Adhd faculty

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  • ADHD
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  • Adhd faculty

    1. 1. TEACHER TO TEACHER (T2T): ADHD GOES TO SCHOOL A CHADD SPONSORED PROGRAM What Every Educator Must Know About ADHD
    2. 2. ADHD is… <ul><li>A neurological disorder characterized by inappropriate levels of inattention, impulsivity, and hyperactivity. </li></ul><ul><li>http://youtu.be/u82nzTzL7To </li></ul>
    3. 3. At school: <ul><li>90% struggle academically </li></ul><ul><li>25%-50% have additional learning disabilities (range in severity) </li></ul>
    4. 4. What you need to know: <ul><li>4 types of ADHD – range (spectrum) </li></ul><ul><li>3 year developmental delay in brain maturity </li></ul><ul><li>Coexisting conditions – 69% </li></ul><ul><li>Executive Function deficits 30%-98% </li></ul><ul><li>Genetic – runs in families </li></ul><ul><li>Lifelong challenge </li></ul><ul><li>Treatment works </li></ul>
    5. 5. <ul><li>DEVELOPMENTAL DELAY IN BRAIN (3 YEARS) </li></ul><ul><li>8 YEAR OLD = 5 YEAR OLD </li></ul><ul><li>DON’T THINK CHRONOLOGICAL AGE, THINK DEVELOPMENTAL AGE! </li></ul><ul><li>EXECUTIVE FUNCTION DEFICITS </li></ul>
    6. 6. Abnormal Brain Activity <ul><li>Not turned on: </li></ul><ul><li>Planning, inhibition and motor control </li></ul><ul><li>http://youtu.be/CpyFT7a4JbE </li></ul>
    7. 7. What are Executive Functions? <ul><li>Frequently referred to as “the CEO of the Brain” or the “Conductor of the Orchestra </li></ul>
    8. 8. What are Executive Functions? <ul><li>Working memory and recall </li></ul><ul><li>Effort </li></ul><ul><li>Problem-solving, organizing </li></ul><ul><li>“ self-talk” </li></ul><ul><li>Controlling emotions </li></ul><ul><li>Organization </li></ul><ul><li>Inhibitions </li></ul>
    9. 9. What are Executive Functions? Impact on schoolwork: <ul><li>Writing essays, projects, complex math </li></ul><ul><li>Reading comprehension </li></ul><ul><li>Memorizing words, facts </li></ul><ul><li>Completing long-term projects </li></ul><ul><li>Being organized </li></ul><ul><li>Getting started, finishing work </li></ul><ul><li>Remembering assignments </li></ul><ul><li>Analyzing & problem-solving </li></ul><ul><li>Controlling emotions </li></ul>
    10. 10. Teacher’s Role: <ul><li>Identify students who are struggling (academic, social-emotional and behavioral difficulties) </li></ul><ul><li>Document & talk with parents – describe behavior </li></ul><ul><li>Provide developmental appropriate supervision (more support and supervision than for other students the same age) </li></ul><ul><li>Reduce demands on limited working capacity </li></ul><ul><li>Brain Friendly Classroom provides all the accommodations you need. </li></ul>
    11. 11. Brain Friendly Classroom:
    12. 12. Brain Friendly Classroom: (Increasing Attention) <ul><li>Novelty (Cooperative Learning, media, etc.) </li></ul><ul><li>Learning Styles </li></ul><ul><li>Chunking information 3, 5, 7 </li></ul><ul><li>Use of color coding key words & MUSIC (baroque – Mozart) </li></ul><ul><li>Brain Breaks & Cross-Lateral Exercises to stimulate blood flow & oxygen to brain </li></ul><ul><li>Drinking water – hydrate your brain! </li></ul><ul><li>Peppermint (chewing gum) </li></ul>
    13. 13. Behavior <ul><li>Positive Reinforcement </li></ul><ul><li>Use of Timers for work completion (visual aid) </li></ul><ul><li>Externalize “Rewards” </li></ul><ul><li>Behavior Contracts </li></ul><ul><li>“ Stand Up” Desks, squeeze balls </li></ul><ul><li>Movement Enhances Learning </li></ul>
    14. 14. Teachers support Parents: <ul><li>ADHD children NEED external reminders from parents. Teachers MUST recognize that help. </li></ul><ul><li>Offer extra book for home use </li></ul><ul><li>Give practice tests for home use </li></ul><ul><li>Exposure to curriculum is how child retains material </li></ul><ul><li>Remember that parents are the only people that love the child unconditionally… expecting parents to “teach” their child at home puts additional stress and pressure on parents and children. </li></ul>
    15. 15. CHADD recommends: <ul><li>Academic tutoring for children diagnosed with ADHD, so parents can focus on “LOVING” and nurturing their child. </li></ul>
    16. 16. <ul><li>As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or hurt or heal. </li></ul>

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