of these new types of people being added to the diagnostic pot have changed the way ADD is viewed in some circles, including people like Thom Hartmann, who popularized the idea of ADDers being "Hunters in a Farmer's World".  On the other hand, many argue that such people aren't ADD in the first place.  Both may be correct.  This website was started with the first viewpoint in mind (hence the title), but as time passes I find myself more likely to just say that many so-called ADD people are simply not ADD in the classic sense.

There are two major types of ADD at this time (this aspect of ADD keeps evolving): ADD with hyperactivity (the traditional type of ADD) and ADD without hyperactivity ("inattentive" type). Here are the DSM IV diagnostic criteria in a condensed form:
Inattention (must meet six of the following to a degree that is "maladaptive"):

• Often fails to give close attention to details or makes mistakes in schoolwork;
• difficulty sustaining attention in tasks;
• seems not to listen;
• fails to follow instructions or finish work;
• unorganized;
• difficulties with schoolwork or homework;
• loses things like school assignments, books, tools, etc.;
• easily distracted;
• forgetful about daily activities.

ADD with Hyperactivity (must meet six of the following to a degree that is "maladaptive"): 

• fidgety in a squirmy sense;
• doesn't stay seated;
• runs or climbs excessively (or feelings of restlessness in older children);
• difficulty playing quietly;
• often "on the go" or acts if "driven by a motor";
• often talks excessively;
• blurts out answers to questions;
• difficulty waiting in lines or waiting turns;
• often interrupts or intrudes on others.

For a longer version of the DSM IV criteria and quotes on related MBTI temperament traits, click here. 
Technically, ADD is not something you can suddenly come down with.  "Symptoms" such as excessive daydreaming or hyperactivity must be present by the age of seven in two or more settings and cannot be explained by some other psychological condition such as depression or anxiety.  However, there are cases of people acquiring the symptoms of ADD after experiencing brain trauma.
I will mention the "Lego Test" here.  For boys in particular, some professionals say that if a child can stay highly focused and on-task when it comes to following Lego directions, then he is not actually ADD.  This is, of course, not part of any official diagnostic manual and others would dispute it.
There is no exclusion for behavior caused by giftedness, normal temperament diversity, allergies or fatty acid deficiencies.  If you meet the criteria, then you are ADD, even if your behavior is the result of having an IQ of 175 and being confined to a dull school.  Behavior cannot be caused by some other psychological condition, however, such as depression or anxiety.

 

The Advantages of Using Electronic Gadgets in Teaching Scool

As technology becomes more prevalent in everyday life, schools have an obligation to ensure that students are prepared to use that technology in the workplace. Beyond the obligation, however, are myriad advantages to using technology and electronic gadgets in the classroom.

With technology and the availability of Internet in the classroom, an entire world of information opens up to students. No longer restricted to outdated textbooks or the knowledge of the teacher, the students have access to the world's most up-to-date and relevant information from diverse global sources. They also have access to sources with a more exciting or interactive approach to the subject. With experience, students learn to quickly distinguish between reputable and non-reputable sources, enabling them to glean large amounts of information in a short time.

Peer Collaboration
The constantly evolving nature of technology encourages students to work collaboratively to find information and complete projects. It also facilitates peer tutoring, with the quicker and more adept students taking over a teaching role to help the weaker students. The vast amount of information and possibilities that technology brings also invites discussion among students, who are quick to comment on others' work and ask for feedback on their own. Technology in the classroom encourages (and perhaps necessitates) the sharing of knowledge and skills among students with disparate backgrounds and abilities, and thus has a unifying effect on classmates.

Behavior and Attitudes
One Department of Education study on technology and eduction reform found that mastery of technology is a significant source of increased self-esteem and self-confidence, particularly when students use their knowledge to help other students. Students realize how important technology is to future success; thus, technical aptitude can become a crucial motivator. Also noted among students a stronger tendency to stay on task and reduced behavioral problems when students are engaged in an activity that utilizes technology

Learning Options
Technology has none of the barriers of traditional teaching methods, such as lecturing, which is typically structured toward a specific learning style. It caters to virtually every learning style. With technology, students have the option of learning visually, textually, through auditory means or even with a hands-on approach, manipulating physical objects instead of simply watching or reading about them. One student may extract understanding from a well-written article online, while another may get the same information from a YouTube video. Teachers now have far more flexibility in their lesson plans along with resources for reaching and engaging every student. With so many technological options available to accommodate different learning styles, the chances for student success increases significantly.

Summary

The research has shown that there are proven benefits to using technology in the classroom. The ability to integrate technology into the classroom can add valuable information and ideas to our students.

By facilitating Proximas, PowerPoint, and interactive whiteboards our teachers will be able to reach a broader audience of learners.