Attention Deficit Disorder - PowerPoint Presentation

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Attention Deficit Disorder - PPT Presentation

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

child adhd add children adhd child children add www http org classroom work adult behaviors type attention student hyperactive

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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?

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).

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

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

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

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

Pediatr

. Psychol. (2007) 32 (6): 655-663.

doi

: 10.1093/jpepsy/jsm024 (Journal Article)-“Peer functioning in Children with ADHD”-Betsy Hoza