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ADHD Presentation ADHD Presentation Presentation Transcript

  • BY: Jeff DicksonTammy Wotton
  •  ADHD is recognized as a high incidence exceptionality/impairment/disability. IS a “persistent pattern of inattention/or hyperactivity- impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development.” A disorder that is generally first diagnosed during early elementary school years. Symptoms/indicators may change with maturity. Has a hereditary factor Must be diagnosed by a professional who will be looking for at least 6 symptoms or indicators in two settings.
  •  H stands for hyperactivity.  Attention Deficit Disorder Demands teacher attention without the hyperactivity component. Will act out in a very visible  Are less noticeable and distracting manner  Will quietly go about not Will speak out of turn, paying attention or getting interrupt, be in conflict with his or her work done. other students, will not  May not be noticed without remain on task or in seat one on one occurrences between student and and will be disorganized. teacher. ADHD ADD View slide
  •  Aggressive behaviors  Weak listening Skills Difficulty controlling  Struggle with Math facts temper and procedures Incomplete assignments  Weak note taking skills Very short attention span  Very disorganized Impaired cause and effect  Low persistence thinking  May struggle with reading Difficulty following  Lack some social skills directions such as sharing, and High Distractibility following rules Unable to sit still  Excessive talking Impulsive  Struggle with cursive Lack organizational skills writing View slide
  •  UPON NOTICING A STRONG PATTERN OF INDICATORS YOU SHOULD: Document the behaviors and patterns you have noticed. Try some accommodation/intervention strategies. Document the results of strategies/interventions. If strategies work continue doing so. If strategies don’t work, contact parents for consultation and discuss assessment options to see if they are willing. Meet with student support team. Look at assessment possibilities. Diagnosis pending, I.E.P
  • Environmental Supports Reduce visual and auditory distractions wherever possible. Student work space- Desks? Floor? Sitting? Standing? Beanbag Chair? Ball? Front or back of room? Must be uncluttered. Seat near well behaved and attentive peers, close to the front of the room and teacher. Have a specific, safe, quiet spot for student to go to when needed. STRUCTURE, STRUCTURE AND MORE STRUCTURE.ACCOMODATIONS and INTERVENTION NOTE: Each students exceptionality is unique and adaptations that work for one student may not work for others.This is a trial and error suggestion list.
  •  Give student errands or small jobs that allow movement. Make groups for group work carefully. Post classroom rules and expectations clearly and in a highly visible area. Establish a private communication system with the student such as hand signals or cue cards etc. Consequences for inappropriate behavior must be administered immediately Praise appropriate/desired behavior. Provide a self monitoring plan for the student.
  •  Allow extra time for assignments and tests or avoid timed tasks completely . Reduce work load. Break up activities. Use chunking. Model organization skills and provide organized material. (color coded, bins, labels, checklists, day planners, visible schedule) Provide alternative assessment methods. Allow student to keyboard rather than cursive writing. Provide reading support such as stories on tape, digital stories, teacher/peer helper read, etc. Use as many multiple intelligences as possible in lessons. Provide note frames, rather than student writing all of the notes.
  •  IMPORTANT: It is not the school or classroom teachers place to recommend medicating a student with ADHD. IT is important for the school and classroom teacher to make adaptations for children with ADHD regardless of them being medicated or not. Medication will not cure ADHD. The most common medications for ADHD are Ritalin, Adderall or Dexedrine. (all are psycho stimulants) Antidepressants may also be a medication prescribed for ADHD. Medication will have side effects. Schools and classroom teachers should be aware of these side effects.
  •  Desired outcome: increase attention, on-task, completion of tasks, increase in appropriate behaviors, better relationships etc. Several dosage adjustments may be necessary before finding the best fit. Student behavior must be closely monitored during dose adjustments. If a dosage is too small = no change, if a dosage is to high = student lethargy. Side effects and the severity must be monitored. Common side effects: appetite loss, stomachaches, headaches, tics, mood changes, or any other bizarre or excessive behavior that was not present before medication. Teachers may have to dispense medication and should do so discretely It is important not to depend on the medication as a cause for student behaviors. Why give stimulants to an already over stimulated child? These medications stimulate the central nervous system and increase the efficiency of neurotransmitters that control attention, concentration and planning.
  • Symons, Cam. Dr. The Exceptional Teachers’ Casebook. Reference Document for Children and Adolescents With Exceptionalities. Brandon University Faculty of Education Professional Development Unit. 2008 pgs. 5-9American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, DC, American Psychiatric Association, 1994.Mulrine, Christopher F., Prater, Mary Anne, Jenkins, Amelia. “ The Active Classroom Supporting Students With Attention Hyperactivity Disorder Through Exercise.” Teaching Exceptional Children Vol. 40 No. 5 May/June 2008. pgs. 16-20Smith, Tom E.C. et al. Teaching Students with Special Needs in Inclusive Settings. Second Canadian Edition. Pearson Education Canada Inc. Toronto, Ontario. 2006. pgs. 113-139