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ADHD
 

ADHD

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    ADHD ADHD Presentation Transcript

    •  
    • HOW TO DEAL WITH CHILDREN THAT HAVE ADHD
      • What is ADHD (ADD)
      • Types of ADHD
      • ADHD Behaviors
      • Teaching Students with ADHD
      • Differentiated Instruction Approach
      • Assessments for ADHD Students
      • ADHD resources for teachers
      • Conclusion
    • What is ADHD ?
      • According to the 1994, Diagnostic & Statistical Manual of Mental Disorders, Ed. IV, (DSM-IV). ADHD is a Disruptive Behavior Disorder characterized by the presence of a set of chronic and impairing behavior patterns that display abnormal levels of inattention, hyperactivity, or their combination.
      • The American Academy of Pediatrics estimates that between 4 and 12 percent of all school-age children have ADHD. Making ADHD the most common childhood neurobehavioral disorder.
    • What is ADHD? (Continuation)
      • ADHD has had many names. ADD (Attention Deficit Disorder) is one of those many names. ADD has been used so frequently that many people still use it instead of ADHD.
      • Is not unusual to have at least 3 to 4 students with ADHD in a class of 30 students.
    • THERE ARE 3 SUB-TYPES OF ADHD
      • Predominantly hyperactive
      • Predominantly inattentive
      • Mixed
      • Regardless of the type, many children with ADHD commonly report that their minds distract them, therefore, they can not focus on one task or activity at a time. Some children with ADHD don't even hear people speak because they are so distracted, according to the American Academy of Child & Adolescent Psychiatry (AACAP).
    • ADHD Behaviors
      • Hyperactivity-Impulsivity Hyperactivity
      • often fidgets with hands or feet or squirms in seat
      • b) often leaves seat in classroom or in other situations in which remaining seated is expected
      • c) often runs about or climbs excessively in situations in which
      • it is inappropriate (in adolescents or adults, may be limited to
      • subjective feelings of restlessness)
      • d) often has difficulty playing or engaging in leisure activities
      • quietly.
      • e) is often "on the go" or often acts as if "driven by a motor “
      • f) often talks excessively
    • ADHD Behaviors
      • j) often blurts out answers before questions have been completed
      • k) often has difficulty awaiting turn
      • l) often interrupts or intrudes on others
    • ADHD Behaviors (continuation)
      • 2. Inattention
      • a) often fails to give close attention to details or makes careless mistakes in schoolwork, or other activities
      • b) often has difficulty sustaining attention in tasks or play activities
      • c) often does not seem to listen when spoken to directly
      • d) often does not follow through on instructions and fails to finish schoolwork, chores, (not due to oppositional behavior or failure to understand instructions).
      • e) often has difficulty organizing tasks & activities
    • ADHD Behaviors (Continuation)
      • f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework).
      • g) often loses things necessary for tasks or activities (toys, school assignments, pencils, books, or tools).
      • h) is often easily distracted by extraneous stimuli.
      • i) is often forgetful in daily activities.
    • Students with ADHD
      • A child must exhibit at least 6 of 9 symptoms of the criteria
      • defined by the American Psychiatric Association.
      • • Child should demonstrate symptoms in at least 2 settings
      • • Those symptoms must be harmful to the child's academic or
      • social functioning for at least 6 months.
      • • A medical assessment for a diagnosis requires evidence
      • directly obtained from the classroom teacher (or another
      • school professional).
      • • An additional Individual Educational Program (IEP) should
      • also be conducted for associated (coexisting) conditions, such
      • as learning disabilities and other mental health or behavioral
      • disorders
    • Differentiated Instruction (General)
      • Slowing down & allowing processing time will lead to more retention of learning.
      • Encourage movement throughout daily class activities. Avoid more than 20 minutes of seatwork or inactivity.
      • Place the student in the least distracting area in class.
      • Simplify & increase visual presentations.
      • Use visual references for auditory instruction.
      • Maintain eye contact with the student when giving verbal instructions. Make directions clear, concise, and simple. Repeat instructions as needed in a calm voice .
      • Break assignments into small chunks. Provide immediate feedback on each assignment.
    • Differentiated Instruction (Continuation)
      • Insure that the student has recorded homework assignments each day before leaving school.
      • Provide activities that require active participation such as talking through problems or acting out the steps.
      • Provide the student with opportunities to demonstrate strengths at school. Set up times in which the student can assist peers.
      • Use learning aides such as computers, calculators, tape recorders, and programmed learning materials.
      • Teach organization and study skills. For example teach the students to use sticky notes & highlighters to follow along teacher-led Instruction
      • Provide the students with a quiet place in which to work .
    • Differentiated Instruction (Specific – According to Subject)
      • DIFFERENTIATION IN READING
      • Add cues to help students decode troublesome words.
        • Mark long vowels (s ee d) / Cross out silent letters / Divide words into syllables
      • Provide markers for students who lose their place while reading.
      • Use peer tutors and volunteers for sight word review
      • To increase reading fluency, have students reread a passage several times.
      • Teach students strategies for approaching comprehension tasks.
        • Teach students to name the most important person (Who?) & the major event (What is happening?) in each paragraph.
        • Tell students the purposes for reading and what to look for in the passage ahead of time.
    • DIFFERENTIATION IN SPELLING/WRITTEN LANGUAGE
      • Help students who are poor spellers begin to use the dictionary as an aid; provide them with a mini-dictionary or “ My Words ” booklet that contains high-frequency words and words that they often misspell.
      • Review rules for capitalization & punctuation before students begin writing; post rules on the bulletin board.
      • Have students keep a daily journal, write three-sentence stories, compose a note to a friend, describe an event or person.
      • Teach students to use word processors for writing. Use word processing tools that assist students in the drafting, revising, and editing stages of writing.
      • Teach writing as a multistage process. Whatever process model is used, provide guided practice at each stage.
      • Teach strategies for locating and correcting writing errors.
        • Example: C capitalization / O overall appearance / P punctuation
    • DIFFERENTIATION IN MATH
      • Add visual prompts to help students solve computation problems.
      • For students who have trouble spacing math problems and writing numbers, use paper that has been marked off in squares.
      • Include only a few problems per page if students have difficulty finishing their work.
      • To develop automaticity, research suggests introducing no more than two or three facts and their reciprocals at a time.
      • Help students begin to analyze story problems by identifying the key words that often signal the different operations.
        • Ex: Addition: Altogether, sum, and, plus, finds.
    • DIFFERENTIATED ASSESSMENTS
      • Writing tests with easier question dispersed throughout. This keeps the motivation high.
      • For students who work slowly, reduce the length of written assessments.
      • Give the child extra time to work on exams.
      • Use multiple choice or one-to-one oral tests to assess the child ’ s mastery of content.
    • ADHD resources for teachers
    • ADHD resources for teachers
    • ADHD resources for teachers
    • Behavior Contract
      •   Date: _________________________
      •  
      • I, ________________________________, agree that I will work toward these behavior goals:
      • __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
      •  
      • I understand that the rewards for meeting my behavior goals will be:
      • __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
      •  
      • I also understand what will happen if I do not meet my behavior goals:
      • __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________  
      • My Name: __________________________________
      • Parent:_____________________________________
      • Teacher: ____________________________________
    •  
    •  
    •  
    • Conclusion
      • When a child has ADHD, the parents, child, teachers, and doctors need to work together as a team to understand the child ’ s needs & develop an appropriate learning plan to allow the child to reach his or her full potential.
    • REFERENCES & ADDITIONAL HELP
      • For information about child and adolescent mental
      • health, contact:
      • SAMHSA ’ s National Mental Health Information Center
      • P.O. Box 42490
      • Washington, DC 20015
      • Toll-free: 1.800.789.2647 (English/Spanish)
      • TDD: 1.866.889.2647
      • www.mentalhealth.samhsa.gov
    • REFERENCES & ADDITIONAL HELP
      • National Institute of Mental Health Science Writing, Press & Dissemination Branch 6001 Executive Boulevard Room 8184, MSC 9663 Bethesda, MD 20892-9663 Toll-free: 1-866-615-NIMH (6464) TTY Toll-free: 1-866-415-8051 E-mail: [email_address] Web site: www.nimh.nih.gov
    • REFERENCES & ADDITIONAL HELP
      • National Center on Birth Defects and Developmental Disabilities
      • Division of Human Development and Disabilities
      • 1600 Clifton Road MS E-87 Atlanta, GA 30333
      • 800-CDC-INFO (800-232-4636) TTY: (888) 232-6348 24 Hours/Every Day
      • [email_address]
    • To treat everyone the same is to treat them unequally. We are making a plea for the understanding of diversity, for greater flexibility in education and parenting, so that every child can find success in his or her own way. ” -Dr. Mel Levine, Founder, All Kinds of Minds