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Chapter 7
Learners with attention Deficit Hyperactivity Disorder
| Term | Definition |
|---|---|
| Conduct Disorder | A disorder characterized by overt, aggressive, disruptive behavior or covert antisocial acts such as stealing, lying, and fire setting; may include both overt and coverts acts. |
| Strauss Syndrome | Behaviors of distractibility, forced responsiveness to stimuli, and hyperactivity. |
| Cerebral palsy (CP) | A condition characterized by paralysis, weakness, lack of coordination, and/or other motor dysfunction; caused by damage to the brain before it has matured. |
| Minimal brain injury | A term used to describe a child who shows behavioral but not neurological signs of brain injury; the term is not as popular as it once was. |
| Hyperactive child syndrome | A term used to refer to children who exhibit inattention, impulsivity, and/or hyperactivity; popular in the 1960s and 1970s. |
| Neurotransmitters | Chemicals involved in sending messages between neurons in the brain. |
| Dopamine | A neurotransmitter, the levels of which may be abnormal in people with ADHD. |
| Norepinephrine | A neurotransmitter, the levels of which may be abnormal in people with ADHD. |
| Molecular genetics | The study of the structure and function of genes at the molecular level. |
| Toxins | Poisons in the environment that can cause fetal malformations; can result in cognitive impairments. |
| Executive functioning (EF) | The ability to regulate one's behavior through working memory, inner speech, control of emotions and arousal levels, and analysis of problems and communication of problem solutions to others, delayed or impaired in people with ADHD. |
| Behavioral inhibition | The ability to stop an intended response, to stop an ongoing response, to guard an ongoing response from interruption, and to refrain from responding immediately; allows executive functions to occur delayed or impaired in those with ADHD> |
| Sluggish cognitive tempo (SCT) | A set of behaviors characterized by daydreaming, feeling confused, tiring easily; often displayed by persons with ADHD. |
| Adaptive behavior skills | Skills needed to adapt to one's living environment. |
| Functional Behavioral assessment (FBA) | Evaluation that consists of finding out the consequences, antecedents, and setting evens that maintain inappropriate behaviors. |
| Contingency-based self-management | Rewards based on use of self-management techniques. |
| Curriculum-based measurement (CBM) | A formative evaluation method designed to evaluate performance in the curriculum to which students are exposed; usually involves giving students a small sample of items from the curriculum in use in their schools. |
| Momentary time sampling | An interval recording procedure used to capture a representative sample of a targeted behavior over a specified period of time. |
| Strattera | A nonstimulant medication for ADHD; affects the neurotransmitter norepinephrine. |
| Ritalin | The most commonly prescribed psychostimulant for ADHD; its generic name is methylphenidate. |
| Adderall | A psychostimulant for ADHD; its effects are longer acting than those of Ritalin. |
| Vyvanse | A stimulant that is sometimes prescribed to treat symptoms of attention deficit hyperactivity disorder in children. |
| Paradoxical effect of Ritalin | The now discredited belief that Ritalin, even though a stimulant, acts to subdue a person's behavior and that this effect of Ritalin is evident in people with ADHD but not in those without ADHD. |
| Mind-wandering | Difficulty in keeping a train of thought because of thinking about something other than what one is doing; sometimes accompanied by one's inability to recall what topic(s) he or she was thinking about. |
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