The most recent models that attempt to describe what is happening in the brains of people with Attention Deficit Hyperactivity Disorder suggest that several areas of the brain may be affected by the disorder. They include the frontal lobes, the inhibitory mechanisms of the cortex, the limbic system, and the reticular activating system. Each of these areas of the brain is associated with various neurological functions.

There are several areas of the brain potentially impacted, and there are several possible "types" of ADHD. Daniel Amen, a medical doctor using SPECT scans as identified six different types of ADHD, each with its own set of problems, and each different from the other "types." You can learn more about the different types of ADHD at http://www.MyADDChild.com. In our practice we used five different "types" of ADHD, identifying each "type" with a character from the Winnie the Pooh stories (Pooh is inattentive, Tigger is hyperactive, Eeyore is depressive, and so on).

The frontal lobes help us to pay attention to tasks, focus concentration, make good decisions, plan ahead, learn and remember what we have learned, and behave appropriately for the situation. The inhibitory mechanisms of the cortex keep us from being hyperactive, from saying things out of turn, and from getting mad at inappropriate times, for examples. They help us to "inhibit" our behaviors. It has been said that 70% of the brain is there to inhibit the other 30%.

When the inhibitory mechanisms of the brain aren't working as hard as they ought to, then we can see results of what are sometimes called "dis-inhibition disorders" which allow for impulsive behaviors, quick temper, poor decision making, hyperactivity, and so on.

The limbic system is the base of our emotions and our highly vigilant look-out tower. If over-activated, a person might have wide mood swings, or quick temper outbursts. He might also be "over-aroused," quick to startle, touching everything around him, hyper-vigilant. A normally functioning limbic system would provide for normal emotional changes, normal levels of energy, normal sleep routines, and normal levels of coping with stress. A dysfunctional limbic system results in problems with those areas.

The Attention Deficit Hyperactivity Disorder might affect one, two, or all three of these areas, resulting in several different "styles" or "profiles" of children (and adults) with ADD ADHD.

Learn more about the impact of ADHD on children and teens, treatment options for ADHD, and much more at the ADHD Information Library at http://www.newideas.net.

Divide the page into sections and use a system to cover sections not currently being used. If possible, use different colors on worksheets or tests for emphasis, particularly on those involving rote, potentially boring work. Have the students use colored pens or pencils.

Give frequent short quizzes and avoid long tests. Provide practice tests.

Provide alternative environments with fewer distractions for test taking.

Using a tape recorder, have the student record test answers and assignments or give the student oral examinations.

Shorten assignments. If the child can demonstrate adequate concept mastery in 10 or 20 questions/problems, don't require 30 to 40 problems.

Hopefully these will help the ADHD students in your classroom to be more successful. You can learn more about Attention Deficit Hyperactivity disorder at the ADHD Information Library at http://www.ADD101.com.