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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
0102030405060708090
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!