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Understanding Students with AD/HD. ED 222 Spring 2011. Defining AD/HD. The condition most adversely impact the student’s academic performance to receive services Students usually receive services under ‘other health impairments’ since there is no IDEA category for ADHD APA definition: - PowerPoint PPT Presentation
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Understanding Students Understanding Students with AD/HDwith AD/HDED 222 Spring 2011
Defining AD/HDDefining AD/HD• The condition most adversely impact
the student’s academic performance to receive services
• Students usually receive services under ‘other health impairments’ since there is no IDEA category for ADHD
• APA definition:– Persistent pattern of inattention and/or
hyperactivity-impulsivity more frequent and severe than typical
–Manifest before age 7, duration of at least 6 months, present in 2 or more settings, not attributed to other disability
Prevalence of AD/HDPrevalence of AD/HDApproximately 3 to 8% of school-
age children have AD/HD4.2% of preschoolersMore boys than girlsLatinos less likely to receive
AD/HD diagnosis
Three Subtypes of AD/HDThree Subtypes of AD/HD• Predominantly inattentive type– Trouble paying attention, forgetful, easily
distracted, selective attention– Students may appear lethargic, apathetic or
hypoactive (move to slowly).– May be overlooked.
• Predominantly hyperactive-impulsive type– Cannot seem to sit still, talk excessively,
difficulty playing quietly– Few adolescents or adults have the HI type
• Combined Type– Combines features of inattention and
hyperactivity– The majority of students with AD/HD are
combined type
Intellectual Functioning and Intellectual Functioning and Academic AchievementAcademic Achievement• IQ ranges of students with ADHD tend to be
7-19 points below the norm (IQ 100)• Approximately 21% of elementary students
with ADHD have also been identified as having intellectual disabilities (IQ score 70 and below)
• Approximately 20% of students with ADHD are also identified as having a learning disability
• Five percent also have a speech/language disorder
• Students with ADHD often have impairments associated with motivation, memory, and goal-directed behavior
Behavioral, Social, and Behavioral, Social, and Emotional CharacteristicsEmotional Characteristics• May have a co-existing condition, including:– Anxiety disorder, conduct disorder or
obsessive-compulsive disorder• Specific challenges may include:– Conflicts with parents, teachers, and peers– Low self-esteem– Increased risk-taking behaviors–Higher rates of using alcohol, tobacco and
substance dependence– Significantly higher likelihood of receiving
behavior management programs, mental health services, social work services, and family counseling
Determining the CausesDetermining the Causes• Does NOT cause AD/HD–Lack of self control–Poor parenting–Too much television or video games–Too much sugar–Living in a fast-paced culture
• Heredity–Focus on dopamine
• Brain differences• Other biological causes
Determining the presenceDetermining the presence• AD/HD determined by a pediatrician
and a psychiatrist or psychologist• Teachers may be asked to complete
a behavior rating checklist as part of the evaluation–Conner’s Rating Scale-R
• Once presence is determined, there are assessments to help to determine the nature and extent of services
• ADDES-3
Partnering for Sp.Ed., and Partnering for Sp.Ed., and related servicesrelated services• Not every student with AD/HD
qualifies for IDEA services–They may be able to receive services
through Section 504• One role of the IEP or 504 team is to
develop educational plans that may or may not be used in conjunction with medication–Team members should never suggest a
child needs medication. Only a doctor can make that determination–Teams also cannot make taking
medication a requirement of attending school.
Determining Supplementary Determining Supplementary Aids and ServicesAids and Services• Arrange the classroom in a consistent
manner• It is not always best to seat students with
peers• Seat the student in close proximity to the
teacher• Do not seat students with
hyperactivity/impulsivity close to highly distracting areas
• Clearly post daily and weekly schedules• Arrange the classroom to facilitate smooth
transitions between classroom activities• Minimize classroom clutter
Planning for UDLPlanning for UDL• Planning for Universal Design for
Learning–Students need to learn organization and
neatness–Goal setting can improve organization skills• Identify and define a goal• Develop a series of objectives or tasks• Specify actions necessary to achieve desired
outcomes• Make goals challenging but obtainable
–Planning for other Educational Needs• Teachers should play a role in monitoring children on
medication for changes or side effects
Early Childhood ServicesEarly Childhood ServicesMultidisciplinary Diagnostic and
Training Program◦Multimodal treatments
Medication Parent Training Classroom Behavioral Management
Interventions
Elementary and Middle Elementary and Middle School StudentsSchool Students• Errorless learning–Presents discriminative stimuli and
arranged the delivery of prompts in a learning situation in such a way as to ensure that the students give only correct responses (or only a few incorrect responses)–Prompts can be physical, verbal or visual–Premise is that learning that occurs with
mistakes is stronger and lasts longer–Uses “most to least” prompting, most
intrusive at first, the, as task is mastered, prompts fade
Secondary and Transition Secondary and Transition StudentsStudentsCognitive behavioral and self-
control strategies◦Teach the use of inner speech, “Self-
Talk”◦The purpose of cognitive behavioral
strategies is to modify behavior and thinking patterns
◦Possible benefits of this method are increased capacity to self-control and self-regulate behavior
Measuring Student Measuring Student ProgressProgress• Progress in the general curriculum–Curriculum based management–Goal Attainment Scaling (GAS) process
• Progress in Addressing Other Educational Needs–Monitoring progress in areas such as
social skills, self-control, medication management–T-charts–checklists
Making Accommodations for Making Accommodations for AssessmentAssessmentIssues include attention and
concentration problems◦May qualify for extra breaks◦May need multiple testing sessions◦May request a reduced-distraction
testing environment
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