Accommodating ADDADH Students in the General Education Classroom

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Accommodating ADD/ADH Students in the General
Education Classroom

• Presented at the CSUB Special Education
  Conference by
• Maureen Meade Mattias, M.A.
• California State University Bakersfield
• October 5. 2002

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Presentation Overview

• ADD/ADHD Medical Definition
• 10 Major Points about ADHD
• Cognitive Learning Difficulties
• 12 Special General Education Classroom
  Accommodations
• 12 Teaching Strategies which Help to Accommodate
  ADHD Students in the General Education
  Classroom
• Right to a Free Public Education
• What Hope Does Research Offer?

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Fidgety Phil translated from a German nursery
rhyme, 1863

• Phil, stop acting like a worm,
• The tables not a place to squirm
• Thus speaks his father to the son,
• Severely says, not in fun.
• Mother frowns and looks around,
• But Philip will not take advice,
• Hell have his own way at any price.
• He turns,
• And churns,
• He wiggles
• And giggles
• Here and there on the chair
• Phil, these twists I cannot bear.
• (After which he leans backwards in his chair, and
  as he is falling grabs the table cloth, tumbling
  him, the dishes, and the chair to the floor.)

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Medical Definition of ADD/ADHD

• According to Paul H. Wender, M.D. and author of
• ADHD Attention Deficit Hyperactivity Disorder
  in Children, Adolescents , and Adults.
• Attention-Deficit Hyperactivity Disorder(ADHD)
  has had several names in the past.

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Earlier names include

• minimal brain dysfunction
• hyperactivity
• Attention Deficit Disorder (ADD)
• (Wender, P. , 2000)
• Dr. Wender, a pioneer in identifying and treating
  this disorder and formerly the Distinguished
  Professor of Psychiatry and Director of
  Psychiatric Research at the University of Utah
  School of Medicine, also authored
• The Hyperactive Child (1973, 1978).

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The latest medical term which physicians
presently use for the above earlier names
mentioned, according to Dr. Paul H. Wender

• AttentionDeficit Hyperactivity Disorder
• ( ADHD)
• Therefore, in my presentation,
• I will proceed to use the medical term, ADHD,
  which is the identified medical term.

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10 Major Points about ADHD

• ADHD is the most common chronic (ongoing)
  psychiatric disorder of childhood. Boys are
  diagnosed more often than girls and also at an
  earlier age than girls.
• ADHD frequently persists into adolescence and
  adulthood. Without intervention (i.e. treatment)
  the ADHD child is likely to have increasing
  school difficulties and is much more likely than
  his non ADHD classmates to develop behavioral
  problems that can lead to at-risk behavior-at
  risk to himself and to society, and therefore, in
  the extreme, in the eyes of the law.

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MEDICAL TREATMENT

• ADHD is not a recent discovery. Fidgety Phil
  has been around since 1863.
• A British physician recognized ADHD symptoms in
  children at the turn of the 20th century.
• The use of medication to treat ADHD is also not
  new. A class of drugs called the amphetamines
  Dexedrine
• (d-amphetamine) or
• Desoxyn (methamphetamine )
• was first used in the 1930s.
• Both of these drugs, along with Ritalin
• (methylphenidate), are being used to treat
  individuals with ADHD.

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ADHD - Transmitted Genetically ?

• ADHD is likely transmitted genetically,
  therefore, likely a hereditary disorder.
• Exactly how it is passed on is not known to date,
  but, it may be as a different structure in the
  brain.

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Blended disabilities ?

• ADHD often occurs with other disorders and
  behavioral disorders, such as
• (ODD) Oppositional Defiant Disorder
• and
• (CD) Conduct Disorder

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Treatment is timely !

• It is important to identify and treat ADHD as
  soon as possible for two reasons
• 1. Treatment helps the child now ! If it helps
  the student learn more easily at school, it will
  assist she/he avoid anxiety and depression
  associated with academic difficulties,
  unpopularity with other children, and conflicts
  with his parent's).
• 2. Early treatment may decrease the risks of
  problem behavior ADHD children are more likely to
  develop in adolescence.

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How is diagnosis made?

• 7. The diagnosis of ADHD in children is made by
  a specialists (such as a psychiatrists,
  psychologists, pediatrician or family physician,
  or neurologists) on the basis of
• a careful history from the mother and father or
  others who serve as a parent (s) and help raise
  and nurture the child.
• An interview with the child
• Rating scales (used to describe the presence ,
  frequency, and severity of symptoms) filled out
  by the teachers and others who have worked with
  the child.

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More Brain Research Needed

• Presently, there are no special psychological or
  laboratory test for determining whether a child
  has ADHD as the diagnosis is made on the
  interviews described and by rating scales.
• 9. Medications are used to eliminate many of the
  learning problems ADHD children experience but is
  does not cure it. Treatment has been found to
  produce substantial benefits in up to 70 of
  school-age children

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COLABORATIVE STUDY

• Educational intervention become extremely
  valuable for ADHD students who also have
  learning disabilities.
• Currently these treatments are being evaluated
  in a large collaborative first of its kind study
  by the National Institutes of Mental Health and
  the U.S. Department of Education.
  www.nimh.nih.gov/publicat/adhd.cfm
• (Paul H.Wender,2000)

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School Performance Cognitive Learning
Disabilities

• Children with ADHD are more likely than children
  w/out ADHD to have learning disabilities (LDs)
• (An LD is a significant discrepancy between a
  childs intelligence and his other academic
  achievement test scores.)
• Between 20 and 30 of children with ADHD have at
  least one type of LD , in math, reading, or
  spelling (Russell A. Barkley, 2000).

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Why do nearly three to five times as many
children with ADHD as children w/out it have LDs?

• Scientist are not sure, but possible explanations
  are emerging from studies on the genetics of ADHD
  and LD.
• Both disorders have a strong hereditary
  predisposition.
• Recent studies suggest that at least for reading
  disorders the two do not tend to be inherited
  together, therefore , the genes for ADHD are not
  the same as those for reading disability (Russell
  Barkley, 2000).

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20-25 of children with ADHD are likely to have a
reading disorder and, therefore, are hindered in
their in academic performance by the combination
of these disabilities.
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At home, parents often complain that their
children with ADHD do not accept household chores
and/or responsibilities as well as other children
their age. They, often, need help with dressing
and performing chores.
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12 Specific Accommodations Which Promote
Learning for All Students, Especially the ADHD
Learners
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12 Significant Classroom Accommodations

• 1) Small Class size
• Children who receive more focused time from
  teachers are able to immediately respond to
  appropriate and inappropriate behavior because of
  the smaller student -teacher ratio.

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12 Significant Classroom Accommodations

• 2) Many One-On-One Learning Experiences
• Critical for students with ADHD who experience
  difficulty staying on task while working in group
  situations.

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Quality time with each student must be given,
especially those who are identified with an ADHD
learning handicapped. Quality time can make a
difference in student motivation level.
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Individual Attention

• During one-on-one encounters with ADHD children,
  she/he may appear less active, inattentive, and
  impulsive.
• In group situations, children with ADHD may
  appear at their worst .
• They may be at their best with grandparents who
  give them this individualized attention. They
  may work more effectively under close supervision
  and when instructions are repeated frequently
  (Russell A. Barkley , 2000).

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12 Significant Classroom Accommodations

• Provide Hands-on Approach to Learning
• Children learn through touch along with sight
  and sound.

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Discovery through multi-sensory experiences!
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12 Significant Classroom Accommodations

• 4) The Use of Computers-
• Instant feedback
• Reinforcement
• Opportunities to read graphics, larger print
• work with interactive computer programs.

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12 Specific Classroom Accommodations

• PROVIDE CHOICES
• Choices, especially in primary grades when
  children are learning how to conform to rules,
  procedures, and routines, are effective in
  raising ADHD student motivation.

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COMPUTERS PROVIDE EXPLORATION-Freedom to move !

• Many children, especially the ADHD learner, will
  enjoy typing classroom and homework assignments,
  which is often much easier for children with fine
  motor skill difficulties.

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12 Specific classroom accommodations

• 6) Offer a variety of teachers throughout the day
• Lessens the chance of one teacher being drained
  by the challenges of the child with ADHD
• Children learn how to change classes at an early
  age rather than having to learn this skill and
  adapt at the junior high or high school level.)

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12 Specific classroom accommodations

• 7) Provide morning meetings where students will
  find out what they will be studying that
  particular day , and are told of schedule changes
  ahead of time-great for the slow-to adapt child.

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Good Morning My Name is Tony and I DO NOT
APPRECIATE SURPRISES !I like to know what my day
entails!
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12 Specific classroom accommodations

• 8) Incorporate a weekly check of school work and
  achievement, which requires a parents signature.
• This checklist will serve as an automatic
  home-school feedback system.

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12 Specific classroom accommodations

• Make use of an organized notebook approach ,
  which often includes
• color coded folders for
• homework and various subjects
• a folder for notices sent home
• a pencil holder
• an assignment folder will help to improve
  organizational skills.

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12 Specific classroom accommodations

• Incorporate the choice of learning activities
  when free time is available during the school
  day
• Children taught to make choices, learn to
  entertain themselves while developing many skills
  independently
• Talents and interests may likely surface with
  this type of learning approach.

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Stop any negative reinforcement and start
allowing children to use some of their energy by
providing choices in learning tasks.
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12 Specific Classroom Accommodations

• The talents and interests of your ADHD students
  may likely surface with this type of learning
  approach ?

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12 Specific classroom accommodations

• Allow your students the opportunity to get up and
  move around quietly
• ( within limits )
• provide clear cut developmentally appropriate
  practices which include
• boundaries
• routines
• Easy to follow procedures
• all which are established at the beginning of
  the year .
• Stick with these, unless they need to be
  modified, in order to manage your classroom
  effectively.

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12 Specific classroom accommodations

• Children are recognized as individuals with
  varying needs
• not as problem children and are NOT punished if
  they cannot sit still for long periods of time .

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12 Specific classroom accommodations

• 12) Reserve the last hour of the school day for
  classes that require less concentration ( i.e.
  music, art and physical education)
• This accommodation is excellent for children
  whose morning dose of medications has worn off.

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Dont let your frustration level reach a NO hair
day You have pulled it all out by 200pm !
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12 Teaching Strategies Behavior Modification
for the ADHD Learner
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When working with ADHD students teachers should

• Be proactive. Deliberatively look at activities
  ahead of time and think of possible problems that
  might arise.
• Watch for antecedents- Problem solve before a
  problem arises.
• Choose your Actions with your Child (Russell
  Barkley, 1992)

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When working with ADHD students teachers should

• Stay calm, state the infringement, and avoid
  arguing with the student.
• Discipline with dignity ( and count to 10 and
  maybe 20 !)

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Hang in there and be patient
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When working with ADHD students teachers should

• Set consequences for misconduct (time-out ,etc.)
  which provides a means of security. Try not to
  take away recess.
• Children with ADHD need this time to release
  energy .

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When working with ADHD students teachers should

• Deliver consequences immediately !

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When working with ADHD students teachers should

• 5) Post classroom rules and invoke rules
  consistently.
• Students will ADHD generally need extra positive
  reinforcement-
• verbal ?
• and
• nonverbal ?

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When working with ADHD students teachers should

• Make sure the
• consequence fits the crime !

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When working with ADHD students teachers should

• 7) Avoid ridicule and criticism . Keep in mind
  that children with ADHD have trouble staying in
  control.

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When working with ADHD students teachers should

• Clearly state the rules for unstructured time
  such as cafeteria, hallways, library, recess, gym
  class, camp experiences.
• children with hyperactivity must be monitored
  closely as these children are often risk takers.

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When working with ADHD students teachers should

• Be realistic about Murphys Law accidents can
  and do happen !

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When working with ADHD students teachers should

• 9. Reward More than you punish !
• Catch the student being good to build
  self-esteem and a positive
• student -teacher relationship.

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When working with ADHD students teachers should

• Immediately praise all positive behavior and
  performance and acknowledge improvements no
  matter how small ?

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When working with ADHD students teachers should

• Replace rewards if they are not stimulating
  enough to change behavior and/or have become
  mundane.
• Be creative with new rewards monthly.

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When working with ADHD students teachers should

• Look for ways to encourage and support your ADHD
  students during group work .
• Use the Constructivism Teaching Approach when
  appropriate and relevant .
• ADHD students are very likely to question
  their belonging and purpose of the class lesson.

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It is obvious that all learners appreciate
positive and genuine acknowledgement, especially
the ADHD Learner.
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Stop any negative reinforcementand start using
the students energy by providing choices in
learning tasks.
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Right to a Free and Public EDUCATIONChildren
with ADHD or other disabilities are able to
qualify and possibly receive special education
services under the Individuals with Disabilities
Act (IDEA) The Act guarantees appropriate
services and public education to children with
disabilities from ages 3 to 21.
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Children who do not qualify for services under
IDEA can

• receive help under an earlier law, the National
  Rehabilitation Act, Section 504, which defines
  disabilities more broadly.
• qualifying for services under the National
  Rehabilitation Act is referred to as 504
  eligibility

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Significantly,

• because ADHD is a disability that affects
  childrens ability to learn and interact with
  others, it can certainly be a disabling
  condition. Under one law or another, most
  children can qualify and receive the education
  services they need.

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Piece by piece, through studies of human and
animals, scientists are beginning to understand
the biological nature of attentions disorders.
New research is allowing us to better understand
the working of the brain as the medical field
develops new medications and assess new forms of
treatment and diagnostic procedures.
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Because many educational programs and schools
require that children sit still, pay attention,
and stick with a task, its no surprise that many
children with ADHD have problems in class.
Parents can help children learn to focus by
reading aloud to them each day, routinely.
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Multicultural classrooms provide opportunities
for children to appreciate the talents and gifts
of all of their classmates, including their own
talents .
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Would Albert Einstein be identified at a student
with ADHD, today ? He did possess endless energy
and experienced reading disabilities!
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Relax and enjoy your students and appreciate the
varying degrees of student energy levels in your
classroom ! Remember to incorporate student
helpers?
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SCUBA DRIVING requires training and special
equipment to explore underwater life and hidden
treasures.
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Teaching children to learn, especially our ADHD
students , requires special training and special
resources.
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All teachers can acquire new teaching strategies
to support and assist their students learning
with time, commitment and dedication.
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Juggling Acts, such as ensuring that all 504
Eligibility special accommodations are in
place can be frustrating in the beginning.
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But through a mosaic of practice, practice,
practice
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all teachers who care and are compassionate
about their students development and learning in
-cognitive -social -psychomotor
-affective - linguistic development can
provide best classroom practices to assist and
support students endlessly !
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Through the implementation of special
accommodations and effective teaching strategies,
teachers can assist ADHD learners to succeed
everyday in the classroom.
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Ill never forget my cool year with Mr. Santos !
He helped me even though all my other teachers
gave up on me !
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State Standards may place teachers under a
microscope, in terms of achieving a higher level
of student performance, however, our students
needs must come first
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How can California teachers measure their success
in the classroom with an increasing numbers of
medically diagnosed ADHD students each school
year ?
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Priorities in Teaching

• Be child-centered
• Be caring
• Be compassion
• Be concerned for the welfare of your ADHD
  students, especially those with additional
  learning disabilities.
• Be positive, playful and happy to nurture them at
  all times ? even if you think there is no hope.
• Be willing to go beyond the norm!
• Live the Golden Rule with your student to model a
  high level of respect and dignity .

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What Hope Does Research Offer?

• Although no immediate cure is in sight, a new
  understanding of ADHD may be just over the
  horizon as medical technology advances!
• Using a variety of research tools and methods,
  scientist are currently uncovering new
  information on the role of the brain and
  neurotransmitters in ADHD and effective
  treatments for the disorder.
• Importantly, such research will ultimately result
  in improving the personal fulfillment of people
  with ADHD.