Attention Deficit Hyperactivity Disorder

1
Attention Deficit Hyperactivity Disorder
2
3 Varieties

• Inattentive
• Impulsive
• Hyperactive

3
(No Transcript)
4
Inattentive

• Doesnt seem to listen
• Cant concentrate
• Easily distracted
• Can appear demanding and self-centered
• Seems lazy or rude
• Loses interest in things quickly and searches for
  more interesting thing to do
• Difficulty organizing tasks/activities
• Avoids, dislikes or reluctant to engage in tasks
  that require sustained mental effort

5
Inattentive

• Fails to give close attention to details or makes
  careless errors in schoolwork, or other
  activities
• Does not follow through on instructions and fails
  to finish school work, chores or duties (not due
  to oppositional behavior or failure to
  understand)
• Loses things necessary for tasks
• Forgetful in daily activities

6
(No Transcript)
7
Impulsive

• Blurts out answers
• Difficulty awaiting turn
• Always doing something
• Class clown
• Never sits still
• Doesnt think about the consequence of their
  behavior
• Interrupts or intrudes on others
• Risk-takers
• Accident-prone

8
(No Transcript)
9
Hyperactive

• Constantly moving
• Shifts or squirms in seat
• Fidgets/restless
• Leaves seat in classroom or other area in which
  sitting is expected
• Has trouble with transitional times, especially
  when moving from unstructured (recess, lunch) to
  structured (science class)

10
Diagnosing ADHD

• http//www.webmd.com/video/diagnosing-adhd

11
2-Step Approach

• To qualify for special education services the
  following questions must be asked
• 1) Is a disorder present?
• 2) If so, does it affect educational progress?

12
2-Step Approach

• If a students learning is not adversely affected
  by their ADHD, then accommodations are not
  legally required.
• However, these students would more than likely
  benefit from adaptations being made.

13

• To medicate or not medicate, that is often the
  question.

14
Positron Emission Tomography

• In students with ADHD, PET scans show
  significantly less electrical activity which
  results in less blood flow to the frontal lobe of
  the brain especially the areas responsible for
  response to inhibition, attention and sensitivity
  to reward.
• Stimulants are used to increase brain metabolism
  in the hope of increasing frontal lobe blood flow.

15
Non-ADHD brain top and bottom view
16

• ADHD brain at rest

17
Without stimulant medication
With stimulant medication
18
EDUCATIONAL IMPLICATIONS

• Because children with ADHD do better when
  their lives are ordered and predictable, the most
  important things teachers can do for those
  children is establish a calm, structured
  classroom environment with clear and consistent
  rules and regular classroom routines.

19
20 TIPS TO TEACH KIDS WHO HAVE ADHD

1. Display classroom rules. Classroom rules must be
   very clear and concise.
2. Provide clear and concise instructions for
   academic assignments.
3. Break complex instructions into small parts.
4. Show students how to use an assignment book to
   keep track of their homework and daily
   assignments.
5. Post a daily schedule and homework assignments in
   the same place each day. Tape a copy on the
   child's desk.

20
20 TIPS TO TEACH KIDS WHO HAVE ADHD

1. Plan academic subjects for the morning hours.
2. Provide regular and frequent breaks.
3. Seat the child away from distractions and next to
   students who will be positive role models.
4. Form small group settings when possible. Children
   with ADHD can become easily distracted in large
   groups.
5. Find a quiet spot in the classroom (such as a
   place in the back of the room) where students can
   go to do their work away from distractions.

21
20 TIPS TO TEACH KIDS WHO HAVE ADHD

• Train the student with ADHD to recognize "begin
  work" cues.
• Establish a secret signal with the child to use
  as a reminder when he or she is off task.
• Help the child with transitions between other
  classes and activities by providing clear
  directions and cues, such as a five-minute
  warning before the transition.
• Assign tutors to help children with ADHD stay on
  task.
• Focus on a specific behavior you wish to improve
  and reinforce it.

22
20 TIPS TO TEACH KIDS WHO HAVE ADHD

1. Offer more positive reinforcements than negative
   consequences.
2. Explain to the student what to do to avoid
   negative consequences.
3. Reward target behaviors immediately and
   continuously.
4. Use negative consequences only after a positive
   reinforcement program has enough time to become
   effective.
5. Deliver negative consequences in a firm,
   business-like way without emotion, lectures, or
   long-winded explanations.

23
Remember

• STRUCTURE
• STRUCTURE
• STRUCTURE

24
ADHD in Children

• http//www.webmd.com/video/adhd-in-children

25

• Bill of Rights
• For a Child with ADD

26
Help me to focus.

• Please teach me through my sense
• of touch. I need hands-on tasks
• and body movement.

27
I need to know what comes next.

• Please give me a structured
• environment where there is a
• dependable routine. Give me an
• advanced warning if there will be
• changes.

28
Wait for me, Im still thinking.

• Please allow me to go at my own
• pace. If I rush, I get confused and
• upset.

29
Im stuck. I cant do it!

• Please offer me options for
• problem-solving. I need to know
• the detours when the road is
• blocked.

30
Is it right? I need to know NOW!

• Please give me rich and immediate
• feedback on how Im doing.

31
I didnt forget it. I didnt hear it in the
first place.

• Please give me directions one step
• at a time and ask me to say back
• what I think you said.

32
I didnt know I WASNT in my seat!

• Please remind me to stop, think,
• and act.

33
Am I almost done now?

• Please give me short work periods
• with short-term goals.

34
What?

• Please dont say, I already told
• you that. Tell me again in different
• words. Give me a signal. Draw me
• a symbol.

35
I know, it ALL wrong, isnt it?

• Please give me praise for partial
• success. Reward me for self-
• improvement, not just for perfection.

36
But why do I always get yelled at?

• Please catch me doing something
• right and praise me for my specific
• positive behavior. Remind me (and
• yourself) about my good points,
• when Im having a bad day.

37
Remember

• Being positive,
• Being consistent, and
• Being patient
• Will help these students be their best! ?