Characteristics and Types of Attention Deficit Hyperactivity Disorder (ADHD) :: ADHD Attention Deficit Hyperactivity Disorder

The Characteristics and Types of Attention Deficit Hyperactivity Disorder (ADHD) Missing Works Cited According to the Centers for Disease Control and Prevention (CDC), about one-half of 1.6 million elementary school-aged children diagnosed with attention deficit/hyperactivity disorder (ADHD) have also been diagnosed with a learning disability (LD) (Brown University Child and Adolescence Behavior Letter, 2001). The American Speech-Language-Hearing Association (1997) stated that ADHD affects 3 to 5 percent of all children, and boys are three times more likely to be affected by the disorder than girls. The cause of ADHD is unknown, and the disorder and its symptoms are chronic and pervasive (www.asha.org). In the Fourth Edition of the Diagnostic and Statistical Manual ADHD is categorized into three subtypes which are ADHD Predominantly Inattention Type, ADHD Predominantly Hyperactivity-Impulsive Type, and ADHD Combined Type. The criteria for the ADHD predominantly inattention type include at least six of the following: Makes careless mistakes in schoolwork, often has difficulty sustaining attention in tasks or play activities, often does not seem to listen when spoke to directly, often does not follow through on instructions and fails to finish schoolwork, often has difficulty organizing tasks and activities, often avoids, dislikes, or engages in tasks that require sustained mental effort, is often easily distracted by external stimuli, and is often forgetful in daily activities. The criteria for ADHD predominantly hyperactivity-impulsive type includes a minimum of six or more of the following: Often fidgets with hands or feet and squirms in seat, often leaves seat in classroom, often runs about or climbs excessively in situations in which it is inappropriate, often has difficulty playing or engaging in leisure activities quietly, is often on the go, often talks excessively, often blurts out answers before the question have been completed, often has difficulty awaiting turn,and often interrupts others. The ADHD combined type demonstrates characterisitics from both subtypes (Camarata & Gibson, 1999). Inattention, hyperactivity, and impulsivity have their effects on speech and language. McGee, Share, Moffitt, Williams, and Silva (1998) research suggested that the presence of a disruptive behavioral disorder is the most common long-term association with reading difficulties (Pisecco, Baker, Silva, & Brooke, 2001). The research examined by Ricco and Jemison (1998) stated that children with both reading disabilities and ADHD may have phonological processing deficits and linguistic deficiencies that are predictive of reading disabilities (Maynard, Tyler, & Arnold, 1999). The same study (1998) by Ricco and Jemison concluded that acquisition and the development of reading skills are affected by language and verbal abilities rather than the presence of an attention deficit.