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Fagell, Kiang-Spray, and Taylor (2006)
ADHD Workshop for Teachers
Phyllis L. FagellWendy Kiang-Spray
Katie TaylorJohns Hopkins University
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Fagell, Kiang-Spray, and Taylor (2006)
ADHD “Word splash”
reinforcement views of park Self-esteem seating Self-talk Embarrassment discipline
meltdowns Organized computer auditory Earning points recommend medications myth diagnosis feelings
Stop-Think
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Fagell, Kiang-Spray, and Taylor (2006)
ADHD “Word splash” Activity
Please use one or more words found on the Word splash to form a few sentences about what you know (or think you may know) about ADHD or working with kids with ADHD.
Please write your sentence or sentences on a piece of paper.
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Fagell, Kiang-Spray, and Taylor (2006)
Workshop Objectives:
To define ADHD To discuss what does and does not cause ADHD – debunk
myths To provide info about the signs of - and diagnosing criteria
for - ADHD To provide an overview of treatment options To provide specific, practical, research-based strategies
for teachers to use in the classroom with students with ADHD.
To help maximize success for students in all aspects of school life, including social interaction AND academic functioning.
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Fagell, Kiang-Spray, and Taylor (2006)
What is ADHD?
The persistent pattern of inattention and hyperactivity/impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development
(American Psychiatric Association, 2000)
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Fagell, Kiang-Spray, and Taylor (2006)
ADHD: The biological disorder
What causes ADHD?
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Fagell, Kiang-Spray, and Taylor (2006)
Debunking the myth:
What does NOT cause ADHD?
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Fagell, Kiang-Spray, and Taylor (2006)
Typical signs of ADHD:
Inattention
Hyperactivity
Impulsivity
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Fagell, Kiang-Spray, and Taylor (2006)
Diagnosing Criteria
How long signs must be present Age requirements Social impairments
Who can diagnose?
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Fagell, Kiang-Spray, and Taylor (2006)
After the diagnosis: helping the child with ADHD
A – Adaptations B – Behavior management strategies C – Cognitive-behavioral training D- Drug Therapy Modifications E – Esteem F – Feelings
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Fagell, Kiang-Spray, and Taylor (2006)
Treatment options: Behavior modification
What is it?
How is it used?
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Treatment options:Cognitive-behavioral training
Conditions for effective cognitive-behavioral training
Stop-Think Academic Organization Relaxation and Calming Strategies Social Skills Training
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Treatment options: Medical treatment
When to use it What medications are available Managing medications
Is medication the only option?
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Fagell, Kiang-Spray, and Taylor (2006)
Goals Teachers Should Keep in Mind
Help children bolster their social confidence
Increase their status Improve their skills Teacher should guard children’s self-
esteem (partly through humane, preventive discipline), and
Learn to know children as individuals
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Specific Tips for Social Interaction
Brainstorm behavior therapy techniques that reinforce social skills, for instance:
Role-play friendship skills Teach the cognitive behavioral therapy technique
of “self-talk” Pair with another student with similar interests for
projects Encourage group participation Use peer mentoring, peer tutoring, and model
acceptance and appreciation
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Fagell, Kiang-Spray, and Taylor (2006)
Specific Tips of Academic Functioning
Recommend a visit to doctor (he or she may prescribe stimulant medication to help with fine motor and pencil skills and other needs, but teachers NEVER recommend drugs or make a diagnosis)
Understand the child’s preferred way to learn (auditory, visual, etc.)
Start instruction in word processing by third grade and permit students to complete assignments by computer.
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Academic Functioning (cont’d)
Repeat instructions Novelty and unfamiliar surroundings help
(teacher complaints increase as year goes on) Timing – do complicated problem solving in the
morning Use a high rate of immediate reinforcement It sometimes helps to use special bouncy
cushions to help children focus
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Fagell, Kiang-Spray, and Taylor (2006)
Academic Functioning (cont’d)
Share the load with parents, school nurse/other educators, and outside professionals
Help students with other difficulties (I.e. memory or regulating mood)
Use a cognitive behavioral approach to teach organization (can be taught and graded)
Restructure the classroom to limit distractions (background fans, views of park)
Keep no more at the desk than can be kept organized
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Fagell, Kiang-Spray, and Taylor (2006)
Academic Functioning (cont’d)
Use predictable schedules Use class rewards (i.e. a visit to a museum, park,
or play for earning “points” for class conduct) Use very specific written and verbal instructions If a child is unfocused, rest a hand on his desk,
call his name, ask a question he can answer. Don’t use embarrassment as a tool
Keep everyone involved all the time Use a variety of teaching techniques
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Academic Functioning (cont’d)
Provide students with handouts of class lessons
Let students listen to lessons and later borrow a classmate’s notes or worksheets
Audiotape lessons Use computer software for memorizing
material like math facts
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Academic Functioning (cont’d)
Be sure that assignments/expectations are consistent with attention difficulties/any co-existing learning disabilities
Seat students with ADHD next to a positive peer model
Provide in-school solutions for incomplete classroom work
Use step-by-step tutoring
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Academic Functioning (cont’d)
Provide an extra set of books for home Set homework limits and modify
assignments Provide brief exercise breaks Make test accommodations Discuss reading material before, during
and after the material is read Provide extra time if necessary
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Fagell, Kiang-Spray, and Taylor (2006)
Academic Functioning (cont’d)
Taking points off for poor handwriting or grammar may backfire (too much time spent on task)
Make sure student writes down assignments and uses a homework folder
Post rules in the classroom (e.g. raise hand before speaking)
Provide five and two-minute warnings to prevent transition meltdowns
Develop a secret agreement that the teacher will never “pop” a question that needs a speedy answer
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Tips teachers can give to parents: Establish a routine and schedule for homework Limit distractions in the home Help their child divide homework in segments and
get started on assignments Praise them for work well done Help them learn to work independently Discuss diet/exercise with their child’s physician Communicate well with school about problems,
medication issues Remind school staff to be sensitive
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Cultural Differences
In a research study, mothers from Cuba, Puerto Rico, and the Dominican Republic who have children with ADHD reported that they do not regard medication as a positive treatment for their children’s behavior
Therefore, educators must speak in a language the parent speaks fluently, connect them with individuals in their culture who both take and benefit form medication, and offer education and support in a nonjudgmental fashion.
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Word splash Summarizer
Read what you wrote about ADHD at the beginning of this workshop.
Compare what you know now to what you knew at the beginning of the workshop.
What are your reflections? If time allows, what are your continued
concerns or questions?
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References
ADHD Family Support Center. Retrieved October 4, 2006 from http://www.adhd.com. American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition.
Arlington, Virginia: American Psychiatric Association.Barlas, S. (2006). FDA makes decision on one Shire ADHD drug, delays another. Psychiatric Times, June 1, 87.Bauer, A., Ingersoll, E., & Burns, L. School counselors and psychotropic medication: assessing training, experience
and school policy issues. ASCA Professional School Counseling, 7:3, 202-211.Editor. (2002). Immune gene may be involved in ADHD susceptibility. Genomics & Genetics Weekly, Feb. 1, 3. Fay, C., and Fay, J. (Speakers). (1998). Calming the chaos: Behavior improvement strategies for the child with
ADHD. Golden, Colorado: www.loveandlogic.comGoldstein, S., Goldstein, M. (1992). Hyperactivity, Why Won’t My Child Pay Attention. New York: John Wiley &
Sons, Inc.Johnson, D. (1992). I Can’t Sit Still: Education and Affirming Inattentive and Hyperactive Children. Santa Cruz: ETR
Associates.Kennedy, P., Terdal, L., & Fusetti, L. (1993). The Hyperactive Child Book. New York, New York: St. Martin’s Press.Meschan Foy, O., Earls, M. (2005). A process for developing community consensus regarding the diagnosis and
management of attention-deficit/hyperactivity disorder. Pediatrics, 115:1, e97-e104.Morrison, J. (1996). Coping with ADD/ADHD. New York: The Rosen Publishing Group. Quinn, P., Stern, J. (1991). Putting on the Brakes. New York: A Magination Press Book. Reiff, M., Tippins, S. ADHD: A Complete and Authoritative Guide. American Academy of Pediatrics.Schmitt. B.D. (2005). Dealing with attention-deficit/hyperactivity disorder. Behavioral Health Advisor, v2006, reprinted
by McKesson Health Solutions LLC in 2006.Sears. W., Thompson, L. (1998). The A.D.D. Book. Boston: Little Brown and Company.
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References (cont’d)
Seligman, L. (1998). Selecting Effective Treatments. San Francisco, California: Jossey-Bass.
Sherman, J., Rasmussen, C., & Baydala, L. Thinking positively: how some characteristics of ADHD can be adaptive and accepted in the classroom. Childhood Education, 82:4, 196-201.
Smith, S. ADHD Lecture released by National Institutes of Mental Health, obtained from Gloria Silverberg, counselor at Luxmanor Elementary School on September 8, 2006.
Taylor, J.F. (2001). Helping your ADD Child. Roseville, California: Prima Publishing.
The Attention Deficit Disorder Association. Guiding principles for the diagnosis and treatment of attention deficit/hyperactivity disorder. Retrieved on October 6, 2006 from www.add.org.
Turnbull, A., Turnbull, R., & Wehmeyer, M. (2007). Exceptional Lives, Special Education in Today’s Schools. Columbus, Ohio: Pearson-Merrill Prentice Hall.