Individuals with Attention
Deficit Hyperactivity Disorder
Baron. Gabuyo. Garcia. Sandalo. Yap.
Characteristics
Inattention

Hyperactivity

Impulsivity
Characteristics
• Has problems concentrating
• Has problems on sustaining
focus and attention

Inattention

Hyperactivity
...
Characteristics
• Seems unable to sit still
• Appears restless and fidgety

Inattention

Hyperactivity

• May bounce from ...
Characteristics
• Acts without thinking
• Suddenly blurts out answers in
class

Inattention

Hyperactivity

• Can’t wait f...
Curricular Priorities
Planning for
important tasks

CURRICULAR PRIORITIES
Staying
focused
CURRICULAR PRIORITIES
Starting an
important task

CURRICULAR PRIORITIES
Taking time to
solve
problems
instead of
guessing

CURRICULAR PRIORITIES
Waiting for
his/her turn
in activities

CURRICULAR PRIORITIES
Strategies
Creating a Schedule
- Using timers
- Involving the
child in creating
the schedule

Proper
transitioning of Implementing
cl...
For staying focused
- Establishing simple and
clear rules
- Allowing short breaks
after tasks
- Cutting tasks into
shorter...
Getting the student to
perform tasks
Varying mode
Having the Reinforcement
of instruction student repeat
and
and activitie...
Engaging the student in
productive physical activities
Asking help
from the
child to do
tasks

Joining
clubs and
sports

G...
Modifying Classroom Settings
- Maintain a low
student-teacher
ratio
- Provide
opportunities for
students to
demonstrate th...
•

Gargiulo, R. (2006). Special Education in
Contemporary Society: An Introduction to
Exceptionality. Belmont, CA: Thomsom...
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ADHD (Requirement for EDSP 128)

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ADHD (Requirement for EDSP 128)

  1. 1. Individuals with Attention Deficit Hyperactivity Disorder Baron. Gabuyo. Garcia. Sandalo. Yap.
  2. 2. Characteristics Inattention Hyperactivity Impulsivity
  3. 3. Characteristics • Has problems concentrating • Has problems on sustaining focus and attention Inattention Hyperactivity • Has poor self-regulation of behavior • Appears to not be listening • Has unrelated thoughts Impulsivity
  4. 4. Characteristics • Seems unable to sit still • Appears restless and fidgety Inattention Hyperactivity • May bounce from one activity to the next • Often tries to do more than one thing at once • Shows more liking in physical activities than other types of activities Impulsivity
  5. 5. Characteristics • Acts without thinking • Suddenly blurts out answers in class Inattention Hyperactivity • Can’t wait for his or her turn in activities • Often interrupts others • Guesses, rather than taking time to solve a problem Impulsivity
  6. 6. Curricular Priorities
  7. 7. Planning for important tasks CURRICULAR PRIORITIES
  8. 8. Staying focused CURRICULAR PRIORITIES
  9. 9. Starting an important task CURRICULAR PRIORITIES
  10. 10. Taking time to solve problems instead of guessing CURRICULAR PRIORITIES
  11. 11. Waiting for his/her turn in activities CURRICULAR PRIORITIES
  12. 12. Strategies
  13. 13. Creating a Schedule - Using timers - Involving the child in creating the schedule Proper transitioning of Implementing class the schedule schedules strictly
  14. 14. For staying focused - Establishing simple and clear rules - Allowing short breaks after tasks - Cutting tasks into shorter segments - Providing a conducive learning environment - Seating the child somewhere near the teacher - Surrounded by focused classmates Assigning a “study-buddy” - Reminding the child to focus (verbal prompting) - For young kids, create a secret signal
  15. 15. Getting the student to perform tasks Varying mode Having the Reinforcement of instruction student repeat and and activities instructions Punishments
  16. 16. Engaging the student in productive physical activities Asking help from the child to do tasks Joining clubs and sports Group works Incorporating and peermovement teaching into the lessons -
  17. 17. Modifying Classroom Settings - Maintain a low student-teacher ratio - Provide opportunities for students to demonstrate their strengths - Have a activity where students can assist their peers - Use assistive technology such as computers and programmed learning materials - The classroom should be organized and free or distractions -
  18. 18. • Gargiulo, R. (2006). Special Education in Contemporary Society: An Introduction to Exceptionality. Belmont, CA: Thomsom Wadsworth. • Friend, M. (2011). Special Education: Contemporary Perspectives for School Professionals. 3rd Ed. Upper Saddle River, NJ: Pearson Education, Inc. • http://www.behavioradvisor.com/AddStrats.html • http://www2.ed.gov/rschstat/research/pubs/adhd/a dhd-teaching-2006.pdf • http://www.helpguide.org/mental/adhd_add_paren ting_strategies.htm SOURCES

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