This professional development document discusses attention deficit hyperactivity disorder (ADHD) and other health impairments (OHI) in special education. It provides an overview of the agenda, which includes defining OHI, describing ADHD as the most common OHI, explaining the etiology and symptoms of ADHD, demonstrating strategies and interventions, and practicing scenarios. Sample interventions discussed are daily report cards, contingency contracts, movement breaks, and the Zones of Regulation. The goal is to help educators understand and support students with ADHD and OHI.
A brief overview of the Zones of Regulation program and how it is a teaching tool to allow students to learn the process of self-monitoring behavior and sensory needs.
Zones of Regulation - A Google Slides Presentation that provides an overview of the 4 zones and emotions in each zone. It also highlights strategies that students could use to move themselves to the Green zone.
(c) Alex Noudelman
Material from the 2nd Spiritist Educators'Seminar, held at the Spiritist Society Seeds of Light, in Ft. Myers (FL), on January 31st and February 1st, 2015.
Material from the 2nd Spiritist Educators'Seminar, held at the Spiritist Society Seeds of Light, in Ft. Myers (FL), on January 31st and February 1st, 2015.
A brief overview of the Zones of Regulation program and how it is a teaching tool to allow students to learn the process of self-monitoring behavior and sensory needs.
Zones of Regulation - A Google Slides Presentation that provides an overview of the 4 zones and emotions in each zone. It also highlights strategies that students could use to move themselves to the Green zone.
(c) Alex Noudelman
Material from the 2nd Spiritist Educators'Seminar, held at the Spiritist Society Seeds of Light, in Ft. Myers (FL), on January 31st and February 1st, 2015.
Material from the 2nd Spiritist Educators'Seminar, held at the Spiritist Society Seeds of Light, in Ft. Myers (FL), on January 31st and February 1st, 2015.
Ego states diagnosis in practice (Transactional analysis / TA is an integrati...Manu Melwin Joy
When we use TA in work with organizations, education or communication training, or simply to help our own everyday relations with others, we need to rely mainly on behavioral diagnosis.
Teacher Wellbeing; From Crazy to Calm: Managing EmotionsPatti Glasgow
Have you ever done something or said something that you later regret? Do you have a goal but can’t
seem to make it happen? Do you fly off the handle sometimes at those you love the most? Discover
why managing your emotions is crucial to your wellbeing, your ability to achieve your goals and
being able to be the parent and teacher you want to be. This key note speech will explore how
important understanding Emotional Intelligence is to our Success, three steps to manage your
emotions, a lesson from Angry Birds, Mindfulness and Meditation activities and the Six keys to
effective time management.
Proactive thinking is long term planning striving for desired results without blaming the situations having positive attitude and being courageous in taking risks
Social diagnosis (Transactional analysis / TA is an integrative approach to t...Manu Melwin Joy
The idea behind social diagnosis is that other people will often relate to me from an ego state that compliments that one I am using. Therefore, by noting the ego-state they respond from, I can get a check on the ego state I have come from.
Cure is a progressive process than a once off process. Cure is a matter of progressively learning to exercise new choices. Berne described script cure as follows:“ At a certain point, with the help of the therapist and his own Adult, the patient is capable of breaking out his script entirely and putting his own show on the road, with new characters, new roles, and a new plot and payoff. Such a script cure, which changes his character and his destiny, is also clinical cure, since most of his symptoms will be relieved by his re- decision.”
Structure and function (Transactional analysis / TA is an integrative approac...Manu Melwin Joy
To use the ego state model effectively, you need clear understanding of the differences between structure and function. The functional model classifies observed behavior. The structural model classifies stored memories and strategies.
Behavioral diagnosis (Transactional analysis / TA is an integrative approach ...Manu Melwin Joy
In behavioral diagnosis, you judge which ego state a person is in by observing his behavior. As you do so, you can see or hear: Words, Tones, Gestures, Postures and Facial Expressions
Recognizing ego states (Transactional analysis / TA is an integrative approac...Manu Melwin Joy
Eric Berne listed four ways of recognizing ego states. He called them as Behavioral diagnosis, Social diagnosis, Historical diagnosis and Phenomenological diagnosis.
This is a powerpoint presentation put together by my colleagues and I, to present our professional development learnings after a NESA Conference in Oman.
Personality development is actually the development from the organized pattern of attitudes and behaviors which makes an individual distinctive. A quick definition could be, personality is composed of the characteristic designs of feelings, behaviors and thoughts which make a person special.
1-Pretend that you are a new teacher. You see that one of your st.docxjasoninnes20
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.
Ego states diagnosis in practice (Transactional analysis / TA is an integrati...Manu Melwin Joy
When we use TA in work with organizations, education or communication training, or simply to help our own everyday relations with others, we need to rely mainly on behavioral diagnosis.
Teacher Wellbeing; From Crazy to Calm: Managing EmotionsPatti Glasgow
Have you ever done something or said something that you later regret? Do you have a goal but can’t
seem to make it happen? Do you fly off the handle sometimes at those you love the most? Discover
why managing your emotions is crucial to your wellbeing, your ability to achieve your goals and
being able to be the parent and teacher you want to be. This key note speech will explore how
important understanding Emotional Intelligence is to our Success, three steps to manage your
emotions, a lesson from Angry Birds, Mindfulness and Meditation activities and the Six keys to
effective time management.
Proactive thinking is long term planning striving for desired results without blaming the situations having positive attitude and being courageous in taking risks
Social diagnosis (Transactional analysis / TA is an integrative approach to t...Manu Melwin Joy
The idea behind social diagnosis is that other people will often relate to me from an ego state that compliments that one I am using. Therefore, by noting the ego-state they respond from, I can get a check on the ego state I have come from.
Cure is a progressive process than a once off process. Cure is a matter of progressively learning to exercise new choices. Berne described script cure as follows:“ At a certain point, with the help of the therapist and his own Adult, the patient is capable of breaking out his script entirely and putting his own show on the road, with new characters, new roles, and a new plot and payoff. Such a script cure, which changes his character and his destiny, is also clinical cure, since most of his symptoms will be relieved by his re- decision.”
Structure and function (Transactional analysis / TA is an integrative approac...Manu Melwin Joy
To use the ego state model effectively, you need clear understanding of the differences between structure and function. The functional model classifies observed behavior. The structural model classifies stored memories and strategies.
Behavioral diagnosis (Transactional analysis / TA is an integrative approach ...Manu Melwin Joy
In behavioral diagnosis, you judge which ego state a person is in by observing his behavior. As you do so, you can see or hear: Words, Tones, Gestures, Postures and Facial Expressions
Recognizing ego states (Transactional analysis / TA is an integrative approac...Manu Melwin Joy
Eric Berne listed four ways of recognizing ego states. He called them as Behavioral diagnosis, Social diagnosis, Historical diagnosis and Phenomenological diagnosis.
This is a powerpoint presentation put together by my colleagues and I, to present our professional development learnings after a NESA Conference in Oman.
Personality development is actually the development from the organized pattern of attitudes and behaviors which makes an individual distinctive. A quick definition could be, personality is composed of the characteristic designs of feelings, behaviors and thoughts which make a person special.
1-Pretend that you are a new teacher. You see that one of your st.docxjasoninnes20
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.
Some examples of disruptive behavior
Threats to harm or threatens verbally or physically
Distracting and loud noises
Answering mobile phones or making electronic devices beep
Exhibiting erratic, irrational behavior
Speaking on the phone without recognition
Room entrance and exit is out of permission
Engaging in a way that disrupts a class or administration procedure
Support for Participants who have a Child with Truancy or Behavioural Problem...The Pathway Group
Participants who have a Child with Truancy or Behavioural Problems at School is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Identify the definition for a 'learning disability'
Distinguish a learning disability from other types of disabilities
Identify strategies to help a student with a learning disability
NRB AssignmentThe purpose of this project is for students to dem.docxcherishwinsland
NRB Assignment
The purpose of this project is for students to demonstrate an understanding of children’s cognitive and behavioral differences, emphasizing the teacher/counselor/psychologist’s role in supporting children’s learning. The project will end with a reflection paper that will demonstrate the student’s growth in understanding and behavior toward children with NBBs. This paper needs to be 3-5 pages in formal APA format.
The reflection paper is a REQUIRED submission to Taskstream for Child Development students.
This assignment is related to the powerpoint assignment.
Neurological Based Behavior
ADHD
What is ADHD
My Neurological based behavior is Attention Deficit Hyperactivity Disorder also known as ADHD
Attention Deficit Hyperactivity Disorder is a neurological behavior involves biologically active substances within brain.
ADHD is more common in children however can also effect adults if the condition hasn’t cope with as an adolescent
Causes of ADHD
Since ADHD is a neurological behavior, there is significant evidence that patients are affected due to biological factors.
ADHD can also be caused by behavior issues during pregnancy such low birth weight, high lead levels ,tobacco/cigarette addictions, brain injury and bad affect to prenatal drugs.
Classroom Behaviors associated with ADHD
Inattentive
Impulsive
Hyperactive
3 main Behaviors
Classroom Behaviors of ADHD
Hyperactive The 1st classroom I will behavior for children who are affected with ADHD
Hyperactive behavior children tend to always be in motion, playing with or anything in sight outside of recess and within the classroom
Another behavior of Hyperactive children tend continue to move often and tend to become restless a lot
Classroom Behavior of ADHD
Impulsive symptoms are the second child classroom behavior I’m discussing
Impulsive behaviors are when children blurt out random words and sayings without too much thought during class
Impulsive behaviors could also be actions that children could do without thinking of the consequences
Children could also be impatient when waiting in lines
Classroom Behavior of ADHD
Inattentive symptoms is the third and final classroom behavior I’m discussing
Inattentive behaviors are when children have trouble staying attention on the subject at hand and can be distracted easily.
Inattentive classroom behaviors children tend to get bored with something else if its some they do not enjoy.
Inattentive is regarded as the main ADHD behavior
Classroom Challenges
ADHD Children face challenges within classes that can put them behind other classmates
Children effected have difficulties learning a new activity or transiting from one to another
Children also forget about homework that is due, bring textbooks to and from home as well
Careless mistakes during class activities and not learning from previous errors.
References
Diagnostic and statistical manual of mental disorders: DSM-5 (5th ed.). (2014). Washington: Ame.
NRB AssignmentThe purpose of this project is for students to dem.docx
Understanding ADHD and OHI
1. 2014-2015 Professional Development Series
Special Education Disabilities
PD Part 2:
Understanding ADHD
and Other Health Impairments (OHI)
Presented by: Melanie Garcia, Special Education Coordinator
and Christina Saad, School Psychologist
2. Today’s Agenda
1. POP QUIZ!
2. What is OHI?
3. ADHD- Most Common OHI in SPED
4. Etiology of ADHD
5. How ADHD manifests
6. ACTIVITY!
7. Interventions/Supports
8. Vignettes/Scenarios Practice
3. Pick 2 Partners!
Partner A (someone you do not usually work
with):_______________
Partner B (Someone that teachers/their role is
different from yours): ______________
5. Other Health Impairment (OHI)
● 1 of 13 Special education categories
● According to IDEA 2004:“Other health impairment means having limited
strength, vitality, or alertness, including a heightened alertness to
environmental stimuli, that results in limited alertness with respect to the
educational environment, that--
Is due to chronic or acute health problems such as asthma,
attention deficit disorder or attention deficit hyperactivity
disorder, diabetes, epilepsy, a heart condition, hemophilia,
lead poisoning, leukemia, nephritis, rheumatic fever, sickle
cell anemia, and Tourette’s syndrome; and Adversely affects a
child's educational performance.”
● Not an exhaustive list
● Adversely affects are the key words
● ADHD (suspected or diagnosed) is the most common OHI
6. ADHD Symptoms and Behaviors
Diagnosis includes ADHD indicators (according to the DSM 5 2014):
● ADHD-Inattention Presentation
● ADHD-Combined Presentation
● ADHD-Hyperactive/Impulsive Presentation
● No longer “ADD vs. ADHD”
Diagnosis:
● Pediatrician will refer to child psychiatrist
● Usually diagnosis happens after age 7 (best practices)
● Most referrals come from school
● SPED gives educational diagnosis (ADHD behaviors impacting education)
● Do not need diagnosis to qualify!
Associated Behaviors:
● Low tolerance for frustration
● mood swings
● temper tantrums
● anger management
● More extreme behaviors = Often develops into Oppositional Defiant Disorder/Conduct Disorder (frequently
comorbid with ADHD)
7. Etiology of ADHD
1. Genetic: Children of adults with ADHD have a two to eightfold increased
risk for the disorder
1. Environment: Toxins, such as exposure to lead, play a role (although a
smaller one)
1. Prenatal care: Smoking and alcohol use during pregnancy that resulted in
prematurity, is a risk factor for ADHD
8. How ADHD Manifests in School
ADHD Checklist: Warning Signs for Educators
Developmentally
Inappropriate
Hyperactivity
❏ Often fidgeting with hands or feet, squirming while seated.
❏ Running in halls, climbing on desks, leaving a seat in situations where sitting or
quiet behavior is expected
❏ When talking, jumping from one topic to another --verbal tangents
Developmentally
Inappropriate Impulsivity
❏ Blurting out answers before hearing the whole question
❏ Having difficulty waiting in line or taking turns
Developmentally
Inappropriate Inattention
❏ Easily distracted by irrelevant classroom activities, sights or sounds
❏ On assignments and when given instructions may not pay attention to details or
makes careless mistakes
❏ May display persistent difficulty following instructions carefully
❏ May misplace, lose or forget pencils, books, and tools needed for a task
❏ May skip from one uncompleted activity to another. This may result in problems
with completing homework.
9. Other common areas of deficit
Social Skills: Problems with impulsivity and inattention often disrupts the social
performance of youth. This may be in the form of interrupting peers already
engaged in a game together, joining a game without asking permission first, not
following rules that are often “implicit”, pay minimal attention to what they are
saying to their peers, etc.
Executive Functions: Often times, children with ADHD will have difficulty
planning, prioritizing, initiating and completing tasks as their typically developing
peers. ADHD affects the regions of the brain associated with impulse control,
working memory and organization. These have a greater impact on academic
performance in school than intelligence. This is why children with ADHD appear
lost, easily frustrated and struggle with turning in homework.
12. Interventions/Supports
1. Daily Report Card/Adapted System utilizing
current classroom management system
a. Star Systems
b. Dojo
c. Paycheck
2. Contingency Contracts
3. Incorporate movement in your lesson!
4. What has worked for you?
15. Functions of Behavior and Interventions
Typical function(s) of behavior Interventions
Avoiding/Escaping task demands Reduce Task demands
Make Task Stimulating
Allow Choice of Task
Attention Breaks Contingent on Task Completion
Others?
Obtaining Attention from peers Reinforce Peers for ignoring
Use Group Contingency
Peer Tutoring
Others?
Obtaining Attention from adults Ignore off-task behavior
Time-Out
Attend to On-task Behavior
Others?
16. Zones of Regulation Strategies!
More of these can be accessed on Google Drive shared folder. Don’t forget our in-house
Zones expert, Dee DiGioua!
17. Other interventions
Teach student to take 'calm-down' break: Students who frequently become angry at peers or
who may be set off by the excitement of large groups may be taught to (1) identify when they are
getting too tense, excited, or angry, and (2) take a short break away from the setting or situation until
they have calmed down sufficiently.
Modeling (Vicarious Learning): While the target child is observing, the teacher gives specific
public praise to children other than the target student when they show appropriate behaviors. When
praising these behaviors, the teacher clearly describes the praiseworthy behaviors. When the target
child 'imitates' the same or similar appropriate behaviors, the teacher immediately praises him or her.
Over-correction: The student is required repetitively to practice a skill that will 'replace' or improve
upon an inappropriate or problem behavior. For example, a student who wanders the halls without
permission when taking an unsupervised bathroom break may have to stay after school one afternoon
and take multiple 'practice' trips to the school bathroom. In this example, the instructor might
accompany the student to monitor how promptly the student walked to, and returned from, the
bathroom and to give the student feedback about how much this target behavior has improved.
18. Let’s Get up!
Find your Partner A and complete Scenario 1
Find your Partner B and complete Scenario 2
19. With Partner A: Scenario # 1
Johnny is a 3rd grader who has already been identified as having
learning problems and is in the process of getting tested for an IEP.
His teacher has made comments to the IEP team that he has
difficulty remembering to turn in his class work when he is
finished. He also has a very disorganized backpack. Sometimes,
he appears to be daydreaming and takes longer than his peers to
finish a task. Johnny will appear fidgety and get up frequently
from his desk, even though most of his peers are seated. His
mother mentioned to his teacher that her husband was “exactly
like that when he was little” according to her mother in law.
● Turn and talk with your partner A
o What supports would you put in place for this student?
20. With Partner B: Scenario # 2
Marie is in the 5th grade. Her teachers are very worried about her.
They are in the process of setting up an SST to come up with
interventions. She currently reads at about a 3rd grade level and
struggles to remember to turn in her homework because she
“forgets”. Her desk is unorganized and she often loses things. In
class she will attempt to answer a question but gets sidetracked and
will go off on tangents. She gets sent to the principal’s office
frequently because she will often yell across the room at her teacher
and peers, disrupting learning. Students have complained that she
gets angry quickly at them, for no apparent reason. Her teachers
conferenced with her parents and they too see anger issues, social
problems, moodiness and apathy regarding school.
● Turn and talk with your partner
o What supports would you put in place for this student?
22. References
Brock, S., & Jimerson, S. (2009). Identifying, assessing, and
treating ADHD at school. New York: Springer.
DuPaul, G., & Stoner, G. (2014). ADHD in the Schools, Third Edition
Assessment and Intervention Strategies. (3rd ed.). New York:
Guilford Publications.
Mash, E., & Barkley, R. (2009). Assessment of Childhood Disorders,
Fourth Edition (4th ed.). New York: Guilford Publications.