Attention Deficit Hyperactivity Disorder. 3 Varieties Inattentive Impulsive Hyperactive

Attention Deficit Hyperactivity Disorder

3 Varieties

Inattentive

Impulsive

Hyperactive

Inattentive

• Doesn’t seem to listen• Can’t concentrate• Easily distracted• Can appear demanding and self-centered• Seems lazy or rude• Loses interest in things quickly and searches for

more interesting thing to do• Difficulty organizing tasks/activities• Avoids, dislikes or reluctant to engage in tasks

that require sustained mental effort

Inattentive

• Fails to give close attention to details or makes careless errors in schoolwork, or other activities

• Does not follow through on instructions and fails to finish school work, chores or duties (not due to oppositional behavior or failure to understand)

• Loses things necessary for tasks• Forgetful in daily activities

Impulsive

• Blurts out answers• Difficulty awaiting turn• Always doing something• Class clown• Never sits still• Doesn’t think about the consequence of their

behavior• Interrupts or intrudes on others• Risk-takers• Accident-prone

Hyperactive

• Constantly moving

• Shifts or squirms in seat

• Fidgets/restless

• Leaves seat in classroom or other area in which sitting is expected

• Has trouble with transitional times, especially when moving from unstructured (recess, lunch) to structured (science class)

Diagnosing ADHD

• http://www.webmd.com/video/diagnosing-adhd

2-Step Approach

To qualify for special education services the following questions must be asked:

• 1) Is a disorder present?

• 2) If so, does it affect educational progress?

2-Step Approach

• If a student’s learning is not adversely affected by their ADHD, then accommodations are not legally required.

• However, these students would more than likely benefit from adaptations being made.

To medicate or not

medicate, that is often the question.

Positron Emission Tomography

• In students with ADHD, PET scans show significantly less electrical activity which results in less blood flow to the frontal lobe of the brain especially the areas responsible for response to inhibition, attention and sensitivity to reward.

• Stimulants are used to increase brain

metabolism in the hope of increasing frontal lobe blood flow.

Non-ADHD brain

top and bottom view

• ADHD brain at rest

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1stQtr

2ndQtr

3rdQtr

4thQtr

East

West

North

Without stimulant medication With stimulant medication

EDUCATIONAL IMPLICATIONS

Because children with ADHD do better when their lives are ordered and predictable, the most important things teachers can do for those children is establish a calm, structured classroom environment with clear and consistent rules and regular classroom routines.

20 TIPS TO TEACH KIDS WHO HAVE ADHD

1. Display classroom rules. Classroom rules must be very clear and concise.

2. Provide clear and concise instructions for academic assignments.

3. Break complex instructions into small parts. 4. Show students how to use an assignment

book to keep track of their homework and daily assignments.

5. Post a daily schedule and homework assignments in the same place each day. Tape a copy on the child's desk.

20 TIPS TO TEACH KIDS WHO HAVE ADHD

6. Plan academic subjects for the morning hours. 7. Provide regular and frequent breaks. 8. Seat the child away from distractions and next

to students who will be positive role models. 9. Form small group settings when possible.

Children with ADHD can become easily distracted in large groups.

10.Find a quiet spot in the classroom (such as a place in the back of the room) where students can go to do their work away from distractions.

20 TIPS TO TEACH KIDS WHO HAVE ADHD

11.Train the student with ADHD to recognize "begin work" cues.

12.Establish a secret signal with the child to use as a reminder when he or she is off task.

13.Help the child with transitions between other classes and activities by providing clear directions and cues, such as a five-minute warning before the transition.

14.Assign tutors to help children with ADHD stay on task.

15.Focus on a specific behavior you wish to improve and reinforce it.

20 TIPS TO TEACH KIDS WHO HAVE ADHD

16.Offer more positive reinforcements than negative consequences.

17.Explain to the student what to do to avoid negative consequences.

18.Reward target behaviors immediately and continuously.

19.Use negative consequences only after a positive reinforcement program has enough time to become effective.

20.Deliver negative consequences in a firm, business-like way without emotion, lectures, or long-winded explanations.

Remember…

STRUCTURE

STRUCTURE

STRUCTURE

ADHD in Children

• http://www.webmd.com/video/adhd-in-children

Bill of RightsFor a Child with ADD

“Help me to focus.”

Please teach me through my sense

of “touch.” I need hands-on tasks

and body movement.

“I need to know what comes next.”

Please give me a structured

environment where there is a

dependable routine. Give me an

advanced warning if there will be

changes.

“Wait for me, I’m still thinking.”

Please allow me to go at my own

pace. If I rush, I get confused and

upset.

“I’m stuck. I can’t do it!”

Please offer me options for

problem-solving. I need to know

the detours when the road is

blocked.

“Is it right? I need to know NOW!”

Please give me rich and immediate

feedback on how I’m doing.

“I didn’t forget it. I didn’t ‘hear’ it in the first place.”

Please give me directions one step

at a time and ask me to say back

what I think you said.

“I didn’t know I WASN’T in my seat!”

Please remind me to stop, think,

and act.

“Am I almost done now?”

Please give me short work periods

with short-term goals.

“What?”

Please don’t say, “I already told

you that.” Tell me again in different

words. Give me a signal. Draw me

a symbol.

“I know, it ALL wrong, isn’t it?”

Please give me praise for partial

success. Reward me for self-

improvement, not just for perfection.

“But why do I always get yelled at?”

Please catch me doing something

right and praise me for my specific

positive behavior. Remind me (and

yourself) about my good points,

when I’m having a bad day.

Remember…

Being positive,

Being consistent, and

Being patient

Will help these students be their best!