This slideshow highlights key understandings parents and teachers should have in order to provide environments supportive of children with ADHD.

1. Parent to Parent:
Family Training on AD/HD
Additional Module C
AD/HD-Friendly Teaching
Part 1
Linda Smith, B.A. Linda Sorensen, M.Ed.
CHADD Parent to Parent: © 2010

2. Agenda-Part 1
• Welcome, Objective
• AD/HD – Introductory Information
• AD/HD-Friendly Teaching: Table of
Symptoms – Activity 1
• Key Concept:
--Weak Executive Function Skills
• AD/HD-Friendly Teaching Table of
Symptoms –Activity 2
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3. Objective-Part 1
Class Members Will:
Be invited to re-think AD/HD from a
Cognitive Perspective
Describe how Weak Executive Functions
might impact the learning of a student
with AD/HD.
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CHADD Parent to Parent: © 2010

4. What does AD/HD look like in today’s classroom?
Teachers will see one or more of the following:
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distractible,
forgetful,
spacey,
procrastinating
incessantly talking,
blurting out,
making inappropriate
remarks
anxious
fidgety
impulsive restless
losing things,
disorganized
CHADD Parent to Parent: © 2010

5. Role of the Classroom Teacher
Regarding Students with AD/HD
• Know and understand what AD/HD is.
• Describe classroom behaviors that are
limiting a student’s access to the general
curriculum.
• Employ behavioral interventions
and educational techniques to
best meet the student’s needs.
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6. 8C-6
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Introductory
Information
CHADD Parent to Parent: © 2010

7. 8C-7
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It’s a FACT!
• AD/HD is a real disorder that has been
scientifically researched and documented.
• It is recognized as an impairing disorder by:
– U.S. Department of Education
– National Institutes of Health
– U.S. Congress
– U.S. Centers for Disease Control and Prevention
– U.S. Surgeon General
– All major medical, psychiatric, psychological and
educational associations
CHADD Parent to Parent: © 2010

8. * Alterations in Brain Structures
* Alterations in Neurotransmitter FunctionAlterations in Neurotransmitter Function

9. UNDERAROUSAUNDERAROUSA
LL

11. It’s a FACT!
Students with AD/HD are at Risk!
• AD/HD affects at least 5 to 8% of school-age
children
• 25-50% have learning disabilities and co-existing
disorders (anxiety, depression, OCD, ODD)
• 90% will struggle academically
• 30-50% may be retained in a grade
• 35% have quit school before completion
• 95% do not complete college
References: Froehlich (2007); CDC (2005); CHADD WWK#1 (2004); Russell Barkley
CHADD Parent to Parent: © 2010
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12. It’s a FACT!
Students with AD/HD often Suffer Debilitating Effects
…can arise from
the constant
demoralization
caused by failure
to meet
expectations
day after day,
after day.
Anxiety
Low Self-Esteem
Depression
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CHADD Parent to Parent: © 2010

13. AD/HD Diagnostic Subtypes
Specified by the DSM-IV-R
Diagnostic and Statistical Manual, 4th
Edition
American Psychiatric Association
• Primarily Inattentive Type
• Primarily Hyperactive/Impulsive Type
• Combined Type
(Handout: AD/HD Friendly Teaching: Table of Symptoms)
CHADD Parent to Parent: © 2010
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14. AD/HD-Friendly Teaching:
Table of Symptoms
Activity 1 (5 Minutes)
RallyRobin®
With a class member neighbor, find the answers to the questions
listed below by taking turns orally reading the information listed
in the first two columns of this table.
1. What are the AD/HD symptoms listed in the DSM-IV-R for the
Primarily Inattentive and Hyperactive-Impulsive types of
AD/HD?
2. What are related behaviors these students might exhibit at
school?
Put a check by any of the information that
applies to your “selected student.” 8C-14
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CHADD Parent to Parent :© 2010

15. HYPERACTIVITY
HYPERACTIVITYIMPULSIVITYIMPULSIVITY
INATTENTION
INATTENTION
30 PERCENT DEVELOPMENTAL DELAY
SLEEP DISTURBANCES
POOR WORKING MEMORY AND RECALL
POOR JUDGMENT OF TIME PASSING – CAN’T PLAN AHEAD
SLOW MATH CALCULATION
DISORGANIZATION
IMPULSIVE LEARNING STYLE
REPEATS MISBEHAVIOR
DIFFICULTY REGULATING MOODS, EMOTIONS AND BEHAVIOR
TIP OF THE ICEBERG!TIP OF THE ICEBERG!

16. Rethinking AD/HD…
…From a Cognitive Perspective
• Executive functions refer to a set of cognitive processes that
enable us to:
– Get started – make and carry out plans
– Direct our attention
– Focus
– Organize school possessions and academic material
– Manipulate information in our heads
– Be able to switch from one task to another
– Control our impulses and emotions
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17. 8C-17
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Executive Functions are essential learning tools
that must function for any student to successfully…
solve problems
read
hear
think
prioritize
plan
understand
remember
CHADD Parent to Parent : © 2010

18. Rethinking AD/HD…
…From a Cognitive Perspective (cont’d.)
• Executive functions play a key role in our ability to self-
regulate our behavior, our thoughts and our emotions.
• Weaknesses in the cognitive processes (executive functions)
can cause:
of behavior, thoughts and emotions.
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Poor
Self-Regulation
CHADD Parent to Parent : © 2010

19. Role of the Conductor of an Orchestra
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CHADD Parent to Parent : © 2010

20. Role of Executive Functions as
Conductor of the Brain
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Executive Functions
Behavior
Thoughts
Emotions
regulate the volume, tempo, pitch and timing of our
behavior, thoughts and emotions
CHADD Parent to Parent : © 2010

21. “The Little Brain
That Couldn’t”
Kent Smith
Jeff Houghton
CHADD Parent to Parent : © 2010

22. 22
Poor
Self-
Regulation
Environment
We
Knew
You’d
Fail
Kent Smith
Jeff Houghton
CHADD Parent to Parent : © 2010

23. Class Activity:
Making a Foldable Reporter Notebook
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2. Fold the top half down to make 8 sections.
Staple 2 times.
1. Layer 4 sheets of paper ½
inches apart
Executive Functionsregulating actions
focusing, shifting
controlling emotions
getting started
accessing working memory
organizing/planning
Lift each flap to write pertinent information
above the listed topic.
self-monitoring
CHADD Parent to Parent: © 2010

24. Executive Functions (EF)
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25. 1. Regulating
Actions
Managing and
regulating one’s
actions by inhibiting
impulsive behaviors
Indicators of
Weak E F Skills
• Jumps to conclusions
• Says things without
thinking
• Unaware of the impact of
his behavior on others
• Begins worksheet without
reading instructions
• Believes work is good
despite evidence to the
contrary
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26. 1-26
9-15-2008
CHADD Parent to Parent: © 2010

27. 2. Focusing, Shifting
Attention to Tasks
Tuning in, resisting
distractions, sustaining
focus, shifting attention
when appropriate
Indicators of
Weak E F Skills
• Loses track of activities
• Easily distracted by
environment
• Difficulty shifting attention
when school subject
changes
• Poor reading
comprehension
CHADD Parent to Parent: © 2010
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28. Kutscher, M
2008
Living Without
Brakes
Kingsley,2008

29. 3. Getting Started
Organizing, prioritizing
and starting work tasks
Indicators of
Weak E F Skills
Difficulty:
• Initiating work tasks
• Generating ideas and
beginning work
• Finding the main idea
• Starting work requiring
mental effort
• Organizing verbal output and
often changing topics mid-
sentence
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30. 4. Accessing
Working Memory and
and Recall
Holding information in
mind for the purpose of
completing a task
Indicators of
Weak E F Skills
Difficulty:
• Remembering and following
verbal directions
• Retrieving information from
memory when taking tests
• Retaining Information in the
brain to complete complex math
problems or lengthy writing
assignments
• Recalling what was read to be
able to summarize.
CHADD Parent to Parent: © 2010 8C-30
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31. 5. Organizing and
Planning Schoolwork
& Life
Organizing schoolwork and
personal space
Planning and executing
schoolwork and planning
for the future
Indicators of
Weak E F Skills
Difficulty :
• Organizing possessions
and materials
• Knowing, understanding,
organizing and turning in
school assignments
• Managing or pacing time
• Sequencing a complex task
• Analyzing and problem
solving
CHADD Parent to Parent: © 2010
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32. 6. Self-Monitoring
Monitoring one’s own
performance and
measuring it against
some standard of
what is needed or
expected
Indicators of
Weak E F Skills
Difficulty :
• Reviewing school work to
check for errors
• Understanding that the rough
draft is not the final draft
• Persisting or following through
on a task because it requires
so much effort
• Failing to adjust behavior
based on feedback.
CHADD Parent to Parent: © 2010
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33. 7. Controlling
Emotions
• Poor control of emotions
• Low threshold for frustration
• May lash out when frustrated
by peers
• Emotionally over-reacts to
difficult situations
• Gives up easily and has
excessive worry
Managing frustration
and regulating
emotions
(Not in DSM-IV Criteria)
Indicators of
Weak E F Skills
CHADD Parent to Parent: © 2010
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34. Weak EF Skills
Poor Self-Regulation
HELP!
Finish Line
CHADD Parent to Parent: © 2010
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35. Like poor vision,
or diabetes, the
disabilities caused
by ADHD are real
and cannot be
improved simply
by “will” or better
“effort”
Must adjustMust adjust EXPECTATIONSEXPECTATIONS toto skillskill levellevel,, notnot chronology (age)!!!chronology (age)!!!

36. Sink or Swim does NOT work with
these kids!

37. SAFETY NET

38. AD/HD-Friendly Teaching:
Table of Symptoms
Activity 2 (5 minutes)
Team Discussion Activity
–Discover how the Executive Functions, listed in
the fourth column, coincide with the DSM-IV-R
symptoms and /or related behaviors in the first
two columns.
–Your team might be asked to share one thing you
learned from the activity.
CHADD Parent to Parent: © 2010
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39. HELP!
CHADD Parent to Parent: © 2010
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40. CHADD Parent to Parent © 2009 5-40
Revised 2-2011
Most learners can succeed
without being taught strategies…
Most children withMost children with
AD/HDAD/HD cannotcannot survivesurvive
without them!!!without them!!!