2. Robert Toth
• Renowned sculptor &
painter
• Work exhibited in National
Portrait Gallery, Lincoln
Center, Vatican Museum
• Cannot recall times of the
4th grade repeat
• His mother helped him
success in arts
• Artistic giftedness guided
him the way to overcome
disabilities
3. ADHD in IDEA 04’
Students with ADHD
• Are not guaranteed eligibility for special education or
related services, even with medical diagnoses &
medication prescriptions
• Are specially called out under other health
impairments category, which does not list every
disability and condition
• May be eligible for services under other categories,
such as learning disabilities & emotional/behavioural
disorders
• May receive special education services if the
condition adversely affects educational performance
4. Historical Context
• 1902 Dr. George Still: documents characteristics with
ADHD (some abnormal psychical conditions in children)
inattention/impulsivity
• 1919 Kurt Goldstein: German psychiatrist studied
veterans after WWI
never developed strong skills in reading, writing,
speaking
• 1937 Alfred Strauss & Heinz Werner: Wayne County
Training Center in Michigan
minimal brain damage (Strauss syndrome)
• Late 1930s Laura Lehtinen: developed highly
structured teaching routines in Cove School
5. Challenges That ADHD Presents
• Failing at school
• Dropping out of school
• Having high conflict rate
with their families over
doing homework/chores
• Relationships with
classmates for poor social
skills & hyperactivity
• Peers rejection/teachers
dislike
• Loneliness & no friends
6. Project Eye-To-Eye
• Mission: develop a
nationwide partnership with
local community
• Provide mentors for SADHD
• Principle: empowerment
through building self-esteem
• Meta-cognitive skills
development, learning
strategies usage, academic
accommodations
• Art training
• Parental networking
• Professional development
7. Defined ADHD
• Attention Deficit Disorder (ADD)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Federal government: having limited strength,
vitality, heightened alertness to E stimuli, limited
alertness to educational E, adversely affects
children’s educational performance
• DSM-IV-TR: (1) inattention
(2) hyperactivity
(3) impulsivity
8. Inattention
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•
•
•
•
•
•
•
•
•
Inattention: inability to pay attention or focus
Unable to follow teachers’ instructions
Be confused about where they are supposed to be
Do not know what they are supposed to do
Cannot focus on learning tasks
Pay attention to wrong features
Be distractible
Have difficulty shifting between tasks
Have problems transferring between activities
Inability to learn in an organized/efficient way
9. hyperactivity
• Impaired ability to sit or
concentrate for long
periods of time
• Difficult to define
• Hyper is quite subjective
• Energetic/enthusiastic in
admired activities
• Continue having
daydreaming or ongoing
stream of thoughts
• Reduced excessive activity
& internal restlessness
10. Impulsivity
• Impaired ability to control one’s own behaviour
• Disrupt learning E for an entire class
• Unable to focus relevant components of
problems that needed to be solved/tasks needed
to be accomplished
• Acting before thinking
• Talk out of turn
• Redirect discussion topic in class
• Poor responses from their classmates
• Decreased social acceptance
11. As A Teacher, You Could…
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•
•
•
•
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•
•
Assign a classmate to help students stay on tasks
Tailor pace of instruction to students’ needs
Arrange more frequent, shorter study periods
Monitor student learning & modify/supplement
instruction
Use clear & concise directions, step-by-step
directions
Give plenty of notices about upcoming changes in
activities to students
Use predictable & standard schedules
Promote effective completion of assignments
12. Education Services for SADHD
• General education
no school failure students
extended time on tests & assignments
• Special education
comorbidity: coexisting disabilities
70% SADHD with LD
higher IQ scores even with LD/reading problems
lower standardized achievements
42% SADHD with EBD (1/4 no mental health
services: counseling), avoid serious, dangerous,
violent situations
• Boys with ADHD with acting out behaviours
13. Characteristics of ADHD
• Undermine success in
school
• Less persistent
• Less effort
• Prefer easier work
• Take less enjoyment in
learning
• Miss details about
assignments
14. Causes of ADHD
• Unknown exact causes
• Inherent differences of brains with ADHD functions
• Biological predisposition (temperament/neurological
development) for developing ADHD
• Consensus on biological basis
• Decreased blood flow & electrical activity in the
frontal lobes
• Anatomical differences in various regions of brains
• Differences in neurotransmitter levels
• Differences in abilities to track objects visually
• Trouble staying on one line of printed text when
reading
15. High Energy & Low Performance
• Derek, an African American boy
• Always late to classes for having trouble in
remembering the rooms
• Late homework
• Bad quality homework
• Have no ideas about talking content in class
• Boundless energy in gym/on school campus
• Never accomplish what needed to be done
• Have dysfunction family
16. Overcoming Challenges
• Teaching is the first step in helping SADHD
• Medication to help control behaviours & pay
attention
• Reduce school-related problems
• Ritalin/Concerta/Adderall/Dexadrine
• Enhance executive functions in the frontal lobe
• Increase neurotransmitters for brain functioning
• Side effects---reduction in appetite, sleeping
problems, dizziness
• Behaviour & medication should go together
17. Medicating Young Minds
• 2003 Nov. 3 Times
• Only a few of the newest
drugs developed for
children
• Scientists do not know
long-term effects on
medications
• Pervasive side effects
• Medication is still
controversial
18. Assessment
• Early identification
• Few preschoolers identified as SADHD for (1)
fear of misidentification (2) short attention span &
in constant motion are typical of young children
without ADHD
• Incident causing brain damage
• Pre-referral is important
• Identification (diagnostic interviews, behavioural
rating scales, standardized tests, observations,
medical examinations)
19. •
•
•
•
Teaching SADHD
Students with ADHD miss blocks of information
Experience interruptions in learning process
Inconsistent access to general education curriculum
Miss instruction/lack motivation/persistence to make effort
20. Validated Practices
•
•
•
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Planning educational procedures carefully
Giving rewards
Making assignments more interesting
Letting students choose academic alternative
assignments
• Shortening tasks
• Giving clear & precise instructions
• Peer tutoring (>50% academic improvement)
21. Self-Management
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•
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Self-regulation strategies
Self-monitoring
Was I paying attention? Was I on task? Or off
task? Was I doing what teacher asked us to do?
Self-instruction (self-talk)
Double-check my answers. Did I check all of my
questions? Just a little bit longer. Stay focused
and I can finish this whole sheet.
Self-reinforcement
Goal-setting
23. Review Objectives
After this course, you should be able to….
• Recognize the characteristics of students with
ADHD
• Understand the relationship of ADHD to other
coexisting disabilities
• Understand medical treatments of ADHD
• Discuss the importance of collaborating and
developing partnerships with families and with
other professionals
