The document provides an overview of Attention-Deficit Hyperactivity Disorder (ADHD), including its symptoms, diagnostic criteria from the DSM-V, and associated comorbid conditions. It also outlines parents' rights regarding education plans (IEP vs. 504 Plan), accommodations for students with ADHD, and strategies for enhancing student-teacher relationships in the classroom. Furthermore, it presents legal frameworks and resources for parents navigating the educational needs of children with ADHD.

1. MY LEARNING SPRINGBOARD, INC.
Unique Solutions for Unique Learners
Brad Hoffman, M.S.Ed., Educational Consultant
Laurie Gross, M.S.Ed., Educational Consultant
www.mylearningspringboard.com
Thursday, August 29, 13

2. DVOCATING
RTICULATING
DAPTING
3A’s
Advocating,Articulating, and Adapting More
Effectively ForYour Child With ADHD
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

3. * ADHD 101 *
Parents’ Rights
IEP vs. 504 Plan
Accommodations vs. Strategies
Building a Positive Relationship withTeachers
Signs of a Highly Effective Classroom
Treatment and Supplements
Resources
Q&A
AGENDA
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

4. WHAT IS ADHD?
Source:
Child Mind Institute
www.childmind.org
Attention-deficit hyperactivity disorder, or ADHD, is a condition
that makes it unusually difficult for kids to concentrate on tasks,
to pay attention, to sit still, and to control impulsive behavior.
While some children exhibit mostly inattentive behaviors and
others predominantly hyperactive and impulsive, the majority of
those with ADHD have a combination of both.ADHD affects
between 3% and 8% of school-age children in the US.
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

5. NEURODEVELOPMENTAL FUNCTIONS
Source:
TheYellin Center for Mind, Brain,
and Education in NYC
Dr. Paul B.Yellin
www.yellincenter.com
Thursday, August 29, 13

6. DSM-V DIAGNOSTIC CRITERIA
Diagnostic and Statistical Manual of Mental Disorders
- American Psychiatric Association -
The 9 inattentive symptoms are:
1. often fails to give close attention to details or makes careless mistakes in schoolwork, work,
or during other activities.
2. often has difficulty sustaining attention in tasks or play activities.
3. often does not seem to listen when spoken to directly.
4. often does not follow through on instructions and fails to finish school work, chores, or
duties in the work place.
5. often has difficulty organizing tasks and activities.
6. often avoids or is reluctant to engage in tasks that require sustained mental effort.
7. often loses things necessary for tasks or activities.
8. is often easily distracted by extraneous stimuli.
9. is often forgetful in daily activities.
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

7. DSM-V DIAGNOSTIC CRITERIA
The 9 hyperactive-impulsive symptoms are:
1. often fidgets with or taps hands or squirms in seat.
2. often leaves seat in situations when remaining seated is expected.
3. often runs about or climbs in situations where it is inappropriate.
4. often unable to play or engage in leisure activities quietly.
5. is often “on the go” acting as if “driven by a motor”.
6. often talks excessively.
7. often blurts out answers before questions have been completed.
8. often has difficulty awaiting turn.
9. often interrupts or intrudes on others.
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

8. CHANGES FROM DSM-IV (1994)TO DSM-V (MAY 2013)
• Removed 3 ADHD subtypes
• Changed age of onset from on or before age 7 to 12
• Reduced required symptoms for diagnosis of adult ADHD from 6 to 5
• Listed as Neurodevelopmental Disorder
• Provided examples for each diagnosis criteria inclusive of adult behaviors
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

9. COMORBID CONDITIONS WITH ADHD
Learning Disabilities
Executive Function
Deficits
Mood Disorders
Tourettes Conduct Disorder
Oppositional Defiant
Disorder
Anxiety Disorder
Obsessive
Compulsive Disorder
Fine and Gross
Motor Difficulties
Sources:
Center for Disease Control and Prevention - cdc.gov
National Center for Biotechnology Information - ncbi.nlm.nih.gov
ADDitudemag.com
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

10. SUMMARY OF IMPAIRMENTS LIKELYTO BE ASSOCIATED WITH ADHD
Source:
ADHD: Nature, Course, Outcomes, and Comorbidity
Russell A. Barkley, Ph.D.
http://www.continuingedcourses.net/active/courses/
course003.php2013 © My Learning Springboard, Inc.
Language
• Delayed onset of language (up to 35% but not consistent)
• Speech impairments (10% to 54%)
• Excessive conversational speech (commonplace), reduced speech to confrontation
• Poor organization and inefficient expression of ideas
• Impaired verbal problem-solving
• Co-existence of central auditory processing disorder (minority but still uncertain)
• Poor rule-governed behavior
• Delayed internalization of speech (>30% delay)
• Diminished development of moral reasoning
Cognitive
• Mild deficits in intelligence (approximately 7-10 points)
• Deficient academic achievement skills (range of 10-30 standard score points)
• Learning disabilities: Reading (8%-39%), Spelling (12%-26%), Math (12%-33%), and Handwriting (common but unstudied)
• Poor sense of time, inaccurate time estimation and reproduction
• Decreased nonverbal and verbal working memory
• Impaired planning ability
• Reduced sensitivity to errors
• Possible impairment in goal-directed behavioral creativity
Adaptive Functioning
• 10-30 standard score points behind normal
Motor Development
• Delayed motor coordination (up to 52%)
• More neurological "soft" signs related to motor coordination and overflow movements
• Sluggish gross motor movement
Thursday, August 29, 13

11. Emotion
• Poor self-regulation of emotion
• Greater problems with frustration tolerance
• Under-reactive arousal system
SUMMARY OF IMPAIRMENTS LIKELYTO BE ASSOCIATED WITH ADHD (CONT.)
Source:
ADHD: Nature, Course, Outcomes, and Comorbidity
Russell A. Barkley, Ph.D.
http://www.continuingedcourses.net/active/courses/
course003.php
2013 © My Learning Springboard, Inc.
School Performance
• Disruptive classroom behavior (commonplace)
• Underperforming in school relative to ability (commonplace)
• Academic tutoring (up to 56%)
• Repeat a grade (30% or more)
• Placed in one or more special education programs (30%-40%)
• School suspensions (up to 46%)
• School expulsions (10%-20%)
• Failure to graduate high school (10%-35%)
Task Performance
• Poor persistence of effort/motivation
• Greater variability in responding
• Decreased performance/productivity under delayed rewards
• Greater problems when delays are imposed within the task and as they increase in duration
• Decline in performance as reinforcement changes from being continuous to intermittent
• Greater disruption when non-contingent consequences occur during the task
Medical/Health Risks
• Greater proneness to accidental injuries (up to 57%)
• Possible delay in growth during childhood
• Difficulties getting ready for bed and sleeping (up to 30%-60%)
• Greater driving risks: vehicular crashes and speeding tickets
• Greater medical expenses for family to bear
• Start sexual intercourse earlier as teens
• Greater risk of teen pregnancy (38%)
• Greater risk of sexually transmitted disease (16%)
Thursday, August 29, 13

12. ADHD 101
* Parents’ Rights *
IEP vs. 504 Plan
Accommodations vs. Strategies
Building a Positive Relationship withTeachers
Signs of a Highly Effective Classroom
Treatment and Supplements
Resources
Q&A
AGENDA
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

13. MOST IMPORTANT LAWS RELATEDTO
EXCEPTIONAL STUDENT EDUCATION (SPECIAL EDUCATION)
The Individuals with Disabilities
Education Act (IDEA)
http://idea.ed.gov
The Family Educational Rights and
Privacy Act (FERPA)
http://www.ed.gov/policy/gen/guid/fpco/ferpa/
index.html
The Americans with Disabilities Act
(ADA)
http://www.ada.gov
Section 504 of the
Rehabilitation Act of 1973
http://www.dol.gov/oasam/regs/statutes/
sec504.htm
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

14. WHAT ARE PARENTS’ RIGHTS AND RESPONSIBILITIES?
• Receiving a free appropriate public education in the least
restrictive environment
• Receiving written notice and procedural safeguards
• Participating in every aspect of the process
• Giving or withdrawing consent
• Accessing and reviewing your child’s school records
• Expecting confidentiality of student records
• Requesting revisions to school records
• Pursuing disputes through mediation, formal complaints, and
due process hearings
Source:
Florida Department of Education
A Parent’s Introduction to
Exception Student Education
in Florida, 2012
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

15. ADHD 101
Parents’ Rights
* IEP vs. 504 Plan *
Accommodations vs. Strategies
Building a Positive Relationship withTeachers
Signs of a Highly Effective Classroom
Treatment and Supplements
Resources
Q&A
AGENDA
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

16. IEPVS. 504
BOTH:
Plans developed by
multidisciplinary
teams
Parent rights and
responsibilities
remain the same
Annual
Review
504:
Developed to
ensure that a
student with a
disability
identified under
the law receives
accommodations
that will ensure
access to the
general education
learning
environment.
IEP:
Developed to
ensure that a
student with a
disability
identified under
the law receives
specialized
instruction and
related services.
IDEA controls
procedural
requirements.
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

17. WHAT IS A 504 PLAN?
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is
an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately
as the needs of the non-disabled are met.
Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section
706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the
benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance...” [29
U.S.C. §794(a), 34 C.F.R. §104.4(a)].
504 Plans document accommodations for individuals with a disability.
WHO IS AN INDIVIDUAL WITH A DISABILITY?
As defined by federal law: “An individual with a disability means any person who: (i) has a mental or physical
impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is
regarded as having such an impairment” [34 C.F.R. §104.3(j)(1)].
Source:
GreatSchools.org
http://www.greatschools.org/special-
education/legal-rights/868-
section-504.gs
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

18. Source:
The School District of
Palm Beach County,
2013-2014
Section 504 & ADA Manual
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

19. WHAT IS AN INDIVIDUAL EDUCATIONAL PLAN (IEP)?
• The IEP is developed for your child for one calendar year in consultation with the IEP team.
• The IEP describes the services, aids and supports that your child will receive from the beginning
date to the ending date of the IEP.
• The IEP includes your child’s diagnosis and measurable goals that will be assessed to
determine annual progress.
• The IEP describes accommodations, which are changes to the way a student accesses
instructions and demonstrates what they know. A specific statement is needed for accommodations
on state- and district-wide assessments.
• The IEP may describe modifications, which are changes to what a student is expected to
learn.
• The IEP will note a student’s placement, which is based on the least restrictive environment for a
satisfactory educational experience.
Source:
Florida Department of Education
A Parent’s Introduction to
Exception Student Education
in Florida, 2012
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

20. PLANNING AND DELIVERING ESE SERVICES
1. Problem solving and response to intervention (RTI)
2. Evaluation
3. Eligibility determination
4. Developing the first individual educational plan (IEP)
5. Consent for services
6. Annual reviews
7. Reevaluations
Source:
Florida Department of Education
A Parent’s Introduction to
Exception Student Education
in Florida, 2012
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

21. WHAT IS RTI IN PALM BEACH COUNTY?
Response to Intervention (RTI) has 5 basic components and 3 tiers that build
sequentially upon one another with increased levels of support from whole
group to individual interventions.
• Using a problem solving model at all levels of problem identification
with a school based team
• Identifying and utilizing research-based interventions that are proven
effective for the identified deficiency
• Organizing the remedial services into tiers of increasing intensity
• Creating an individualized plan, which can include a behavior plan
• Ensuring that interventions are implemented with fidelity
Source:
The School District of
Palm Beach County,
2013-2014
Section 504 & ADA Manual
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

22. QUALIFYING EXCEPTIONALITY CATEGORIES IN FLORIDA
• Autism spectrum disorder (ASD)
• Deaf or hard-of-hearing (DHH)
• Developmentally delayed, 3-5 yo only (DD)
• Dual-sensory impaired (deaf-blind) (DSI)
• Emotional or behavioral disabilities (EBD)
• Homebound or hospitalized (HH)
• Intellectual disabilities (InD)
• Orthopedic impairment (OI)
• Other health impairment (OHI)
•Traumatic brain injury (TBI)
• Specific learning disabilities (SLD)
• Speech impairment (SI)
• Language impairment (LI)
•Visually impaired (VI)
• Gifted
Source:
Florida Department of Education
A Parent’s Introduction to
Exception Student Education
in Florida, 2012
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

23. ADHD 101
Parents’ Rights
IEP vs. 504 Plan
* Accommodations vs. Strategies *
Building a Positive Relationship withTeachers
Signs of a Highly Effective Classroom
Treatment and Supplements
Resources
Q&A
AGENDA
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

24. ACCOMMODATIONS FOR CONSIDERATION
Source:
National Center for
Learning Disabilities,
Types of Accommodations to
Include in an IEP or 504 Plan
Presentation:
• Provide an audio file
• Provide in large print
• Reduce number of items per page or line
• Provide a designated reader
• Present instructions orally
Response:
• Allow for verbal responses
• Allow for answers to be dictated to a scribe
• Allow the use of a digital recorder to capture responses
• Permit responses to be given via computer
• Permit answers to be recorded directly into test booklet
Setting:
• Provide preferential seating
• Provide special lighting or acoustics
• Provide a space with minimal distractions
• Administer a test in small group setting
• Administer a test in private room or alternative test site
Timing:
• Allow frequent breaks
• Extend allotted time for a test
Test Scheduling:
• Administer a test in several timed sessions or over days.
• Allow subtests to be taken in a different order
• Administer a test at a specific time of day
Other:
• Provide special test preparation
• Provide on-task / focusing prompts
• Provide movement breaks
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

25. STRATEGIES FOR CONSIDERATION
Environment:
• Establish routines and predictability
• Limit distracting noises and visual stimuli
• Select soothing colors
• Provide a well organized and planned space
Engagement and Instruction:
•Task analysis
• Provide movement breaks
• Use a multisensory approach
• Use visual and auditory prompts to focus a student’s attention
• Select high interest materials
• Use technology, websites, and apps to support learning
• Make use of checklists and rubrics
• Provide a detailed syllabus or weekly plan
• Ask student to repeat instructions aloud
• Frontload content before a new unit or topic
• Help students to connect new information to prior knowledge
Behavior Modification:
•Target one or two specific behaviors to address
• Make use of a behavior contract if appropriate
• Utilize a fidget toy
• Consider minimal sensory input, such as an air cushion
• Provide “settling-in” time after less structured activities
• Encourage eye contact when giving instructions
• Limit directions to one or two steps at a time
Executive Functions:
•Teach strategic use of a planner or digital calendar tool
• Use visual timers
•Take notes using EverNote or the Cornell Method
• Use multiple colored highlighters or post-its to code text
• Use e-readers to enhance active reading
• Use graph paper for math or writing work
• Establish frequent check-ins
• One-on-one coaching to develop systematic proofreading plan
• Intense study sessions - “procrastination busters”
• Planning - 2 to 5 mins
•Work to accomplish goals - 35 to 38 mins
• Review what was studied - 10 mins
• Break - 10 mins
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

26. ADHD 101
Parents’ Rights
IEP vs. 504 Plan
* Building a Positive Relationship with Teachers *
Signs of a Highly Effective Classroom
Treatment and Supplements
Resources
Q&A
AGENDA
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

27. BUILDING A POSITIVE RELATIONSHIP WITHTEACHERS AND FACULTY
1. Approach faculty as your strategic partners
2. Build trust
3. Be empathic
4. Remain calm
5. Stay focused on your child’s success
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

28. ADHD 101
Parents’ Rights
IEP vs. 504 Plan
Accommodations vs. Strategies
Building a Positive Relationship withTeachers
* Signs of a Highly Effective Classroom *
Treatment and Supplements
Resources
Q&A
AGENDA
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

29. A HIGHLY EFFECTIVE CLASSROOM FOR STUDENTS WITH ADHD...
Looks Like Sounds Like
• Daily agenda or itinerary is posted
• Outcomes and essential questions are
posted in child-friendly language
• Organized work spaces and learning
centers
• Listening stations and computer areas
available
• Areas for individual work, small group
work, and whole group learning
• Use of checklists and rubrics
• Active learning and multisensory
engagement, including movement breaks
• Guided reading and guided math groups
•Teachers prompt or cue children with
non-verbal signals
• Students engaged in on-task discussions
with minimal teacher talk
• Students can express the purpose of
their learning
•Teachers prompt or cue children with
verbal prompts
•Teachers set clear expectations and ask
students to repeat directions aloud as
appropriate
• Noise levels are adjusted to learning
activities throughout the day
• Frequent check-ins for understanding
• Balanced instructional delivery -
“Guide on the Side” vs.“Sage on Stage”
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

30. ADHD 101
Parents’ Rights
IEP vs. 504 Plan
Accommodations vs. Strategies
Building a Positive Relationship withTeachers
Signs of a Highly Effective Classroom
* Treatment and Supplements *
Resources
Q&A
AGENDA
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

31. TREATMENT AND SUPPLEMENTS
• Dedicated homework spaces
• Digital coaching and assistive technology
• Executive functions coach
• Family advocate
• Homeopathic treatment
• Nutritional consultation
• Pharmacological
• Private evaluations
• Private tutoring
• Psychotherapeutic methods
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

32. ADHD 101
Parents’ Rights
IEP vs. 504 Plan
Accommodations vs. Strategies
Building a Positive Relationship withTeachers
Signs of a Highly Effective Classroom
Treatment and Supplements
* Resources *
Q&A
AGENDA
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

33. PARENT RESOURCES
Wrights Law
www.wrightslaw.com
Children and Adults with
Attention-Deficit/
Hyperactivity Disorder
http://www.chadd.org
IDEA
http://idea.ed.gov
National Resource
Center on ADHD
www.help4adhd.org
ADDitude Online Magazine
http://www.additudemag.com
Executive Function Therapy
www.executivefunctiontherapy.com/
National Center for
Learning Disabilities
http://www.ncld.org
Learning Disabilities
Association of America
http://www.ldanatl.org
Learning Disabilities Online
www.ldonline.org
The School District of Palm
Beach County - Dept of ESE
http://palmbeachschools.org/ese/
parentinformation.asp
FL 504 Procedural Manual
http://www.edline.net/files/_qBHbV_/
3d4a5178d7e320b13745a49013852ec4/
Section_504__ADA_Procedural_Manual.pdf
FL DOE: Evaluations for
Exceptional Student
Education Services
http://www.fldoe.org/ese/parent/pdf/idp.pdf
2013 © My Learning Springboard, Inc.
Thursday, August 29, 13

34. MY LEARNING SPRINGBOARD, INC.
Unique Solutions for Unique Learners
NewYork City | Bethesda | Chevy Chase | Washington, DC | Chicago
Boca Raton | Palm Beach | Delray Beach | Miami
www.mylearningspringboard.com
Thursday, August 29, 13