ADHD Kerry Shelton CEP 841 July 302011 Why should we be concerned about ADHD Approximately 2 million children across the United States suffer from ADHD In a classroom of average size 2530 children there is likely to be one child who has ADHD ID: 310739
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Slide1
Attention Deficit Disorder
ADHD
Kerry SheltonCEP 841July 30,2011Slide2
Why should we be concerned about ADHD
?
Approximately 2 million children across the United States suffer from ADHD.
In a classroom of average size (25-30 children) there is likely to be one child who has ADHD.
It is one of the most common chronic conditions of
childhoodhttp://www.adult-child-add-adhd.comSlide3
Why should we be concerned? -
Continued
Teachers are often the first people to identify a child who may have ADHD.General education teachers often lack training about how to best help these children.
There is not a definitive test for ADHD. Diagnosis comes from observation of specific behaviors in various situations.
http://www.pbs.org/wgbh/pages/frontlineSlide4
What is ADHD
?
ADHD is a condition of the brain that makes it difficult for children to control their behavior.
Attention deficit hyperactivity disorder (ADHD) is a disorder that appears in early childhood
.
The signs and symptoms of ADD/ADHD typically appear before the age of seven.Diagnosis is often made between 6-12 years of age.
http://www.healthychildren.orgSlide5
Defining ADHD Continued
ADHD is not a learning disability
ADHD often continues into adulthoodAbout 3 times more boys than girls are diagnosed with ADHD.
http
://www.healthychildren.org
American Academy of PediatricsSlide6
ADHD symptoms
Inattention
Hyperactivity
ImpulsivitySlide7
When to Suspect ADHD
When the child's hyperactivity, distractibility, poor concentration, or impulsivity begin to affect performance in school, social relationships with other children, or behavior at home, ADHD may be suspected
.Are these behaviors excessive, long-term, and pervasive
?
Do they
occur more often than in other children the same age?
Do
the behaviors occur in several settings or only in one specific place like the playground or in the
classroom
?Slide8
Types of ADHD
3 Subtypes
Predominantly hyperactive-impulsive type (that does not show significant inattention).
P
redominantly
inattentive type (that does not show significant hyperactive-impulsive behavior)Combined type
(that displays both inattentive and hyperactive-impulsive symptoms).Slide9
Signs of Hyperactive-Impulsive Type
Feeling restless, often fidgeting with hands or feet, or squirming while seated
Running, climbing, or leaving a seat in situations where sitting or quiet behavior is expected Blurting out answers before hearing the whole question
Having
difficulty waiting in line or taking turns.Slide10
Signs of Inattentive Type
Often becoming easily distracted by irrelevant sights and sounds.
Often failing to pay attention to details and making careless mistakes.
Rarely following instructions carefully and completely losing or forgetting things like toys, or pencils, books, and tools needed for a task.
Often skipping from one uncompleted activity to another. Slide11
Criteria for diagnosis
The ADHD symptom behaviors listed on the previous slides must appear and continue for at least 6 months.
Above all, the behaviors must create a real handicap in at least two areas of a person's life such as in the classroom, on the playground, at home, in the community, or in social settings.Slide12
Students with ADHD often present the following challenges in the classroom:
They demand attention by talking out of turn or moving around the room.
They have trouble following instructions, especially when they’re presented in a list.They often forget to write down homework assignments, do them, or bring completed work to school.
They often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
They often have trouble with operations that require ordered steps, such as long division or solving equations.
They usually have problems with long-term projects where there is no direct supervision. They don’t pull their weight during group work and may even keep a group from accomplishing its tas
http
://www.adult-child-add-adhd.com
Slide13
Successful classroom programs have 3 components
Accommodations: what you can do to make learning easier for students
with ADHD. Instruction: the methods you use in teaching.
Intervention:
How you head off behaviors that disrupt concentration or distract other students.Slide14
Specific accommodation techniques
Seat the student with
ADHD away from windows and away from the door. Give instructions one at a time and repeat as necessary. If possible, work on the most difficult material early in the day.
Use visuals: charts, pictures, color coding
.
Test the student with ADD/ADHD in the way he or she does best, such as orally or filling in blanks. Show the student how to use a pointer or bookmark to track written words on a page.Slide15
Specific Instructional Techniques
List the activities of the lesson on the board.
Keep instructions simple and structured.
Vary
the pace and include different kinds of activities.
Allow a student with ADD/ADHD frequent breaks.
Let
the student with ADHD squeeze a
Koosh
ball or tap something that doesn’t
make noise
as a physical outlet.
These are only a few activities for a complete list go to
http://www.adult-child-add-adhd.comSlide16
Ineffective techniques for ADHD students
punishing, removing privileges (especially those that consist of being active like recess)
confrontingyelling, shouting
lecturing, threatening
b
randing the child as “lazy or “unmotivated” Lavoie (2005)Slide17
Very Important!!!
Because children with ADHD do better when their lives are ordered and predictable, the most important thing teachers can do for those children is to establish a calm, structured classroom environment with clear and consistent
rules. Slide18
Advice from Richard Lavoie
In his book It’s So Much Work to Be Your Friend Lavoie offers the following advice:
“If it doesn’t make a difference, what difference does it make?” If a child is squirming in his seat, but doing his math assignment the teacher should ignore the excessive movement. Slide19
The Co-Positive
effects of ADHD in children
Creativity – Children who have ADHD
can be
very
creative and imaginative. Flexibility – Because children with ADHD consider a lot of options at once, they are more open to different ideas.
Enthusiasm and spontaneity
– Children with ADHD are rarely boring! They’re interested in a lot of different things
Energy
and
drive
-
When
kids with ADHD are motivated, they work or play hard and strive to succeed. It actually may be difficult to distract them especially if the activity is interactive or hands-on. Slide20
A test for you…
Which one of these children may have ADD/ADHD?A. The hyperactive boy who talks nonstop and can’t sit still.
B. The quiet dreamer who sits at her desk and stares off into space.C. Both A and B Slide21
Answer CSlide22
Some famous people with ADHD complete list can be found at:
http://www.adult-child-add-adhd.com
Albert EinsteinAnsel
Adams
Ann Bancroft
BeethovenAlexander Graham BellJames BoswellSir Richard Francis BurtonPresident George Bush (both)
Admiral Richard Byrd
Lord Byron
Thomas Carlyle
Andrew Carnegie
Jim Carrey
Gen. H. Norman Charles
Christopher
Columbus
Tom Cruise
Leonardo
da
Vinci
Emily
Dickinson
Patty Duke
Thomas Edison
Ralph
Waldo Emerson
Ernest &
Marel
F. Scott Fitzgerald
Edward Fitzgerald
Malcomb
Forbes
Henry Ford
Rick Fox
Benjamin Franklin
Robert Frost
Zsa
Zsa
Gabor
Tom
Gainsborough
Galileo
Bill GatesSlide23
Summary
Parents, teachers and doctors must work together closely in order to provide a child with an accurate diagnosis since there is not a definitive test for ADHD.
Patience, support and positive feedback are critical factors in supporting a child with ADHD.Proper accommodations and interventions are a key the ADHD child’s success. Slide24
A question for you..
Children with ADHD are often rejected by their peers because of their impulsivity. What can you do within your classroom to help the ADHD child feel socially accepted
?Slide25
Resources
Books Lavoie, Richard (2005).
It’s So Much Work to Be Your Friend. New York: Simon & Schuster. Hallowell, E., Ratey, J., (1995).
Driven to Distraction.
New York: Touchstone Press.
Fowler, Mary (1999). Maybe You Know MY Kid. 3rd ed. New York: Kensington Press.
Journal Articles
J.
Pediatr
. Psychol. (2007) 32 (6): 655-663.
doi
: 10.1093/jpepsy/jsm024 (Journal Article)-“Peer functioning in Children with ADHD”-Betsy Hoza
PhD
Jiang, Y., & Johnston, C. (2010). Parents' dilemmas in choosing empirically supported treatments for child ADHD.
The ADHD Report, 18
(4), 5-5-9. doi:10.1521/adhd.2010.18.4.5 Slide26
Resources
Journal Articles continued
Levy, R. (2008). Demystifying ADHD: A clinician's perspective. The ADHD Report, 16(6), 15-15-16. Web Sites
Adult-Child-Add-ADHD:
http://www.adult-child-add-adhd.com
PBS-Frontline:http://www.pbs.org/wgbh/pages/frontline
American Academy of Pediatrics
http://
www.healthychildren.orgSlide27
Resources
Web Sites continuedAmerican Family Physician
http://www.aafp.org/afp/2001/0501/p1803.htmlNational Groups
Attention Deficit Disorder Association (ADDA)
PO Box 7557
Wilmington, DE 19803-9997 Phone/Fax: (800) 939-1019Email: info@add.org National
Resource Center on ADHD (CHADD) 8181 Professional Place - Suite
150
Landover
, MD
20785 Tel
: 301-306-7070
National Institute of
Mental Health (NIMH) 6001 Executive Boulevard, Room 8184, MSC
9663 Bethesda
, MD 20892-9663 Phone1-866-615-6464
Email: nimhinfo@nih.gov