ad/hd-friendly teaching

Parent to Parent:Family Training on AD/HD

Additional Module C

AD/HD-Friendly TeachingPart 1

Linda Smith, B.A. Linda Sorensen, M.Ed.

CHADD Parent to Parent: © 2010

Agenda-Part 1

• Welcome, Objective

• AD/HD – Introductory Information

• AD/HD-Friendly Teaching: Table of Symptoms – Activity 1

• Key Concept:

--Weak Executive Function Skills

• AD/HD-Friendly Teaching Table of Symptoms –Activity 2

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Objective-Part 1

Class Members Will:

Be invited to re-think AD/HD from a Cognitive Perspective

Describe how Weak Executive Functions might impact the learning of a student with AD/HD.


What does AD/HD look like in today’s classroom? Teachers will see one or more of the following:

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distractible, forgetful,

spacey, procrastinating

incessantly talking, blurting out,

making inappropriate remarks

anxious

fidgety

impulsive restless

losing things, disorganized


Role of the Classroom Teacher Regarding Students with AD/HD

• Know and understand what AD/HD is.

• Describe classroom behaviors that are limiting a student’s access to the general curriculum.

• Employ behavioral interventions and educational techniques to best meet the student’s needs.


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Introductory Information


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It’s a FACT!

• AD/HD is a real disorder that has been scientifically researched and documented.

• It is recognized as an impairing disorder by:– U.S. Department of Education– National Institutes of Health– U.S. Congress– U.S. Centers for Disease Control and Prevention– U.S. Surgeon General– All major medical, psychiatric, psychological and

educational associationsCHADD Parent to Parent: © 2010

* Alterations in Brain Structures

* Alterations in Neurotransmitter FunctionAlterations in Neurotransmitter Function

UNDERAROUSALUNDERAROUSAL

It’s a FACT! Students with AD/HD are at Risk!

• AD/HD affects at least 5 to 8% of school-age children

• 25-50% have learning disabilities and co-existing disorders (anxiety, depression, OCD, ODD)

• 90% will struggle academically

• 30-50% may be retained in a grade• 35% have quit school before completion• 95% do not complete college

References: Froehlich (2007); CDC (2005); CHADD WWK#1 (2004); Russell Barkley

CHADD Parent to Parent: © 20108C-11

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It’s a FACT!Students with AD/HD often Suffer Debilitating Effects

…can arise from the constant

demoralization caused by failure

to meet expectations day after day,

after day.

Anxiety

Low Self-Esteem

Dep

ress

ion


AD/HD Diagnostic Subtypes Specified by the DSM-IV-RDiagnostic and Statistical Manual, 4th Edition

American Psychiatric Association

• Primarily Inattentive Type • Primarily Hyperactive/Impulsive Type • Combined Type

(Handout: AD/HD Friendly Teaching: Table of Symptoms)


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AD/HD-Friendly Teaching: Table of Symptoms

Activity 1 (5 Minutes)RallyRobin®

With a class member neighbor, find the answers to the questions listed below by taking turns orally reading the information listed in the first two columns of this table.

1. What are the AD/HD symptoms listed in the DSM-IV-R for the Primarily Inattentive and Hyperactive-Impulsive types of AD/HD?

2. What are related behaviors these students might exhibit at school? Put a check by any of the information that

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HYPERACTIVITY

HYPERACTIVITYIMPULSIVITYIMPULSIVITYINATTENTION

INATTENTION

30 PERCENT DEVELOPMENTAL DELAY

SLEEP DISTURBANCES

POOR WORKING MEMORY AND RECALL

POOR JUDGMENT OF TIME PASSING – CAN’T PLAN AHEAD

SLOW MATH CALCULATION

DISORGANIZATION

IMPULSIVE LEARNING STYLE

REPEATS MISBEHAVIOR

DIFFICULTY REGULATING MOODS, EMOTIONS AND BEHAVIOR

TIP OF THE ICEBERG!TIP OF THE ICEBERG!

Rethinking AD/HD…

…From a Cognitive Perspective• Executive functions refer to a set of cognitive processes that

enable us to:– Get started – make and carry out plans – Direct our attention– Focus – Organize school possessions and academic material– Manipulate information in our heads– Be able to switch from one task to another– Control our impulses and emotions

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Executive Functions are essential learning tools that must function for any student to successfully…

solve problems

read

hear

thinkprioritize

plan

understand

remember

CHADD Parent to Parent : © 2010

Rethinking AD/HD…

…From a Cognitive Perspective (cont’d.)

• Executive functions play a key role in our ability to self-regulate our behavior, our thoughts and our emotions.

• Weaknesses in the cognitive processes (executive functions) can cause:

of behavior, thoughts and emotions.

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Poor Self-Regulation


Role of the Conductor of an Orchestra

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Role of Executive Functions as Conductor of the Brain

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Executive Functions

Behavior

Thoughts

Emotions

regulate the volume, tempo, pitch and timing of our behavior, thoughts and emotions


“The Little Brain That Couldn’t”

Kent SmithJeff Houghton


22

Poor

Self-Regulation

Environment

We Knew You’d Fail

Kent Smith Jeff Houghton


Class Activity: Making a Foldable Reporter Notebook

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2. Fold the top half down to make 8 sections. Staple 2 times.

1. Layer 4 sheets of paper ½ inches apart

Executive Functions regulating actions

focusing, shifting controlling emotions

getting started

accessing working memory

organizing/planning

Lift each flap to write pertinent information above the listed topic.

self-monitoring


Executive Functions (EF)

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1. Regulating Actions

Managing and regulating one’s

actions by inhibiting impulsive behaviors

Indicators of Weak E F Skills

• Jumps to conclusions• Says things without

thinking• Unaware of the impact of

his behavior on others• Begins worksheet without

reading instructions• Believes work is good

despite evidence to the contrary


2. Focusing, Shifting Attention to Tasks

Tuning in, resisting distractions, sustaining focus, shifting attention

when appropriate


• Loses track of activities• Easily distracted by

environment • Difficulty shifting attention

when school subject changes

• Poor reading comprehension

CHADD Parent to Parent: © 20108C-2711-2010

Kutscher, M

2008

Living Without Brakes

Kingsley,2008

3. Getting Started

Organizing, prioritizing and starting work tasks


Difficulty:• Initiating work tasks• Generating ideas and

beginning work• Finding the main idea• Starting work requiring

mental effort• Organizing verbal output and

often changing topics mid-sentence

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4. Accessing Working Memory and and Recall

Holding information in mind for the purpose of completing a

task


Difficulty:• Remembering and following

verbal directions• Retrieving information from

memory when taking tests• Retaining Information in the

brain to complete complex math problems or lengthy writing assignments

• Recalling what was read to be able to summarize.


5. Organizing and Planning Schoolwork & Life

Organizing schoolwork and personal space

Planning and executing schoolwork and planning for the future

Indicators of

Weak E F Skills

Difficulty :• Organizing possessions

and materials• Knowing, understanding,

organizing and turning in school assignments

• Managing or pacing time• Sequencing a complex task• Analyzing and problem

solving


6. Self-Monitoring

Monitoring one’s own performance and

measuring it against some standard of what is needed or

expected


Difficulty : • Reviewing school work to

check for errors• Understanding that the rough

draft is not the final draft• Persisting or following through

on a task because it requires so much effort

• Failing to adjust behavior based on feedback.


7. Controlling Emotions

• Poor control of emotions• Low threshold for frustration • May lash out when frustrated

by peers • Emotionally over-reacts to

difficult situations• Gives up easily and has

excessive worry

Managing frustration and regulating

emotions(Not in DSM-IV Criteria)



Like poor vision, or diabetes, the disabilities caused by ADHD are real and cannot be improved simply by “will” or better “effort”

Must adjust Must adjust EXPECTATIONSEXPECTATIONS to to skillskill levellevel, , not not chronology (age)!!!chronology (age)!!!

Sink or Swim does NOT work with these kids!

SAFETY NET

AD/HD-Friendly Teaching: Table of Symptoms

Activity 2 (5 minutes)

Team Discussion Activity

– Discover how the Executive Functions, listed in the fourth column, coincide with the DSM-IV-R symptoms and /or related behaviors in the first two columns.

– Your team might be asked to share one thing you learned from the activity.


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HELP!


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CHADD Parent to Parent © 2009 5-40Revised 2-2011

Most learners can succeed without being taught strategies…

Most children with Most children with AD/HD AD/HD cannot cannot survive survive without them!!!without them!!!

ad/hd-friendly teaching

Education

adhd symptoms

disorganized chadd parent

table of symptoms chadd

adhd friendly teaching

russell barkley chadd

adhd diagnostic subtypes

rethink adhd

chadd wwk