gifted students with adhd: a complicated conundrum
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Gifted Students with ADHD: A Complicated Conundrum. Susan Baum, Ph.D. Professor Emeritus College of New Rochelle Director of Professional Development Bridges Academy www.internationalcenterfortalentdevelopment.com. ADHD. Robin Williams 1952-actor, comedian, ADHD . - PowerPoint PPT PresentationTRANSCRIPT
Gifted Students with ADHD:A Complicated Conundrum
Susan Baum, Ph.D.Professor Emeritus
College of New RochelleDirector of Professional Development
Bridges Academywww.internationalcenterfortalentdevelopment.
com
ADHD
Robin Williams 1952-actor, comedian, ADHD
Early on, Williams applied his inexhaustible hyperactivity to many films
Students with ADD/ADHDClassic manifestations: • Creative thinkers• Difficulty sustaining attention especially
in listening activities• Difficulty completing written work, • Physical restlessness or feelings of
restlessness• Impulsivity • Difficulty following through on
instructions from others (not due to oppositional behavior or failure of comprehension)
• Need to move to learn
IT’S COMPLICATED
COMORBIDITY:THERE IS AN INTERACTION
BETWEEN GIFTEDNESS AND ADHD
• 1, OVEREXCITABILITIES• 2. ROLE OF DRUGS, STIMULATION,
AND THE CURRICULUM• 3. HIGH ABILITIES IN SPATIAL AND
KINESTHETIC INTELLIGENCES
Sensitivities of the High-CreativeDabrowski’s “Overexcitabilities”
•Psychomotor
• Intellectual
•Emotional
• Sensual
• Imaginational
Psychomotor
A heightened physical energy that may be expressed as a love of movement, rapid speech, impulsiveness, and/or restlessness.
Sensual
Heightened sensory awareness (e.g. touch, taste, smell). May be expressed as desire for comfort or a sharp sense of aesthetics.
Imaginational
Vivid imagery, use of metaphor,
visualizations, and inventiveness. May also include vivid dreams, fear of the unknown, poetic creativity, or love of fantasy.
Intellectual
Persistence in asking probing questions, love of knowledge, discovery, theoretical analysis and synthesis, independence of thought, and the love of solving the problem.
The role of attention and curriculum•
Where the learning breaks down
Attention
Novelty
Intensity
Personalized
Relevance
Symbol System
(Multiple Intelligence)
SensoryInput
Auditory
Visual
Kinesthetic
WorkingMemory
UnderstandingMemory
Expression
ApplicationCritical &
creative thinkingGeneralization
“HOW CAN WE HELP STUDENTS SIT STILL AND FOCUS?”
The wrong question:
HOW LONG ARE YOUR STUDENTS SITTING?
VERBAL FLUENCY ACTIVITY: ARE YOU READY?
• CIRCLE TIME?• LISTENING? • DOING SEATWORK?
• Research says that sitting and listening and paying attention is developmental.
• The amount of minutes is related to age up to 15.
• 10 minutes and attention starts to drift if information is boring monotonous
• Digital kids listen faster• 2E students especially
those with ADHD think better when moving
Essential needs
• Novelty and appropriate challenge• Unlimited use of technology for
productivity and learning• Active engagement through spatial,
kinesthetic and emotional activity• Use of movement in the curriculum• Infusion of problem based inquiry learning
as an outlet for curiosity and creativity• Skills to organize and control emotions
s
Unlimited use of technology• Word processing• Calculators• Focus tool: back
channeling, accelerated lecture
• Note-taking• Web quests
• Voice thread• Animoto• Imovies• Digital pen
(records and writes)
• Xtranormal• Inspiration
Incorporate movement into activities
Let’s Get Up and Move
Let’s Use Drama
• Gift giving• Wonderful World of Words• Character Interviews• Lots more!!!!
Provide opportunities for movement within curriculum
Distance = rate x time
Opposite Board
Movement to support learning
• The walking lane• Travel pair share• Transition dancer-size
WHEEL OF CHOICE
• Teach time and stress management, conflict resolution and anger management skills.
The pond problem:
The pond problem:
The pond problem:
TALENT CENTERED MODEL FOR 2E LEARNERS
What do they need?
Talent Development
Challenging Curriculum
PhysicalEnvironment
Differentiated Instruction
Social & Emotional Support
Targeted Remediation
Susan M. Baum, Ph.D.
Edward Hallowell (2005)I have learned first and foremost to look for interests, talents, strengths,
shades of strengths or the mere suggestion of a talent.
Knowing that a person builds a happy and successful life not on remediated
weaknesses but on developed strengths, I have learned to place those strengths at the top of what
matters Susan M. Baum, Ph.D.
Additional Resources
Questions?