understanding students with ad/hd. defining ad/hd the condition most adversely impact the...

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Understanding Students Understanding Students with AD/HD with AD/HD

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Page 1: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

Understanding Students Understanding Students with AD/HDwith AD/HD

Page 2: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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

Page 3: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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

Page 4: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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

Page 5: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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

Page 6: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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.

Page 7: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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

Page 8: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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

Page 9: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

Early Childhood Early Childhood ServicesServices

• Multidisciplinary Diagnostic and Training Program– Multimodal treatments• Medication• Parent Training• Classroom Behavioral Management Interventions

Page 10: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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

Page 11: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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

Page 12: Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students

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