Attention DeficitHyperactivity Disorder ADHD Definition of ADHD is

Attention. Deficit/Hyperactivity Disorder (ADHD)

Definition of ADHD is characterized by a persistent pattern of behavior, present in multiple settings (e. g. school and home), that can result in performance issues in social, educational, or work settings. IDEA does not define ADHD Must be present prior to age 12 Must persist for at least six months Three subtypes Predominantly Inattentive Predominantly Hyperactive-Impulsive Combined

Identifying ADHD Children must exhibit at least six symptoms from either (or both) criteria. Adolescents and adults must present at least five symptoms. No exclusion criteria for people with Autism Spectrum Disorder ADHD symptoms must occur exclusively during psychotic disorder and must not be explained by some other mental disorder High comorbidity with LD, EBD, learning problems, social problems

Characteristics of ADHD - Inattention Fails to pay close attention to details, often makes careless mistakes Difficulty sustaining attention to tasks or while playing Does not seem to listen when directly spoken to Fails to complete tasks Difficulty organizing tasks or activities, schoolwork is often messy and disorganized. Avoids or resists situations requiring sustained attention Loses items necessary for task completion (pencils, books, tools) Easily distracted by extraneous stimuli Often forgetful in daily activities

Characteristics of ADHD - Hyperactivity Fidgeting or squirming, cannot sit still Inability to remain seated for periods of time Excess running or climbing Difficulty engaging in quiet leisure activities Talks excessively Always on the go as if “driven by a motor”

Characteristics of ADHD - Impulsivity Blurts out answers before questions have been completed Has difficulty awaiting turn Interrupts or intrudes on others (e. g. butts into conversations or games) Source: From Diagnostic and Statistical Manual of Mental Disorders, 5 th ed, TR.

Other Learning and Behavioral Characteristics Behavioral Inhibition – affects ability to Withhold a planned response Interrupt a response that has already been initiated Protect an ongoing activity from competing or distracting stimuli (blurting out answers, not waiting their turn, delaying immediate gratification, resisting distractions) Executive Functions – involves Self-regulation Working memory Inner speech Arousal levels (following rules or directions, forgetfulness, lack of emotional control)

Identification of Students with ADHD Not one of the 13 categories of IDEA. OHI category saw an increase of ~117% in last 10 years Diagnosis done by a physician Boys 2 -4 times more likely to be identified Girls tend to have higher level of impairment, more often inattentive subtype Identification bias may exist for sex, ethnic origin, and economic status

Causes of ADHD Neurological Genetic Environmental Overlapping

Teaching Students with ADHD Seating Seat the student with ADD/ADHD away from windows and away from the door. Put the student with ADD/ADHD right in front of your desk unless that would be a distraction for the student. Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements. Information delivery Give instructions one at a time and repeat as necessary. Pair oral directions with written ones Provide graphic organizers for note-taking to help the student organize the information as you deliver it. Student work Create a quiet area free of distractions for test-taking and quiet study. Create worksheets and tests with fewer items; give frequent short quizzes rather than long tests. Divide long-term projects into segments and assign a completion goal for each segment.

Definition of ADHD is characterized by a ______ pattern of _______, present ___________________ (e. g. school and home), that can result in ______________ in social, educational, or work settings. IDEA does not define ADHD Must be present prior to ______ Must persist for at least ________ Three subtypes i

Teaching the Student with ADHD cont… Organization Have the student keep a color coded master notebook, or accordion folder with a separate section for each subject, and make sure everything that goes into the notebook has holes punched and is put on the rings in the correct section. Color-code materials for each subject. Allow time for student to organize materials and assignments for home. Post steps for getting ready to go home. Make sure the student with ADD/ADHD has a system for writing down assignments and important dates and uses it. Starting a lesson Signal the start of a lesson with a cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show much time remains in a lesson. ) List the activities of the lesson on the board. In opening the lesson, tell the students the Big Idea and use this to organize instruction. Tell students exactly what materials they’ll need. Establish eye contact with any student who has ADD/ADHD and use proximity to get their attention

Teaching the Student with ADHD cont… During the Lesson Do a task analysis of the concept Vary the pace and include different kinds of activities. Use props, charts, and other visual aids. Allow for natural breaks and movement. Utilize peer groups Cooperative learning Study buddies Ask three before me Think-pair-share Utilize higher order thinking skills (creative, critical) Monitor student comprehension Utilize explicit instruction on independent learning strategies Use a scaffolded approach to teaching (I do, you do together, you do)

Behavioral Interventions for the Classroom Behavioral Contract – A written contract between a teacher and a student (and quite possibly the parents) to help reduce a negative behavior and replace it with a positive one. Token Economy – Student earns tokens when they display certain behaviors. These can be exchanged for tangible rewards or privileges.

Behavioral Interventions for the Classroom Response Cost Programs – This type of program provides mild negative consequences when problems behaviors are displayed. For example, students are given a certain amount of points at the beginning of the day. When a rule is broken, points are taken away. At the end of the day students typically exchange leftover points for rewards. Time-Out – This involves removing the student from positively reinforcing activities. This usually means removing them from classroom activities. This technique can be effective for reducing aggressive and disruptive behaviors especially when these behaviors are strengthened by peer attention