Adhd sped 101


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A presentation on the characteristics of ADHD, Definition, symptoms, how to meet the need of children with ADHD

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  • Creativity – Children who have ADD/ADHD can be marvelously creative and imaginative. The child who daydreams and has ten different thoughts at once can become a master problem-solver, a fountain of ideas, or an inventive artist. Children with ADD may be easily distracted, but sometimes they notice what others don’t see.Flexibility – Because children with ADD/ADHD consider a lot of options at once, they don’t become set on one alternative early on and are more open to different ideas.Enthusiasm and spontaneity – Children with ADD/ADHD are rarely boring! They’re interested in a lot of different things and have lively personalities. In short, if they’re not exasperating you ( and sometimes even when they are), they’re a lot of fun to be with.Energy and drive – When kids with ADD/ADHD are motivated, they work or play hard and strive to succeed. It actually may be difficult to distract them from a task that interests them, especially if the activity is interactive or hands-on. Keep in mind, too, that ADD/ADHD has nothing to do with intelligence or talent. Many children with ADD/ADHD are intellectually or artistically gifted.
  • Station teaching: divide the contents and students into groups. Teach the small pieces per group and then rotate-parallel : divide class in 2 and teach the same contentAlternative teaching : main teacher/ and supporting teacher/ Large group and small groupTeam teaching: alternate in deliver the content
  • Communication or cooperation that facilitates a close working relationship between people or organizations.A person who acts as a link to assist communication or cooperation between groups of people.
  • Adhd sped 101

    1. 1. ADHD ByPepsiMarinielleNguyenAttention DeficitHyperactive Disorder
    2. 2. Most professionals rely on the (APA’s) and (DSM)criteria to determine whether an individual hasADHD. Over the years, researchers andpractitioners have debated whether ADHD is asingle syndrome or whether there are subtypes.Partly as a result of this debate the name of thiscondition has changed overtime. For example, forseveral years, the APA used the general term (ADD)to refer to all the people with the condition. It thenallowed for the subtypes of ADD with hyperactivityand ADD without hyperactivity.
    3. 3. For short : Attentiondeficit hyperactivitydisorder is a term thathas emerged fromattempts to describeinattentive, overactiveand impulsivebehaviour.
    4. 4. Most authorities agreethat there are fourimportant components toassessing whether astudent has ADHD: amedical examination, aclinical interview, teacherand parent rating scales,and behavioralobservations.
    5. 5. -is necessary to rule outmedical conditions, suchas brain tumors, thyroidproblems, or seizuredisorders, as the causeof the inattention/orhyperactivity (Barkleyand Edwards, 2006).
    6. 6. -provides information about the child’s physicaland psychological characteristics, as well asfamily dynamics and interaction with peers.Although the interview is essential to thediagnosis of ADHD, clinicians need to recognizethe subjective nature of the interview situation.Some children with ADHD can look surprisingly“normal” in their behavior when in the structuredand novel setting of a doctor’s office.
    7. 7. Whenever possible, the clinician should observethe student. This can be done in the classroom:*Clinicians who specialize in diagnosing andtreating children with ADHD sometimes havespecially designed observation rooms in which inwhich they can observe the child while he or sheperforms task requiring sustained attention. Inaddition, professionals can use a CPT in theclinic.
    8. 8. • Myth: the primary symptom isinattention• Fact: they are facing with– behavior inhibition( w a i t f o r t h e i rt u r n , r e s i s t d i s t r a c t i o n )– Executive function– Time awareness– Management
    9. 9. • Myth: All children with ADHD arehyperactive• Fact: 3 types :– 1. P r e domin a n t ly in a t t e n t ive t y p e– 2 . P r e domin a n tl y h y p e r a ctive-imp ul s iv e t y p e– 3. c omb in e d t y p e dMisconceptions about ADHD
    10. 10. • Myth: ADHD is primary the resultof brain injury• Fact: Result of neurologicaldysfunction/ hereditary factors
    11. 11. • Myth: The social problems ofstudents with ADHD are due totheir not knowing how to interactsocially• Fact: they know how to act but thebehavioral inhibition makes itdifficult for them to actappropriately
    12. 12. • Myth: with their condition, thelearning environment must behighly unstructured• Fact: most recommended highlystructured most especially inearly stage
    13. 13. Prevalence• begins in childhood and can affectall areas of a patient’s life.• 3% - 7% of school-aged children• Boys outnumber girls 3 to 1• However, girls may be underdiagnosed.
    14. 14. Prevalence in the Philippine• 80% of adolescents have the symptoms• 60% of adults show the symptoms• 40%-50% of children with ADHD havelearning disabilities• 30%-50% of children with ADHD engage indisorderly conduct and exhibits signs ofanti-social behavior• 35% of children with ADHD do not finishhigh school• 25% of children with ADHD oftentimes fightwith other kids• 20% to 25% of children experiencehyperactivity• 3-5% of the world population has ADHD
    15. 15. Predominantly inattentive (ADHD/I) difficulty paying attention/ toconcentrate and complete tasks forgetful and easily distracted poor organizational skills,lethargic, sluggish, shy, anxious orconstantly daydreaming most often diagnosed in adolescentgirls, and is diagnosed if six or moresymptoms of inattention havepersisted for more than six months.
    16. 16. –Pooh type-Inattentive,sluggish,slow-moving,unmotivated,daydreamer
    17. 17. Predominantly hyperactive/impulsive(ADHD/HI) difficulty controlling behavior serious aggressive or oppositionalbehavior and antisocial conduct. fidget and excessively restless. blurt out comments that areinappropriate and often do notthink before they act. diagnosed if six or more symptomsof hyperactivity and impulsivityhave persisted for more than sixmonths.
    18. 18. Rabbit Type-over focused,obsessive,argumentative
    19. 19. Combine typeCombines symptoms of the othertwo forms of ADHDthe most common form of ADHD.diagnosed in boys ofelementary-school age.diagnosed when six or moresymptoms associated with eachof the two major forms of ADHDare present.
    20. 20. Tigger type-Hyperactive,restelessness,disorganized,inattention,impulsivity
    21. 21. Who has it and who hasn’t?Assessment:–History–Information (homeand school)–Observation–Specific tests
    22. 22. How is ADHD Diagnosed?• There is no actual test that can diagnoseADHD. New technology such as MRI, PETand SPECT scans have given us the abilityto view the working parts of the brain,but they cannot determine if anindividual has ADHD.• Diagnoses is usually done through thecollaboration of doctors, teachers,counselors and parents by way ofscreening tools and observations of achilds behaviors.
    23. 23. Symptoms• Often fidgets or squirms about whenseated• Is easily distracted• Talks out of turn• Has trouble with follow through• Has difficulty staying on task• Shifts rapidly from one task to anotherwithout completing first task or activity
    24. 24. Symptoms• Talks excessively• Frequently interrupts or intrudes• Seldom listens attentively• Is disorganized: loses assignments,pencils, toys.• Often seems unaware of consequences andso engages in potentially dangerousbehavior.
    25. 25. 25
    26. 26. CreativityFlexibilityEnthusiasm and spontaneityEnergy and drivePositive Traits
    27. 27. 1. Have them do things at once.2. Allow them to respond Orally.3. Put up Visual and Auditory Blinders.4.Don’t do everything in every book.5.Forget what others think. SEE THE GIFT INYOUR CHILD.Meeting the need of children withADHD
    28. 28. - Support the transition process- Time in between asking them tosay/do- Avoiding overloading student’sworking memory- Providing visual- Creating a routine procedures fordaily transitioningMeeting the need of children withADHD
    29. 29. - Divide the instruction into consistent,predictable sequences- One teach , one driff- Station teaching- Parallel teaching- Alternative teaching- Team teachingMeeting the need of children withADHD
    30. 30. • Preparation• Content• Build a relationship with thechild• Participant learning• What’s relevant to thechildren?• What do they need to know?Meeting the need of children withADHD
    31. 31. ManagementPsychosocial interventions• Parenting• Psychological interventions• Educational interventionsMedication• Stimulants• OthersFollow-up• Clinic• Liaison
    32. 32. TreatmentTreatment Team• Child and adolescentpsychiatrists• Psychologists• Cognitive-behavioraltherapists• Educationalspecialists• Behavioral coachesPlan• Education about ADHD• Behavioralinterventionstrategies• Parent training• A specializededucational program• Medication, whennecessary
    33. 33. Who got it….John LennonBeethovenJohn F KennedyPicassoMozartJim CarreyPrince CharlesSocratesWinston ChurchillVincent Van GoghStevie WonderLeonardo da VinciWalt DisneyAlbert EinsteinErnest HemingwayKirk DouglasGalileoDr Ruth MarshallConsultant Child and Adolescent Psychiatrist