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ADHD (Requirement for EDSP 128)

ADHD (Requirement for EDSP 128)






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    ADHD (Requirement for EDSP 128) ADHD (Requirement for EDSP 128) Presentation Transcript

    • 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 • Has poor self-regulation of behavior • Appears to not be listening • Has unrelated thoughts Impulsivity
    • 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
    • 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
    • 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 class the schedule schedules strictly
    • 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
    • Getting the student to perform tasks Varying mode Having the Reinforcement of instruction student repeat and and activities instructions Punishments
    • 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 -
    • 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 -
    • • 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