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MY LEARNING SPRINGBOARD, INC.Unique Solutions for Unique Learners

Brad Hoffman, M.S.Ed., Educational ConsultantLaurie Gross, M.S.Ed., Educational Consultant

www.mylearningspringboard.comThursday, August 29, 13

http://www.mylearningspringboard.com


DVOCATING

RTICULATING

DAPTING

3A’s

Advocating, Articulating, and Adapting More Effectively For Your Child With ADHD

2013 © My Learning Springboard, Inc.

Thursday, August 29, 13

* ADHD 101 *Parents’ RightsIEP vs. 504 Plan

Accommodations vs. StrategiesBuilding a Positive Relationship with Teachers

Signs of a Highly Effective ClassroomTreatment and Supplements

ResourcesQ&A

AGENDA



WHAT IS ADHD?

Source: Child Mind Institutewww.childmind.org

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for kids to concentrate on tasks, to pay attention, to sit still, and to control impulsive behavior. While some children exhibit mostly inattentive behaviors and others predominantly hyperactive and impulsive, the majority of those with ADHD have a combination of both. ADHD affects between 3% and 8% of school-age children in the US.



http://www.childmind.org

http://www.childmind.org

NEURODEVELOPMENTAL FUNCTIONS

Source: The Yellin Center for Mind, Brain,

and Education in NYCDr. Paul B. Yellin

www.yellincenter.com


http://www.yellincenter.com

http://www.yellincenter.com

DSM-V DIAGNOSTIC CRITERIADiagnostic and Statistical Manual of Mental Disorders

- American Psychiatric Association -The 9 inattentive symptoms are:

1. often fails to give close attention to details or makes careless mistakes in schoolwork, work, or during other activities.

2. often has difficulty sustaining attention in tasks or play activities.

3. often does not seem to listen when spoken to directly.

4. often does not follow through on instructions and fails to finish school work, chores, or duties in the work place.

5. often has difficulty organizing tasks and activities.

6. often avoids or is reluctant to engage in tasks that require sustained mental effort.

7. often loses things necessary for tasks or activities.

8. is often easily distracted by extraneous stimuli.

9. is often forgetful in daily activities.



DSM-V DIAGNOSTIC CRITERIAThe 9 hyperactive-impulsive symptoms are:

1. often fidgets with or taps hands or squirms in seat.

2. often leaves seat in situations when remaining seated is expected.

3. often runs about or climbs in situations where it is inappropriate.

4. often unable to play or engage in leisure activities quietly.

5. is often “on the go” acting as if “driven by a motor”.

6. often talks excessively.

7. often blurts out answers before questions have been completed.

8. often has difficulty awaiting turn.

9. often interrupts or intrudes on others.



CHANGES FROM DSM-IV (1994) TO DSM-V (MAY 2013)

• Removed 3 ADHD subtypes

• Changed age of onset from on or before age 7 to 12

• Reduced required symptoms for diagnosis of adult ADHD from 6 to 5

• Listed as Neurodevelopmental Disorder

• Provided examples for each diagnosis criteria inclusive of adult behaviors



COMORBID CONDITIONS WITH ADHD

Learning Disabilities Executive Function Deficits Mood Disorders

Tourettes Conduct Disorder Oppositional Defiant Disorder

Anxiety Disorder Obsessive Compulsive Disorder

Fine and Gross Motor Difficulties

Sources:Center for Disease Control and Prevention - cdc.gov

National Center for Biotechnology Information - ncbi.nlm.nih.govADDitudemag.com



SUMMARY OF IMPAIRMENTS LIKELY TO BE ASSOCIATED WITH ADHD

Source: ADHD: Nature, Course, Outcomes, and Comorbidity

Russell A. Barkley, Ph.D.http://www.continuingedcourses.net/active/courses/

course003.php 2013 © My Learning Springboard, Inc.

Language• Delayed onset of language (up to 35% but not consistent)• Speech impairments (10% to 54%)• Excessive conversational speech (commonplace), reduced speech to confrontation• Poor organization and inefficient expression of ideas• Impaired verbal problem-solving• Co-existence of central auditory processing disorder (minority but still uncertain)• Poor rule-governed behavior• Delayed internalization of speech (>30% delay)• Diminished development of moral reasoning

Cognitive• Mild deficits in intelligence (approximately 7-10 points)• Deficient academic achievement skills (range of 10-30 standard score points)• Learning disabilities: Reading (8%-39%), Spelling (12%-26%), Math (12%-33%), and Handwriting (common but unstudied)• Poor sense of time, inaccurate time estimation and reproduction• Decreased nonverbal and verbal working memory• Impaired planning ability• Reduced sensitivity to errors• Possible impairment in goal-directed behavioral creativity

Adaptive Functioning• 10-30 standard score points behind normal

Motor Development• Delayed motor coordination (up to 52%)• More neurological "soft" signs related to motor coordination and overflow movements• Sluggish gross motor movement


http://www.continuingedcourses.net/active/courses/course003.php




Emotion• Poor self-regulation of emotion• Greater problems with frustration tolerance• Under-reactive arousal system

SUMMARY OF IMPAIRMENTS LIKELY TO BE ASSOCIATED WITH ADHD (CONT.)

Source: ADHD: Nature, Course, Outcomes, and Comorbidity

Russell A. Barkley, Ph.D.http://www.continuingedcourses.net/active/courses/

course003.php


School Performance• Disruptive classroom behavior (commonplace)• Underperforming in school relative to ability (commonplace)• Academic tutoring (up to 56%)• Repeat a grade (30% or more)• Placed in one or more special education programs (30%-40%)• School suspensions (up to 46%)• School expulsions (10%-20%)• Failure to graduate high school (10%-35%)

Task Performance• Poor persistence of effort/motivation• Greater variability in responding• Decreased performance/productivity under delayed rewards• Greater problems when delays are imposed within the task and as they increase in duration• Decline in performance as reinforcement changes from being continuous to intermittent• Greater disruption when non-contingent consequences occur during the task

Medical/Health Risks• Greater proneness to accidental injuries (up to 57%)• Possible delay in growth during childhood• Difficulties getting ready for bed and sleeping (up to 30%-60%)• Greater driving risks: vehicular crashes and speeding tickets• Greater medical expenses for family to bear• Start sexual intercourse earlier as teens• Greater risk of teen pregnancy (38%)• Greater risk of sexually transmitted disease (16%)




ADHD 101* Parents’ Rights *

IEP vs. 504 PlanAccommodations vs. Strategies

Building a Positive Relationship with TeachersSigns of a Highly Effective Classroom

Treatment and SupplementsResources

Q&A

AGENDA



MOST IMPORTANT LAWS RELATED TO EXCEPTIONAL STUDENT EDUCATION (SPECIAL EDUCATION)

The Individuals with Disabilities Education Act (IDEA)

http://idea.ed.gov

The Family Educational Rights and Privacy Act (FERPA)

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

The Americans with Disabilities Act (ADA)

http://www.ada.gov

Section 504 of theRehabilitation Act of 1973

http://www.dol.gov/oasam/regs/statutes/sec504.htm



http://idea.ed.gov

http://idea.ed.gov





http://www.ada.gov

http://www.ada.gov





WHAT ARE PARENTS’ RIGHTS AND RESPONSIBILITIES?

• Receiving a free appropriate public education in the least restrictive environment• Receiving written notice and procedural safeguards• Participating in every aspect of the process• Giving or withdrawing consent• Accessing and reviewing your child’s school records• Expecting confidentiality of student records• Requesting revisions to school records• Pursuing disputes through mediation, formal complaints, and due process hearings

Source: Florida Department of Education

A Parent’s Introduction to Exception Student Education

in Florida, 20122013 © My Learning Springboard, Inc.


ADHD 101Parents’ Rights

* IEP vs. 504 Plan *Accommodations vs. Strategies

Building a Positive Relationship with TeachersSigns of a Highly Effective Classroom


Q&A

AGENDA



IEP VS. 504

BOTH: Plans developed by

multidisciplinary teams

Parent rights and responsibilities

remain the same

AnnualReview

504:Developed to ensure that a

student with a disability

identified under the law receives accommodations that will ensure

access to the general education

learning environment.

IEP:Developed to ensure that a

student with a disability

identified under the law receives

specialized instruction and related services.

IDEA controls procedural

requirements.



WHAT IS A 504 PLAN?Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.

Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance...” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)].

504 Plans document accommodations for individuals with a disability.

WHO IS AN INDIVIDUAL WITH A DISABILITY?As defined by federal law: “An individual with a disability means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment” [34 C.F.R. §104.3(j)(1)].

Source:GreatSchools.org

http://www.greatschools.org/special-education/legal-rights/868-

section-504.gs 2013 © My Learning Springboard, Inc.


http://www.greatschools.org/special-education/legal-rights/868-section-504.gs






Source: The School District of Palm Beach County,

2013-2014 Section 504 & ADA Manual



WHAT IS AN INDIVIDUAL EDUCATIONAL PLAN (IEP)?

• The IEP is developed for your child for one calendar year in consultation with the IEP team.

• The IEP describes the services, aids and supports that your child will receive from the beginning date to the ending date of the IEP.

• The IEP includes your child’s diagnosis and measurable goals that will be assessed to determine annual progress.

• The IEP describes accommodations, which are changes to the way a student accesses instructions and demonstrates what they know. A specific statement is needed for accommodations on state- and district-wide assessments.

• The IEP may describe modifications, which are changes to what a student is expected to learn.

• The IEP will note a student’s placement, which is based on the least restrictive environment for a satisfactory educational experience.



in Florida, 2012



PLANNING AND DELIVERING ESE SERVICES

1. Problem solving and response to intervention (RTI)2. Evaluation3. Eligibility determination4. Developing the first individual educational plan (IEP)5. Consent for services6. Annual reviews7. Reevaluations



in Florida, 2012



WHAT IS RTI IN PALM BEACH COUNTY?Response to Intervention (RTI) has 5 basic components and 3 tiers that build sequentially upon one another with increased levels of support from whole group to individual interventions.

• Using a problem solving model at all levels of problem identification with a school based team

• Identifying and utilizing research-based interventions that are proven effective for the identified deficiency

• Organizing the remedial services into tiers of increasing intensity

• Creating an individualized plan, which can include a behavior plan

• Ensuring that interventions are implemented with fidelity

Source: The School District of Palm Beach County,

2013-2014 Section 504 & ADA Manual



QUALIFYING EXCEPTIONALITY CATEGORIES IN FLORIDA• Autism spectrum disorder (ASD)• Deaf or hard-of-hearing (DHH)• Developmentally delayed, 3-5 yo only (DD)• Dual-sensory impaired (deaf-blind) (DSI)• Emotional or behavioral disabilities (EBD)• Homebound or hospitalized (HH)• Intellectual disabilities (InD)• Orthopedic impairment (OI)• Other health impairment (OHI)• Traumatic brain injury (TBI)• Specific learning disabilities (SLD)• Speech impairment (SI)• Language impairment (LI)• Visually impaired (VI)• Gifted



in Florida, 2012



ADHD 101Parents’ RightsIEP vs. 504 Plan

* Accommodations vs. Strategies *Building a Positive Relationship with Teachers


ResourcesQ&A

AGENDA



ACCOMMODATIONS FOR CONSIDERATION

Source: National Center for Learning Disabilities,

Types of Accommodations to Include in an IEP or 504 Plan

Presentation:

• Provide an audio file• Provide in large print• Reduce number of items per page or line• Provide a designated reader• Present instructions orally

Response:

• Allow for verbal responses• Allow for answers to be dictated to a scribe• Allow the use of a digital recorder to capture responses• Permit responses to be given via computer• Permit answers to be recorded directly into test booklet

Setting:

• Provide preferential seating• Provide special lighting or acoustics• Provide a space with minimal distractions• Administer a test in small group setting• Administer a test in private room or alternative test site

Timing:

• Allow frequent breaks• Extend allotted time for a test

Test Scheduling:

• Administer a test in several timed sessions or over days.• Allow subtests to be taken in a different order• Administer a test at a specific time of day

Other:

• Provide special test preparation• Provide on-task / focusing prompts• Provide movement breaks



STRATEGIES FOR CONSIDERATIONEnvironment:

• Establish routines and predictability• Limit distracting noises and visual stimuli• Select soothing colors• Provide a well organized and planned space

Engagement and Instruction:

• Task analysis• Provide movement breaks• Use a multisensory approach• Use visual and auditory prompts to focus a student’s attention• Select high interest materials• Use technology, websites, and apps to support learning• Make use of checklists and rubrics• Provide a detailed syllabus or weekly plan• Ask student to repeat instructions aloud• Frontload content before a new unit or topic• Help students to connect new information to prior knowledge

Behavior Modification:

• Target one or two specific behaviors to address• Make use of a behavior contract if appropriate• Utilize a fidget toy• Consider minimal sensory input, such as an air cushion• Provide “settling-in” time after less structured activities• Encourage eye contact when giving instructions• Limit directions to one or two steps at a time

Executive Functions:

• Teach strategic use of a planner or digital calendar tool• Use visual timers• Take notes using EverNote or the Cornell Method• Use multiple colored highlighters or post-its to code text• Use e-readers to enhance active reading• Use graph paper for math or writing work• Establish frequent check-ins• One-on-one coaching to develop systematic proofreading plan• Intense study sessions - “procrastination busters”

• Planning - 2 to 5 mins• Work to accomplish goals - 35 to 38 mins• Review what was studied - 10 mins• Break - 10 mins




* Building a Positive Relationship with Teachers *Signs of a Highly Effective Classroom


Q&A

AGENDA



BUILDING A POSITIVE RELATIONSHIP WITH TEACHERS AND FACULTY

1. Approach faculty as your strategic partners

2. Build trust

3. Be empathic

4. Remain calm

5. Stay focused on your child’s success





* Signs of a Highly Effective Classroom *Treatment and Supplements

ResourcesQ&A

AGENDA



A HIGHLY EFFECTIVE CLASSROOM FOR STUDENTS WITH ADHD...

Looks Like Sounds Like

• Daily agenda or itinerary is posted• Outcomes and essential questions are posted in child-friendly language• Organized work spaces and learning centers• Listening stations and computer areas available• Areas for individual work, small group work, and whole group learning• Use of checklists and rubrics• Active learning and multisensory engagement, including movement breaks• Guided reading and guided math groups• Teachers prompt or cue children with non-verbal signals

• Students engaged in on-task discussions with minimal teacher talk• Students can express the purpose of their learning• Teachers prompt or cue children with verbal prompts• Teachers set clear expectations and ask students to repeat directions aloud as appropriate• Noise levels are adjusted to learning activities throughout the day• Frequent check-ins for understanding• Balanced instructional delivery - “Guide on the Side” vs. “Sage on Stage”





Signs of a Highly Effective Classroom* Treatment and Supplements *

ResourcesQ&A

AGENDA



TREATMENT AND SUPPLEMENTS• Dedicated homework spaces• Digital coaching and assistive technology• Executive functions coach • Family advocate• Homeopathic treatment• Nutritional consultation • Pharmacological • Private evaluations• Private tutoring• Psychotherapeutic methods






* Resources *Q&A

AGENDA



PARENT RESOURCESWrights Law

www.wrightslaw.com

Children and Adults with Attention-Deficit/

Hyperactivity Disorderhttp://www.chadd.org

IDEAhttp://idea.ed.gov

National Resource Center on ADHDwww.help4adhd.org

ADDitude Online Magazinehttp://www.additudemag.com

Executive Function Therapywww.executivefunctiontherapy.com/

National Center for Learning Disabilities

http://www.ncld.org

Learning Disabilities Association of America

http://www.ldanatl.org

Learning Disabilities Onlinewww.ldonline.org

The School District of Palm Beach County - Dept of ESEhttp://palmbeachschools.org/ese/

parentinformation.asp

FL 504 Procedural Manualhttp://www.edline.net/files/_qBHbV_/

3d4a5178d7e320b13745a49013852ec4/Section_504__ADA_Procedural_Manual.pdf

FL DOE: Evaluations for Exceptional Student Education Services

http://www.fldoe.org/ese/parent/pdf/idp.pdf



http://www.wrightslaw.com




http://www.chadd.org

http://www.chadd.org

http://idea.ed.gov

http://idea.ed.gov

http://idea.ed.gov

http://idea.ed.gov

http://www.help4adhd.org

http://www.help4adhd.org

http://www.additudemag.com




http://www.executivefunctiontherapy.com




http://www.ncld.org

http://www.ncld.org



http://www.ldonline.org




http://palmbeachschools.org/ese/parentinformation.asp




http://www.edline.net/files/_qBHbV_/3d4a5178d7e320b13745a49013852ec4/Section_504__ADA_Procedural_Manual.pdf








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