By: Rachel Skinner and Emily Jacobs

ADHDATTENTION DEFICIT HYPERACTIVITY

DISORDER

Video

http://www.youtube.com/watch?v=oCbrQp3MIwc

ADHD SIMULATION

ADHD TEST

What is it?

ADHD: A condition characterized by severe problems of inattention, hyperactivity, and/or impulsivity; often found in people with learning disabilities.

Three subtypes: ADHD, Predominantly Inattentive Type ADHD, Predominantly Hyperactive-Impulse

Type ADHD, Combined type

Hallahan, Daniel P., and James M. Kauffman. "Chapter 7." Exceptional Learners: Introduction to Special Education. Boston: Allyn & Bacon, 2000. 173+. Print.

What does ADHD look like in the classroom?

ADHD, Predominantly Inattentive Type: Inattention: trouble paying attention to details,

difficulty sustaining attention, problems with organization, distractible.

ADHD, Predominantly Hyperactive-Impulse Type: Hyperactivity: fidgeting, leaving seat at

inappropriate times, talking excessively Impulsivity: problems waiting one’s turn,

interrupting others.Hallahan, Daniel P., and James M. Kauffman. "Chapter 7." Exceptional Learners: Introduction to Special Education. Boston: Allyn & Bacon, 2000. 173+. Print.

ADHD IN CHILDREN

VIDEO

Myths about ADHD

Myth #1: All kids with ADD/ADHD are hyperactive. Fact: Some children with ADD/ADHD are hyperactive, but

many others with attention problems are not. Children with ADD/ADHD who are inattentive, but not overly active, may appear to be spacey and unmotivated.

Myth #2: Kids with ADD/ADHD can never pay attention. Fact: Children with ADD/ADHD are often able to

concentrate on activities they enjoy. But no matter how hard they try, they have trouble maintaining focus when the task at hand is boring or repetitive.

Myths about ADHD continued..

Myth #3: Kids with ADD/ADHD could behave better if they wanted to. Fact: Children with ADD/ADHD may do their best to be good, but still be

unable to sit still, stay quiet, or pay attention. They may appear disobedient, but that doesn’t mean they’re acting out on purpose.

Myth #4: Kids will eventually grow out of ADD/ADHD. Fact: ADD/ADHD often continues into adulthood, so don’t wait for your

child to outgrow the problem. Treatment can help your child learn to manage and minimize the symptoms.

Myth #5: Medication is the best treatment option for ADD/ADHD. Fact: Medication is often prescribed for attention deficit disorder, but it

might not be the best option for your child. Effective treatment for ADD/ADHD also includes education, behavior therapy, support at home and school, exercise, and proper nutrition.

Educational Strategies Classroom rules should be clear and concise and reviewed

regularly with the student. It is helpful to have the child repeat back rules, expectations or other instructions to make sure they are understood. These rules should be posted prominently in the classroom.

Make sure the student is seated close to the teacher and away from distractions (away from doors, windows, cubby area, pencil sharpeners, etc.).

Give the student frequent and immediate feedback or consequences about behaviors.

Use rewards and incentives before punishment to motivate the student and to help keep school feeling like a positive place. Change up the rewards frequently to help prevent the student from becoming bored.

Educational Strategies Continued..

Place a hand on the student’s shoulder, hand or arm while talking to him in order to help him stay focused on what is said.

Allow the student to hold a small “koosh ball” or silly putty or something tactile for him to manipulate. This slight stimulation often helps keep an ADHD child focused.

If the school allows it, some students benefit from chewing gum to release energy and keep concentration.

Schedule the most difficult subjects in the morning time when the student (and the whole class) is more fresh and less fatigued..

Educational Strategies

Do not use loss of recess as a consequence for negative behavior. (ADHD kids benefit from the physical movement that occurs during recess and can usually focus better following this exercise)

Use timers, taped time signals, or verbal cues to show how much time the student has remaining for an activity.

Pair the student with a “study buddy” –- a kind and mature classroom peer who can help give reminders or refocus the child when he gets off track

Catch the student being good and give him immediate praise. Ignore negative behaviors that are minimal and not disruptive

Activity that can be used in the classroom for students with

ADHD

Sand/rice (treasure hunt) Sorting by colors and shapes

This helps a student who is being distracted, take a moment to go use both of their hands, and still learn at the same time.

4 ways to diagnose ADHD

A medical examination: this is important to rule out brain tumors, thyroid problems, or seizure disorders.

A clinical interview: this provides information about the child’s physical and psychological characteristics as well as family dynamics and interaction with peers.

Teacher and Parent Rating Scales: Raters are asked how often the individual doesn’t pay attention to details, is easily distracted, interrupts others, and fidgets.

Behavioral Observations

Hallahan, Daniel P., and James M. Kauffman. "Chapter 7." Exceptional Learners: Introduction to Special Education. Boston: Allyn & Bacon, 2000. 174-75. Print

William Cruickshank

Developed a systematic educational program for children who have ADHD.

That structure included: Reducing stimuli irrelevant to learning and enhancing

materials important for learning. A structured program with a strong emphasis on teacher

direction. This intensity of structure can only be achieved in a

self-contained classroom; most students with ADHD are in general education settings.

Hallahan, Daniel P., and James M. Kauffman. "Chapter 7." Exceptional Learners: Introduction to Special Education. Boston: Allyn & Bacon, 2000. 183. Print.

Statistics

Parents report that approximately 9.5% of children 4-17 years of age (5.4 million) have been diagnosed with ADHD as of 2007.

The percentage of children with a parent-reported ADHD diagnosis increased by 22% between 2003 and 2007.

Boys (13.2%) were more likely than girls (5.6%) to have ever been diagnosed with ADHD.

CDC (ADHD)

Statistics Continued: (Medication and

Treatment) As of 2007, parents of 2.7 million youth ages 4-

17 years (66.3% of those with a current diagnosis) report that their child was receiving medication treatment for the disorder.

Rates of medication treatment for ADHD varied by age and sex; children aged 11-17 years of age were more likely than those 4-10 years of age to take medication, and boys are 2.8 times more likely to take medication than girls

CDC (ADHD)

CDC (ADHD)

Quiz

4 questions M.socrative.com Room Number : 758456

Bibliography

Hallahan, Daniel P., and James M. Kauffman. "Chapter 7." Exceptional Learners: Introduction to Special Education. Boston: Allyn & Bacon, 2000. 173+. Print.

"Data & Statistics." Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 13 May 2013. Web. 10 Oct. 2013.

Hallahan, Daniel P., and James M. Kauffman. "Chapter 7." Exceptional Learners: Introduction to Special Education. Boston: Allyn & Bacon, 2000. 174-75. Print

Bibliography continued..

Hallahan, Daniel P., and James M. Kauffman. "Chapter 7." Exceptional Learners: Introduction to Special Education. Boston: Allyn & Bacon, 2000. 183. Print.