adhd
TRANSCRIPT
HOW TO DEAL WITH CHILDREN THAT HAVE ADHD
• What is ADHD (ADD)
• Types of ADHD
• ADHD Behaviors
• Teaching Students with ADHD
• Differentiated Instruction Approach
• Assessments for ADHD Students
• ADHD resources for teachers
• Conclusion
What is ADHD?According to the 1994, Diagnostic & Statistical Manual of Mental Disorders, Ed. IV, (DSM-IV). ADHD is a Disruptive Behavior Disorder characterized by the presence of a set of chronic and impairing behavior patterns that display abnormal levels of inattention, hyperactivity, or their
combination.
The American Academy of Pediatrics estimates that between 4 and 12
percent of all school-age children have ADHD. Making ADHD the most
common childhood neurobehavioral disorder.
What is ADHD? (Continuation)ADHD has had many names. ADD (Attention Deficit Disorder) is one of those many names. ADD has been used so frequently that many people still use it instead of ADHD.
Is not unusual to have at least 3 to 4 students with ADHD in a class of 30 students.
THERE ARE 3 SUB-TYPES OF ADHD
1. Predominantly hyperactive
2. Predominantly inattentive
3. Mixed
Regardless of the type, many children with ADHD commonly report that their minds distract them,
therefore, they can not focus on one task or activity at a time. Some children with ADHD
don't even hear people speak because they are so distracted, according to the American Academy of
Child & Adolescent Psychiatry (AACAP).
ADHD Behaviors1. Hyperactivity-Impulsivity Hyperactivity
a) often fidgets with hands or feet or squirms in seat
b) often leaves seat in classroom or in other situations in which remaining seated is expected
c) often runs about or climbs excessively in situations in which
it is inappropriate (in adolescents or adults, may be limited to
subjective feelings of restlessness)
d) often has difficulty playing or engaging in leisure activities
quietly.
e) is often "on the go" or often acts as if "driven by a motor“
f) often talks excessively
ADHD Behaviorsj) often blurts out answers before questions have been completed
k) often has difficulty awaiting turn
l) often interrupts or intrudes on others
ADHD Behaviors (continuation)2. Inattention
a) often fails to give close attention to details or makes careless mistakes in schoolwork, or other activities
b) often has difficulty sustaining attention in tasks or play activities
c) often does not seem to listen when spoken to directly
d) often does not follow through on instructions and fails to finish schoolwork, chores, (not due to oppositional behavior or failure to understand instructions).
e) often has difficulty organizing tasks & activities
ADHD Behaviors (Continuation)f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework).
g) often loses things necessary for tasks or activities (toys, school assignments, pencils, books, or tools).
h) is often easily distracted by extraneous stimuli.
i) is often forgetful in daily activities.
Students with ADHD A child must exhibit at least 6 of 9 symptoms of the criteria
defined by the American Psychiatric Association.
• Child should demonstrate symptoms in at least 2 settings
• Those symptoms must be harmful to the child's academic or
social functioning for at least 6 months.
• A medical assessment for a diagnosis requires evidence
directly obtained from the classroom teacher (or another
school professional).
• An additional Individual Educational Program (IEP) should
also be conducted for associated (coexisting) conditions, such
as learning disabilities and other mental health or behavioral
disorders
Differentiated Instruction (General)1. Slowing down & allowing processing time will lead to
more retention of learning.
2. Encourage movement throughout daily class activities. Avoid more than 20 minutes of seatwork or inactivity.
3. Place the student in the least distracting area in class.
4. Simplify & increase visual presentations.
5. Use visual references for auditory instruction.
6. Maintain eye contact with the student when giving verbal instructions. Make directions clear, concise, and simple. Repeat instructions as needed in a calm voice.
7. Break assignments into small chunks. Provide immediate feedback on each assignment.
Differentiated Instruction (Continuation) 8. Insure that the student has recorded homework assignments
each day before leaving school.
9. Provide activities that require active participation such as talking through problems or acting out the steps.
10. Provide the student with opportunities to demonstrate strengths at school. Set up times in which the student can assist peers.
11. Use learning aides such as computers, calculators, tape recorders, and programmed learning materials.
12. Teach organization and study skills. For example teach the students to use sticky notes & highlighters to follow along teacher-led Instruction
13. Provide the students with a quiet place in which to work.
Differentiated Instruction (Specific – According to Subject)DIFFERENTIATION IN READING
Add cues to help students decode troublesome words. Mark long vowels (seed) / Cross out silent letters / Divide
words into syllables
Provide markers for students who lose their place while reading.
Use peer tutors and volunteers for sight word review
To increase reading fluency, have students reread a passage several times.
Teach students strategies for approaching comprehension tasks. Teach students to name the most important person
(Who?) & the major event (What is happening?) in each paragraph.
Tell students the purposes for reading and what to look for in the passage ahead of time.
DIFFERENTIATION IN SPELLING/WRITTEN LANGUAGE Help students who are poor spellers begin to use the dictionary as an
aid; provide them with a mini-dictionary or “My Words” booklet that contains high-frequency words and words that they often misspell.
Review rules for capitalization & punctuation before students begin writing; post rules on the bulletin board.
Have students keep a daily journal, write three-sentence stories, compose a note to a friend, describe an event or person.
Teach students to use word processors for writing. Use word processing tools that assist students in the drafting, revising, and editing stages of writing.
Teach writing as a multistage process. Whatever process model is used, provide guided practice at each stage.
Teach strategies for locating and correcting writing errors. Example: C capitalization / O overall appearance / P punctuation
DIFFERENTIATION IN MATHAdd visual prompts to help students solve
computation problems.
For students who have trouble spacing math problems and writing numbers, use paper that has been marked off in squares.
Include only a few problems per page if students have difficulty finishing their work.
To develop automaticity, research suggests introducing no more than two or three facts and their reciprocals at a time.
Help students begin to analyze story problems by identifying the key words that often signal the different operations.Ex: Addition: Altogether, sum, and, plus, finds.
DIFFERENTIATED ASSESSMENTS1. Writing tests with easier question dispersed
throughout. This keeps the motivation high.
2. For students who work slowly, reduce the length of written assessments.
3. Give the child extra time to work on exams.
4. Use multiple choice or one-to-one oral tests to assess the child’s mastery of content.
ADHD resources for teachers
ADHD resources for teachers
ADHD resources for teachers
Behavior Contract Date: _________________________
I, ________________________________, agree that I will work toward these behavior goals:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I understand that the rewards for meeting my behavior goals will be:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I also understand what will happen if I do not meet my behavior goals:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
My Name: __________________________________
Parent:_____________________________________
Teacher: ____________________________________
ConclusionWhen a child has ADHD, the parents, child, teachers, and doctors need to work together as a team to understand the child’s needs & develop an appropriate learning plan to allow the child to reach his or her full
potential.
REFERENCES & ADDITIONAL HELP
For information about child and adolescent mental
health, contact:
SAMHSA’s National Mental Health Information Center
P.O. Box 42490
Washington, DC 20015
Toll-free: 1.800.789.2647 (English/Spanish)
TDD: 1.866.889.2647
www.mentalhealth.samhsa.gov
For information about child and adolescent mental
health, contact:
SAMHSA’s National Mental Health Information Center
P.O. Box 42490
Washington, DC 20015
Toll-free: 1.800.789.2647 (English/Spanish)
TDD: 1.866.889.2647
www.mentalhealth.samhsa.gov
REFERENCES & ADDITIONAL HELP National Institute of Mental Health
Science Writing, Press & Dissemination Branch6001 Executive BoulevardRoom 8184, MSC 9663Bethesda, MD 20892-9663Toll-free: 1-866-615-NIMH (6464)TTY Toll-free: 1-866-415-8051E-mail: [email protected] site: www.nimh.nih.gov
National Institute of Mental HealthScience Writing, Press & Dissemination Branch6001 Executive BoulevardRoom 8184, MSC 9663Bethesda, MD 20892-9663Toll-free: 1-866-615-NIMH (6464)TTY Toll-free: 1-866-415-8051E-mail: [email protected] site: www.nimh.nih.gov
REFERENCES & ADDITIONAL HELP
National Center on Birth Defects and Developmental Disabilities
Division of Human Development and Disabilities
1600 Clifton Road MS E-87 Atlanta, GA 30333
800-CDC-INFO (800-232-4636)TTY: (888) 232-634824 Hours/Every Day
National Center on Birth Defects and Developmental Disabilities
Division of Human Development and Disabilities
1600 Clifton Road MS E-87 Atlanta, GA 30333
800-CDC-INFO (800-232-4636)TTY: (888) 232-634824 Hours/Every Day
To treat everyone the same is to treat them unequally. We are
making a plea for the understanding of diversity, for greater flexibility in education and parenting, so that every
child can find success in his or her own way.”
-Dr. Mel Levine, Founder, AllKinds of Minds