Class On Attention Deficit Disorderteens
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Class On Attention Deficit Disorderteens

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    Class On Attention Deficit Disorderteens Class On Attention Deficit Disorderteens Presentation Transcript

    • Attention Deficit Disorder Liceo Cultural Británico Lic. Gonzalo Camp
    •  
      • Syndrome characterized by serious and persistent difficulties in three areas
      • 1) distractibility (poor sustained attention to tasks)
      • 2) impulsivity (impaired impulse control and delay of gratification)
      • 3) hyperactivity (excessive activity and physical restlessness)
      DEFINITION OF ADD:
    • What are the Symptoms of ADD?
      • Easily distracted by sounds and other things.
      • Difficulty focusing on assignments.
      • Very forgetful on appointments and other due dates
      • Having difficulty studying quietly.
    • WHO HAS ADD
      • According to epidemiological data, approximately 4% to 6% of the U.S. population has ADD
      • In Argentina
      • Los niños que recibieron el diagnóstico según el ambos sistemas fueron del 4,99%. Los resultados según los criterios del DSM-IV fueron de 7,86 y la utilización de la escala más estricta, por su parte, arrojó una prevalencia del 5,24% Los resultados se muestran dentro de lo esperable, aunque la prevalencia en niñas encontrada sobrepasan aquellas que encontraron estudios similares en otros lugares.
      • Ruben O. Scandar - La Fundación de Neuropsicología Clínica
    • Treatments
      • There is no cure for ADD.
      • There are treatments.
      • There are two main forms of treatments
      • medications
      • behavioral therapies
    • Medical Treatments
      • These are all the common medications of Attention Deficit Disorder
      • There is:
      • Listol, Vaxa, ADDult.
      • Ritalin, Dexedrine, Cylert,
      • ADDerall
    • Behavioral Treatments
      • Behavioral treatments consist of
      • Token economy is a way of
      • treating a problem by
      • punishing bad behavior
      • and rewarding good
      • behavior
    • Good Things About ADD.
      • People with ADD may be very creative. Like a painting in your home could come from someone who has Attention Deficit Disorder.
      • Some of the Gifted are label as to having Attention Deficit Disorder. It is very misunderstood.
    • Bad things About ADD
      • People with ADD can get really annoying.
      • Have temper tantrums
      • They could one minute be mad and then the next be very happy.
      • Then they could eventually get over what ever they are doing.
      • They may have very bad anger problems.
      • He or she may have trouble remembering things and forget what they are doing.
    •  
    •  
    • What happens in the classroom?
    • Things We Can See (aka, Common Complaints)
      • Difficulties sustaining attention
        • Daydreaming
        • Child doesn’t listen
        • Always losing things
        • Forgetful
        • Easily distracted
        • Needs constant supervision
        • Child doesn’t finish anything he/she starts
    • Common Complaints (cont’d)
      • Problems with impulse control
        • Impatient/Difficulties waiting for things
        • Always interrupting others
        • Blurts out answers
        • Doesn’t take turns
        • Tries to take shortcuts on many tasks (including chores, homework, etc.)
    • Common Complaints (cont’d)
      • Hyperactivity
        • Always on the go
        • Squirmy…can’t sit still
        • Talks too much
        • Frequently hums or makes odd noises
        • Unable to “put the brakes on” motor activity
        • Child has two speeds; asleep and awake
    • What Do These Behaviors Have in Common?
      • Problem isn’t as much sustaining attention as it is sustaining inhibition …this is the hallmark of ADHD
      • Inhibition : a mental process that restrains an action (behavior) or emotion
      • Problems of inhibition are not a matter of choice, but are instead a result of what is (or is not) going on in the child’s brain
    • ADHD and the Human Brain
      • Portions of brain’s frontal lobe are responsible for “Executive” functions:
        • Consolidating information from other areas of the brain
        • “ Considers” potential consequences and implications of behaviors
        • Puts “brakes” on ( inhibits ) impulsive reactions
        • Initiates appropriate response to environment
    • ADHD and the Brain (cont’d)
      • Research suggests that in in children with ADHD, these “executive” areas of the brain are under-active
      • Increasing the activity level in these areas of the ADHD brain have been shown to decrease behavioral symptoms. This is the logic behind using Stimulant medications as a first line treatment for the disorder.
    • Things That Look Like ADHD
      • Depression
      • Anxiety
      • Hearing problems
      • Visual problems
      • Seizure disorder
      • Oppositional defiant disorder
      • Autism
      • Learning disabilities
      • Parenting problems
      • Substance use
      • Medication side-effects
      • Lead poisoning
    • Establish the Proper Learning Environment
    • Establish the Proper Learning Environment
      • Place students with ADD near you, but in regular seating orientation
      • Place students with backs to rest of class
      • Surround students with ADD with good role models (encourage peer tutoring)
    • Establish the Proper Environment (cont.)
      • Pay attention to change in child’s schooling (avoid physical relocation, change in schedule, and disruptions) watch them on field trips
      • Have a reduced-distraction study area, encourage parents to do the same.
      • Have parents set up regular homework routines
    • Instructing Students With ADD
      • Maintain eye contact when possible (i.e. giving verbal instructions)
      • Make directions clear and concise. Be consistent with daily instructions.
      • Simplify complex directions. Avoid multiple commands.
    • Instructing Student with ADD (cont.)
      • Make sure students comprehend the instructions before beginning the task
      • Repeat instructions in a calm, positive manner, if needed
      • Help the students feel comfortable with seeking assistance
    • Instructing Student with ADD (cont.)
      • provide opportunity for students to apply concepts they have studied to the reality of their daily lives
      • bridge from previously taught concepts to new concepts
    • Giving Assignments
      • Give out only one task at a time.
      • Monitor frequently. Maintain a supportive attitude
      • Give extra time for certain tasks. Students with ADD may work slowly. Do not penalize them for needed extra time.
    • Modifying Behavior And Enhancing Self-Esteem
      • Providing Supervision and Discipline:
      • Remain calm, state the infraction of the rule, and avoid debating or arguing with the student. Have pre-established consequences for misbehavior. Administer consequences immediately, and monitor proper behavior frequently. Enforce classroom rules consistently.
    • Modifying Behavior And Enhancing Self-Esteem (cont.)
      • Providing Encouragement :
      • Reward more than you punish, in order to build self-esteem. Praise immediately any and all good behavior and performance. Change rewards if they are not effective in motivating behavioral change. Find ways to encourage the child.
    • Modifying Behavior And Enhancing Self-Esteem (cont.)
      • use contingency-based self-management techniques
      • have individuals keep track of their own behavior and then receive consequences
      • use self-monitoring of attention to increase on-task behavior
      • Helps students become more aware of what trigger off-task behavior
    • Other Educational Recommendations
      • Check for other learning disabilities (present in ~30% of kids with add)
      • Try a private tutor
      • Individualized mildly or non-competitive activities (bowling, walking, swimming)
      • Involvement in Social Activities (scouting, church group)
    • KEY Tips for Managing ADHD
      • Be patient
      • Be persistent
      • Be understanding
      • *Most importantly, remember to differentiate the behaviors from the child
        • Bad behaviors are not synonymous with a bad child
    • Thank you very much!!!!