psycho ppt

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What is Attention Deficit/Hyperactive Disorder(AD/HD)

AD/HD, once called hyperkinesis (e.g., super active) or

minimal brain dysfunction, has a very strongneurological basisand is one of the most commondisorders of childhood and adolescence.

It is characterized by hyperactive or impulsive behaviors

and attention-deficit problems that cannot be explainedby any other psychiatric condition and are not in keepingwith the individuals intellectual ability or stage of

development.

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Attention Deficit Hyperactivity Disorder

Inattention - Traditionallyknown as ADD

Impulsivity - Traditionallyknown as Hyperactivity

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ADHD Characteristics

InattentionImpulsivityOveractivity

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Inattention-Distractibility

Doesnt seem to listen

Fails to finish assigned tasks

Often loses things

Cant concentrate

Easily distracted

Daydreams

Can be very quiet & missed

Requires frequent redirection

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Clinical Presentation

ADHD is a heterogeneous childhood onset disorder

characterized by the presence of inattention, hyperactivity and impulsivity.

Children with ADHD present with variations in:

degree of symptomatology

presence of symptoms in different situations

extent to which other disorders occur with ADHD. It is important to conceptualize ADHD as a disorder with

symptoms that can transform with development and with

changes in the childs academic and social demands and

supports

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Inattentive Symptoms

Children with inattentive symptoms of ADHD have

difficulties with:

Persistence of effort

Sustaining attention or response to tasks that are not

interesting or do not have immediate positive

reinforcement for completion

Attention can shift off task when an alternative

activity is present that is more gratifying than the

assigned task

Symptoms of inattention persist into adolescence in

approximately 50% of cases

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Epidemiology of ADHD:

Hyperactive symptoms

Children with hyperactive symptoms of ADHD have difficulties with:

Developmentally excessive levels of motor and/or

vocal activity

Situational variations in hyperactivity exist

Hyperactivity may be a deficit in appropriately regulating activity level to given situation or task

Symptoms of hyperactivity typically decrease with

development and advancing age

70% of children with ADHD have significant symptoms of

hyperactivity/impulsivity

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Diagnostic criteria defined by DSM-IV

Current ADHD Diagnostic Criteria

Symptoms must exist for at least 6 months Some symptoms present by age 7

This criterion is controversial as symptoms

(particularly in ADHD- inattentive type) may not be apparent age 7

Symptoms inconsistent with developmental level Symptoms lead to impairment in social, academic or home function

6 of 9 symptoms endorsed from either inattentive

and/or hyperactive/impulsive symptom lists

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9/27Subtypes of AD/HD

The DSM-IV TR describes three subtypes of

AD/HD: InattentiveCannot seem to get focused or stay

focused on a task or activity

Hyperactive/ImpulsiveVery active and often actswithout thinking

CombinedInattentive, impulsive, and hyperactive

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10/27What is the Extent of ADHD?

About 3% of school-aged population have full ADHDsymptoms & another 5-10% have partial ADHD

Another 15-20% of school-aged population show transientbehaviors suggestive of ADHD

Boys are 3 times more likely than girls to have ADHD

Symptoms decrease with age but 50-65% of children stillmanifest symptoms into Adulthood (Korn & Weiss, 2003)

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11/27Myths about students with AD/HD

Myth: AD/HD does not really exist. It is simply

the latest excuse for parents who do notdiscipline their children.

Truth: Scientific research tells us AD/HD is abiologically based disorder that includesdistractibility, impulsiveness, and sometimeshyperactivity.

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Myth: Medication can cure students withAD/HD.

Truth: Medicine cannot cure AD/HD but cansometimes temporarily moderate its effects.Certain stimulant medications are effective in the

majority of the individuals who take it, providingan immediate short-term increase in attention,control, concentration, and goal-directed effort.

Medication may also reduce disruptivebehaviors, aggression, and hyperactivity.

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Myth: Individuals with AD/HD will outgrow it.

Truth: AD/HD is a lifelong condition although itmanifests itself differently dependent upon theage of the individual. Some individuals experience a lessening of AD/HD symptoms with

age, develop effective compensatory strategies that make

it appear as if the AD/HD has gone away, or manage the symptoms of the disorder with

medication.

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Myth:Individuals who can focus their attentionin some areas (i.e., video games, etc.) cannothave AD/HD.

Truth: AD/HD is a neurological difference thatmakes it very difficult to attend to things that are

not interesting to the person involved or thatrequire sustained mental effort. Yet this personcan sit for hours and play video games orparticipate in other activities of interest. This typeof focus is known as hyperfocus.

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15/27Career Technical Selection

Dr. Mel Levine, pediatrician and author of A Mind at aTime, says that we are all wired a little differently; that

we all have differences in our brain circuitry and as aresult, each person possesses unique and individualstrengths and weaknesses. He states:

"Each of us is endowed with a highly complex, inborn circuitry-creatinginnumerable branching pathways of options and obstacles. While

some of us have brains that are wired to handle a lot of informationat one time, others have brains that can absorb and process only a

little information at a time (often with greater accuracy). . .

. . . So it is that we all live with minds wired to excel in one area andcrash in another. Hopefully, we discover and engage in goodmatches between our kind of mind and our pursuits in life."

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16/27Making Career Technical Training Choices

Students with disabilities, just like students without thedisabilities, have the right to choose career technical

training paths of their choosing; however, there arespecial considerations.

Can the student function safely in the trainingenvironment?

Is there an obvious barrier that would prevent the studentfrom participating in a particular type of training (e.g.student who is blind wouldnt participate in a traderequiring driving)?

Can reasonable accommodation alleviate the barriers to

participation in a particular trade?

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17/27Scenario #2

AD/HD

Student is diagnosed with AD/HD, inattention

type. The student is highly distractible

has poor attention control

weak short term memory

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18/27What do I know about this student?

Average attention span for this student is about

5 minutes (you can learn this in a relatively shorttime by observing the students behavior and

reactions during various activities)

He is visually and auditorily distractible.

He loves vintage cars.

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19/27Accommodation Examples

Frequent Breaks (this student must have opportunitiesfor movement in order to focus and maintain attention)

Use of timers/vibrating/programmable watches

Preferential Seating

Survey the environment.

What are the visual/auditory stimuli the student is likely toencounter? Are there windows in the classroom? Is there an air

handler unit? Are there colorful/cluttered bulletin boards nearby?

Performance Checklists (completed by the student andmonitored by the staff person).

Can be useful in a variety of environments

Use study carrels for testing

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20/27Strategies for the student with AD/HD

Incorporate discussion or facts about vintage cars intoclassroom instruction on occasion.

Allow break with a car magazine (dont leave lyingaround)

Change up classroom activities for this studentwhenever possible (from desk work to use ofmanipulatives to group work)

Work with the recreation specialist to try and encouragethis student to actively participate in recreationalactivities.

Use of ear plugs during seat work.

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What do I know about this student?

What are the subtest scores of this students

intelligence testing? Verbal vs. Performance,subtest scores, if available, etc.

Student is a visual learner

Higher amounts of repetition of a particularactivity or task may be required to help thestudent learn it sufficiently

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Scenario #3

Auditory Processing Disorder

Student has a diagnosis of Central Auditory

Processing Disorder (CAPD)FYI: There are two primary types of processing

disorders (sometimes known as perceptualprocessing disorders)

Visual Processing Disorder

Auditory Processing Disorder

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What does this mean?

Difficulties with auditory processing do not affect what isheard by the ear, but do affect how this information is

interpreted, or processed by the brain. An auditory processing deficit can interfere directly with

speech and language, but can affect all areas oflearning, especially reading and spelling. Wheninstruction in school relies primarily on spoken language,

the individual with an auditory processing disorder mayhave serious difficulty understanding the lesson or thedirections.

Difficulties experienced by individuals with CAPD may be

similar to those individuals with AD/HD.

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Common Difficulties

Talks louder than necessary

Difficulty remembering a list or sequence

Often needs words or sentences repeated

Poor ability to memorize information learned by

listening

Interprets words too literally

Hearing clearly in noisy environments.

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Examples of Accommodations

Combine oral teaching with visual aids.

Ask that teachers and others make it physically,

visually or audibly clear when they are about tobegin something important so that nothing ismissed.

Have a note-taking buddy who will make sure

that information was understood or providecopies of information discussed.

Instructors and teachers should stand near this

student when providing oral instruction orlecture.

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Examples of Accommodations

Have student repeat back information orinstructions to build comprehension skills andmake sure messages are understood correctly.

Find or request a quiet work space away fromothers.

Provide written material when you giving oral

presentations. Ask for directions to be given one at a time, as

you go through each step.

Take notes or use a tape recorder when gettingany new information, even little things.

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Universal Design of Learning (UDL)

Universal design is an approach to designing courseinstruction, materials, and content to benefit people of all

learning styles without adaptation. Universal designprovides equal access to learning, not simply equal access

to information.

Although this design enables the student to be self-sufficient, the teacher is responsible for impartingknowledge and facilitating the learning process.

Universal design does not remove academic challenges; it

removes barriers to access.

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