1. Etiological Factors
1.1. *Environmental factors are not the cause but many contribute to the expression, severity, course and comorbid conditions
1.2. *Dysfunction in prefrontal lobes -Affect inhibition and executive functions (EF)
1.2.1. Executive Functions= manage attention, emotions, pursuit of goals & more predictive of school success than IQ (Interrelated)
1.2.2. 11 Types of EF: 1. Response inhibition
1.2.2.1. Use Visual Cues
1.2.3. 2. Working Memory
1.2.3.1. Step by step procedure reminders, use a checklist
1.2.4. 3. Self-regulation of Affect
1.2.4.1. Use feelings thermometer, Facial Emotions
1.2.5. 4. Sustained Attention
1.2.5.1. Adjust tasks for shorter time frame, cut work pages, clear desk distraction, reward after task completion
1.2.6. 5. Task Initiation
1.2.6.1. Set a timer, reward after task completion, normalize the behaviour, use list or task chart
1.2.7. 6. Planning/ Prioritization
1.2.7.1. Set a reminder, To- Do List, positive reinforcement after task completion
1.2.8. 7. Organization
1.2.8.1. Use Calendar, Flow Chart, Labels, Coloured Folders
1.2.9. 8. Time Management
1.2.9.1. Set a timer and follow the checklist
1.2.10. 9. Goal-directed Persistence
1.2.10.1. Reward for showing persistence, give student a long-term responsibility such as planting a flower to develop persistence to a task
1.2.11. 10. Flexibility
1.2.11.1. Prepare students for changes in schedules or routines if possible, use visual cues when changing routines, role play for unexpected changes, disrupt the schedule in fun ways
1.2.12. 11. Metacognition
1.2.12.1. Teach problem-solving procedure, evaluative tasks,demonstrate "think aloud" during lessons, praise when student is able to check answers and correct mistakes or improve answers
1.3. *Differences in size of brain structures (prefrontal cortex, corpus callosum)
1.4. *Genes involved in dopamine regulation
1.4.1. - Neurotransmitter differences in levels of dopamine, norepinephrine, serotonin - Dopamine associated with approach & pleasure-seeking behaviours - Norepinephrine regulate emotional/behavioural regulation
1.4.1.1. Medication
1.5. *Abnormal brain activation during attention & inhibition tasks
2. Intervention Plan (with praise and attention)
2.1. Multi-modal approach= Psychosocial+ Educational Strategies+ Medical Treatment
2.1.1. Community
2.1.2. Functional Behavioural Assessment (ABC: Antecedents, Behaviour, Consequence)
2.1.2.1. Behavioural Modification
2.1.2.1.1. Positive reinforcement
2.1.2.1.2. Negative reinforcement
2.1.2.1.3. Punishment
2.1.2.1.4. Extinction( with planned ignorance)
2.1.3. Medication
2.1.4. Schools and Parents