Sequence is defined as a set of related events, movements, or things that follow each other in a particular order. For many children and adults with developmental delays and disabilities, the ability to arrange thoughts, information and language may be a challenge due to issues with their executive function capabilities. The following resources, tips and strategies will help you teach sequencing skills.
Published by: Spectrum
Written by: Nicholette Zeliadt
Traits linked to autism and attention deficit hyperactivity disorder (ADHD) tend to co-occur even in adulthood, according to one of the first studies of the traits in that age group1.
The results extend support for the idea that autism and ADHD are intrinsically linked — a notion that is largely based on studies of children.
“Not much is known about the transition from later adolescence into adulthood with regard to autism and ADHD,” says lead investigator Ralf Kuja-Halkola, a statistician at the Karolinska Institute in Stockholm, Sweden. Click here to read the rest of the story.
From job opportunities to personal income to marital relationships, there’s hardly an area in which American women haven’t made great strides in recent decades. But when it comes to getting diagnosed with and treated for ADHD, women still have a long way to go.
ADHD in Women
Women are as likely as men to have ADHD, and the latest research suggests that ADHD in women causes even greater emotional turmoil. Yet ADHD is still thought of as something that affects only men and boys. Consequently, women with ADHD are more likely than men to go undiagnosed (or misdiagnosed), and less likely to receive appropriate treatment. Click here to read the rest of the story.
Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder characterized by a pattern of inattention and/or hyperactivity-impulsivity that disrupts functioning in both children and adults
Facts and Statistics
ADHD is a condition characterized by inattentiveness, hyperactivity and impulsivity
It is one of the most common neurodevelopmental disorders of childhood
It is usually diagnosed in childhood and last into adulthood
People diagnosed with ADHD may have difficulty paying attention and or controlling impulsive behavior
70% of people with ADHD in childhood will continue to have it in adolescence
50% will continue into adulthood
ADHD is not caused by watching too much, parenting or having too much sugar
ADHD may be caused by genetics, brain injury or low birth weights
Is a highly genetic, brain-based syndrome that has to do with the brain regulation in executive functioning skills
Children & Adolescents
The 2016 National Survey of Children’s Health (NSCH) interviewed parents and reports the following ADHD prevalence data among children ages 2–17 (Danielson et al. 2018):
- 6.1 million children (9.4 percent) have ever been diagnosed with ADHD. This includes:
- About 388,000 young children ages 2-5 (or 2.4 percent in this age group)
- 2.4 million school-age children ages 6-11 (or 9.6 percent in this age group)
- 3.3 million adolescents ages 12-17 (or 13.6 percent in this age group)
- 5.4 million children (8.4 percent) have a current diagnosis of ADHD. This includes:
- About 335,000 young children ages 2-5 (or 2.1 percent in this age group)
- 2.2 million school-age children ages 6-11 (or 8.9 percent in this age group)
- 2.9 million adolescents ages 12-17 (or 11.9 percent in this age group)
- Treatment used by children ages 2-7 with a current diagnosis of ADHD:
- Two out three were taking medication (62 percent).
- Less than half received behavioral treatment in the past year (46.7 percent).
- Nearly one out of three received a combination of medication and behavioral treatment in the past year (31.7 percent).
- Nearly one out of four had not received any treatment (23 percent).
- Severity of ADHD among children ages 2-17:
- 14.5 percent had severe ADHD
- 43.7 percent had moderate ADHD
- 41.8 percent had mild ADHD
- Co-occuring conditions (children ages 2-17):
- Two out of three children (63.8 percent) had at least one co-occuring condition.
- Half of all children (51.5 percent) had behavioral or conduct problems.
- One out of three children (32.7 percent) had anxiety problems.
- One out of six children (16.8 percent) had depression.
- About one out of seven children (13.7 percent) had autism spectrum disorder.
- About one out of 80 children (1.2 percent) had Tourette syndrome.
- One in a hundred adolescents (1 percent) had a substance abuse disorder.
- By race or ethnicity (children ages 2-17):
- 8.4 percent White
- 10.7 percent Black
- 6.6 percent Other
- 6.0 percent Hispanic/Latino
- 9.1 percent Non-Hispanic/Latino
Adults with ADHD
- 4.4 percent of the adult US population has ADHD, but less than 20 percent of these individuals seek help for it.
- 41.3% of adult ADHD cases are considered severe.
- During their lifetimes, 12.9 percent of men will be diagnosed with ADHD, compared to 4.9 percent of women.
- About 30 to 60 percent of patients diagnosed with ADHD in childhood continue to be affected into adulthood.
- Adults with ADHD are 5 times more likely to speed
- Adults with ADHD are nearly 50 percent more likely to be in a serious car crash.
- Having ADHD makes you 3 times more likely to be dead by the age of 45
- Anxiety disorders occur in 50 percent of adults with ADHD.
CHADD- National Resource Center on ADHD
October is ADHD Awareness Month. A month designated to bring awareness and acceptance to understanding individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The first studies on ADHD began to surface in 1902 when British Pediatrician, Sir George Still, described a group of children as disobedient and uninhibited. These behaviors were thought to be based on biology since many family members exhibited similar characteristics
The following are articles on ADHD:
Many children diagnosed with autism experience high levels of anxiety which leads to difficult coping skills. Self-regulation helps children on the autism spectrum learn how to mange stress and build resilience. It is through self-regulation that students learn ways to function and manage their own stress, the following links provide information on teaching children techniques on self-regulation. These techniques are also useful for children diagnosed with ADHD and anyone with emotional difficulties and impulses.
Published by: Self Magazine
Written by: Christiana Stiehl
Attention-Deficit/Hyperactivity Disorder, or ADHD, is one of those mental health conditions that has become cultural shorthand in a pretty inappropriate way. Ignoring the fact that “I’m so ADHD” isn’t even grammatically correct, throwing this acronym around to flippantly explain distraction or disinterest waters down the true meaning of this extremely nuanced disorder. Not only that, it can further isolate those who do have ADHD, since they’re often already misunderstood. To dispel some of the common myths surrounding ADHD, we’ve broken down what the disorder actually is—and a couple things it isn’t, too. Click here to read the rest of the story
Published by: Eutopia
Written by: Nina Parrish
Teachers often come to the classroom with an unclear understanding of attention-deficit/hyperactivity disorder, and they are rarely provided with strategies that detail how to work with students who have been diagnosed with ADHD, even though such students make up an increasingly large number of their students—11 percent and growing as of 2011, according to data gathered by the Centers for Disease Control and Prevention.
As a special education teacher and tutor who coaches struggling students (many with ADHD), I have found several classroom strategies to be effective. Click here for the rest of the story
Website: News Medical Life Sciences
The study, which compares comorbidities among patients with ASD and ADHD, and ASD alone, is one of the largest of its kind.
A team of researchers from the Kennedy Krieger Institute used the data from a cross-sectional survey of children aged between six to seventeen years old with ASD. The study included 3,319 children, 1,503 of which had ADHD and were monitored by the Interactive Autism Network between 2006 and 2013. Click here to read the rest of the story
Studies suggests that between 4-7% of students have experience difficulty in math compared to 26% of children with ADHD.
This may be the result of the working memory, problem solving skills and inattentive skills all characteristics of a student with ADHD
What is Dyscalculia?
Dyscalculia is defined as a learning disability specifically in math and numbers including the inability to understand the concept of numbers and applying math principles to solve problems. The following are signs and symptoms of dyscalculia:
- Difficulty in counting backwards
- Difficulty in recalling facts
- Slow in performing calculations
- Difficulty with subtractions
- Difficulty using finger counting
- Difficulty with the multiplication table
- Poor mental math skills
- Difficulty with understanding the concept of time
- May show signs of anxiety when conducting math activities
- May have a poor sense of direction (i.e. north, south, east, west)
Early signs of dyscalculia include:
- Delays in learning how to count
- Delays in recalling facts
- Difficulty with time
- Displays a poor memory
- May lose track when counting
- Difficulty sorting items by groups include color, shape, texture and size.
Students with diagnosed with ADHD qualify for accommodations in the classroom. Here are a few suggestions:
The ADHD magazine, ADDitude suggests the following accommodations to help students with ADHD and Dyscalculia:
- Allow extra time on test
- Provide frequent checks for accuracy during classroom activities
- List clearly numbered steps/procedures for multi-step problems
- Use individual dry-erase boards
- Reduce the number of problems you assign
VeryWell suggests the following accommodations for students expressing difficulties in math:
- Allow the student to use desk copies of math facts such as multiplication table factsheet
- Allow the use of calculations in the classroom
- Provide models of sample problems and allow the students to use these models as a reference
- Decrease the number of math problems
- Allow the students to use graph paper rather than notebook paper
- Provide the student with review summaries to help prepare for tests