understanding students with ad/hd. defining ad/hd the condition most adversely impact the...
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Understanding Students Understanding Students with AD/HDwith AD/HD
Defining AD/HDDefining AD/HD
• The condition most adversely impact the student’s academic performance to receive services
• Students usually receive services under ‘other health impairments’ since there is no IDEA category for ADHD
• APA definition:– Persistent pattern of inattention and/or hyperactivity-impulsivity more frequent and severe than typical
– Manifest before age 7, duration of at least 6 months, present in 2 or more settings, not attributed to other disability
Three Subtypes of AD/HDThree Subtypes of AD/HD• Predominantly inattentive type
– Trouble paying attention, forgetful, easily distracted, selective attention
– Students may appear lethargic, apathetic or hypoactive (move to slowly).
– May be overlooked.• Predominantly hyperactive-impulsive type
– Cannot seem to sit still, talk excessively, difficulty playing quietly
– Few adolescents or adults have the HI type• Combined Type
– Combines features of inattention and hyperactivity
– The majority of students with AD/HD are combined type
Determining the CausesDetermining the Causes
• Does NOT cause AD/HD– Lack of self control– Poor parenting– Too much television or video games– Too much sugar– Living in a fast-paced culture
• Heredity– Focus on dopamine
• Brain differences• Other biological causes
Determining the Determining the presencepresence
• AD/HD determined by a pediatrician and a psychiatrist or psychologist
• Teachers may be asked to complete a behavior rating checklist as part of the evaluation– Conner’s Rating Scale-R
• Once presence is determined, there are assessments to help to determine the nature and extent of services
• ADDES-3
Partnering for Sp.Ed., and Partnering for Sp.Ed., and related servicesrelated services
• Not every student with AD/HD qualifies for IDEA services– They may be able to receive services through Section 504
• One role of the IEP or 504 team is to develop educational plans that may or may not be used in conjunction with medication– Team members should never suggest a child needs medication. Only a doctor can make that determination
– Teams also cannot make taking medication a requirement of attending school.
Determining Supplementary Determining Supplementary Aids and ServicesAids and Services
• Arrange the classroom in a consistent manner
• It is not always best to seat students with peers
• Seat the student in close proximity to the teacher
• Do not seat students with hyperactivity/impulsivity close to highly distracting areas
• Clearly post daily and weekly schedules• Arrange the classroom to facilitate smooth transitions between classroom activities
• Minimize classroom clutter
Planning for UDLPlanning for UDL
• Planning for Universal Design for Learning– Students need to learn organization and neatness
– Goal setting can improve organization skills• Identify and define a goal• Develop a series of objectives or tasks• Specify actions necessary to achieve desired outcomes
• Make goals challenging but obtainable
– Planning for other Educational Needs• Teachers should play a role in monitoring children on medication for changes or side effects
Early Childhood Early Childhood ServicesServices
• Multidisciplinary Diagnostic and Training Program– Multimodal treatments• Medication• Parent Training• Classroom Behavioral Management Interventions
Elementary and Middle Elementary and Middle School StudentsSchool Students
• Errorless learning– Presents discriminative stimuli and arranged the delivery of prompts in a learning situation in such a way as to ensure that the students give only correct responses (or only a few incorrect responses)
– Prompts can be physical, verbal or visual– Premise is that learning that occurs with mistakes is stronger and lasts longer
– Uses “most to least” prompting, most intrusive at first, the, as task is mastered, prompts fade
Secondary and Transition Secondary and Transition StudentsStudents
• Cognitive behavioral and self-control strategies– Teach the use of inner speech, “Self-Talk”
– The purpose of cognitive behavioral strategies is to modify behavior and thinking patterns
– Possible benefits of this method are increased capacity to self-control and self-regulate behavior
Making Accommodations for Making Accommodations for AssessmentAssessment
• Issues include attention and concentration problems– May qualify for extra breaks– May need multiple testing sessions– May request a reduced-distraction testing environment