Reminders

1
Reminders

• Research paper due on Oct 11th Ill You should
  have identified some sources by now. A good paper
  should have 8 or so sources, and not all should
  be from Internet.
• Note changes in Schedule
• Everyone scores 2 points higher on test

2
Review

• Wiklers stress model
• Assessment Decision Making in Special Education
• Progress Monitoring

3
Assessment Terms

• Norm Referenced (age expectations)
• Criterion Referenced (standard of mastery)
• Authentic Assessment (progress monitoring)
• Portfolio Assessment
• Curriculum Based Measures
• Functional Behavioral Assessment (causes of
  behavior)

4
ADHD Characteristics(Barkley, 1998)
Limited sustained attention or persistence of
attention to tasks
Reduced impulse control or limited delay of
gratification
Excessive task-irrelevant activity or activity
poorly-regulated to match situational demands
5
Common Difficulties Exhibited By Students with
ADHD

• Working Memory Difficulties
• Time Estimation Problems
• Difficulties Using Internal Language
• Lack of Self-Discipline

• Following Rules or Instructions
• Situational Variability in Performance
• Low Performance on Repetitive or Tedious Tasks

6
Introduction

• In the past decade, public awareness about ADHD
  has increased.
• The legal basis for services and protections
  against discrimination for ADHD comes from the
  IDEA and Section 504.
• Unsuccessful efforts were made in 1990 to add
  ADHD as a separate disability category under the
  IDEA.

7
Introduction to ADHD

• Children with ADHD may also be served in other
  special education categories such as
• Learning disabilities
• Emotional or behavioral disorders
• Mental retardation
• A sizeable number of students with ADHD are not
  qualifying for special education services under
  the IDEA.
• Many of these students receive accommodations
  under Section 504.

8
Section 504 ADHD
Section 504 is not a special education law. It
is a civil rights law.
Section 504 has been and may continue to be the
primary legal basis for services to this
population.
Section 504 provides for a larger group
of students with disabilities and differs in
many respects from the IDEA.
9
Basic Concepts About ADHD

• ADHD is an invisible, hidden disability.
• ADHD is not hard to spot in the classroom.
• Many ADHD behaviors may be misinterpreted as
  lazy, unorganized, and even disrespectful.
• In the majority of cases, ADHD is a developmental
  disability that becomes apparent before the age
  of seven.
• ADHD continues to be problematic for most
  individuals during adulthood.
• ADHD may have a negative impact on a students
  academic and social success.
• ADHD occurs across all cultural, racial, and
  socioeconomic groups.
• ADHD affects children and adults with all levels
  of intelligence.

10
Doctors and Teachers and ADHD

• ADHD is typically diagnosed by a doctor
• Teachers and parents provide information
  regarding how the child is doing
• ADHD is distinguished from Conduct Disorder and
  Oppositional Defiant Disorder

11
ADHS and ADD

• What difference does it make if you take out
  the H

12
Role of Medication

• Many students with ADHD are prescribed
  medications by physicians.
• Teachers need to understand
• the types of medications used
• commonly-prescribed medication dosages
• the intended effects of medication and
• potential side effects of medication.

13
Desired Medication Outcomes
In 70 to 80 of the cases, children respond
positively to stimulants.

• Increased Concentration
• Completion of Assigned Tasks
• Increased Work Productivity
• Better Handwriting and Motor Skills
• Improved Social Relations with Peers Teachers
• Increased Appropriate Behaviors Emotional
  Control
• Reduction of Inappropriate Disruptive Behaviors
• Increased Self-Esteem

14
Psychostimulants
Psychostimulants are the most commonly-prescribed
medication for children with ADHD.

• Common Psychostimulants
• Dexedrine (dextroamphetamine)
• Ritalin (methylphenidate)
• Adderall (amphetamine salts)

15
Antidepressant Medications

• Prescribed less often than psychostimulants
• Generally used when stimulants are ineffective OR
  when the individual is also depressed
• Long-term use of antidepressants has not been
  studied extensively
• Types of antidepressants commonly used to treat
  ADHD
• Tofranil (imipramine)
• Nopramin (desipramine)
• Elavil (amytriptyline)

16
Antipyschotic Medications

• Much less frequently used than stimulants or
  antidepressants
• Types of Antipsychotic Medications Used to Treat
  Children with ADHD
• Mellaril (thioridazine)
• Thorazine (chlorpromazine)
• Catapres (clonidine)
• Eskalith (lithium)
• Tegratol (carbamazepine)

17
Teacher Considerations Regarding ADHD Medications

• Handle the dispensing of medication discreetly,
  but according to school policy.
• Make sure the medication is given as prescribed.
• Avoid placing too much blame or credit for the
  childs behavior on the medication.
• Monitor the behavior of the child, watching for
  any medication side effects.
• Communicate with the school nurse, parents,
  and/or the physician.

18
Alternative Therapies for ADHD

• These therapies are offered as quick fixes and
  have not been validated scientifically.
• These therapies include
• Megavitamins
• Diet Restrictions (e.g., sugar or additives)
• Caffeine
• Massage Therapy
• Chiropractic Skull Manipulations
• Biofeedback
• Play Therapy
• Herbs

19
Group Management

• Classroom Rules
• Time Management
• Effective Grouping

20
Behavioral Supports

• Positive Reinforcement for Desired Behavior
• Premack Principle (Grandmas law)
• Contingency Contracting
• Cueing or Signaling

21
Modifying the Curriculum

• Students with ADHD need a curriculum adapted to
  focusing on doing and one that avoids long
  periods of sitting and listening.
• Examples
• Experience-Based Learning
• Problem-Based Learning
• Varied Assessment Techniques

22
Test Adaptations
Extra Time
Frequent Breaks
Taking Exams in a Distraction-Reduced Environment
23
Self-Regulated Strategies

• Self-regulated strategies are interventions,
  initially taught by the teacher, that the student
  will eventually implement independently.
• Self-regulated strategies address the core
  problems of ADHD (e.g., impulsivity,
  problem-solving, and self-regulation).