ADHD- Attention Deficit Hyperactivity Disorder
Personal Examples of working with individuals with ADHD
5 Grade student, Mattie -strategies that I would use with Mattie: longer study time chart that helped the student visualize their schedule when they would return home to complete homework Ask questions often, especially when it was time for them to read (just to make sure that they were consciously thinking about the text) often times when the student needs extra help we would have to move to a quieter place where they participated fully and with less distractions by other students lots of time during instruction I would have to take frequent pauses that would allow the student to either catch up or help them re-focus working with them we would also have to have our "Goal Chart", this would be a visual motivating practice that gave them various goals that they had the option of accomplishing during class time (some goals would be objective oriented).
Definition:
A neurodevelopmental disorder in children and adults that affects their ability to pay attention, sit still, and control their ability Often times young children get diagnosed with ADHD and it stays into adulthood. For some children they eventually grow/mature out of it
Signs that a student may need an evaluation could be:
Considerable restlessness or inattention Trouble organizing tasks and activities Communication or social skill deficits Significant difficulty related to beginning a task, recalling information, or completing assignments.
Example of Social Skills Instruction:
Identify a social skill needed by a student (e.g., taking turns, bullying) Choose 2-4 children's books that address that skill, and use them over a 2-week period. After the first book is read, explicitly introduce and address the social skill and teach the steps for implementing it and have students practice it. Pair students with a classmate to read additional books and to role play the needed social skills, and provide teacher feedback. Students with ADHD also have opportunities to apply the skills during small-group reading instruction. Social skill instruction delivered this way is efficient time wise and allows students to have real life experiences to improve their social skills. It also encourages a high level of student engagement and builds student self-confidence. Finally, it incorporates peer-mediated instruction, including feedback and mediation, which research suggests is an effective approach.
Parent and Professional Education
In order to effectively educate students with ADHD, it requires that their parents and teachers understand the disorder and develop effective strategies for responding to the symptoms children are likely to display this may include the following
What to know about medication:
It's NOT recommended as the preferred treatment for children younger than age 6 It's an effective short-term intervention for students with ADHD The use of medication is controversial. The decision to prescribe medication only indirectly involves school professionals. Medication is helpful in ameliorating the symptoms of ADHD in 70% to 80% of the students for whom it is prescribed.
Social Considerations and Support
Many students with ADHD struggle in social situations. When compared to peers without disabilities, these students tend to have lower self-esteem. They usually aren't as accepted by their nondisabled peers as other students are, and they are more likely to be bullied. Addressing this dimension of students' learning disabilities is critical for their success. When teachers value and respect students, focus on their abilities, and create a supportive social environment, students thrive.
Why would a student be referred for testing for ADHD?
Most referrals occur when children are faced with the structure and need for sustained attention required for success in elementary school. When children encounter difficulty in the school setting, some parents will ask their doctor if their child's behavior signals ADHD and request that an evaluation for this disorder be completed.
Teaching strategies for a student with this disability
Parent and Professional Education Environmental Supports Behavior Interventions Instructional Interventions
Behavior Interventions
Rewards (should be used in combination with praise, and given for behaviors that help students (such as completing work) instead of only for compliance (like not getting out of their seats). Low-Involvement Strategies (Can include making eye contact with the student when they start to talk to a classmate, or you can create with them their own provate signals, such as ear tugging, deak tapping and more) Token Economy (Is when you distribute to students physical tokens (e.g., stickers, poker chips, or points for appropriate behavior. The tokens can be redeemed for rewards that are "priced" based on their popularity. And the whole class can participate!)
Helpful resources for Teachers about ADHD
Teaching Students with ADHD - HelpGuide.org ADHD in the Classroom: Effective Teacher Resources and Strategies | Rethink Together (xqsuperschool.org) ADHD in the Classroom | CDC
Environmental Supports
The arrangement of the learning setting should support students with attentional disorders such as how the(physical space organized and free of distractions, posting and follow classroom routines, and pacing of instruction).
Statutory laws, regulations, and case laws related to ADHD
The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan. Your School District Must Determine if A Student Has a Disability and Needs Services A Student May Be Entitled to Individualized Services to Meet His or Her Needs Your School District Must Provide You with Due Process Under Section 504
Parents may also be asked
When did you first notice that your child seemed to have more behavior problems than other children? What types of problems is your child experiencing? How is your child doing in school? Is there a family history of ADHD, or did anyone in your family experience behavior problems during the school years? And more.
Instructional Interventions
When giving directions, be sure the instructions follow the three Cs: clear, concise, and complete. When giving directions, have students repeat the directions back to you. When students have a lengthy or complex assignment, break the assignment into several short tasks. Use as much active responding during instruction as possible.
Eligibility Criteria
You can also request that the school district evaluate a student. For example, you might request an evaluation if you suspect a student has ADHD, or a student has received a diagnosis of ADHD outside of school. o A district must either: (1) conduct the evaluation, or (2) explain why it is refusing to evaluate the student and notify you of your right to dispute that decision through the due process procedures under Section 504. o During an evaluation process, you can, but are not required to, provide information to the school to consider before an evaluation"
The physician first tries to
eliminate other problems that might have similar symptoms, and will do a routine vision and hearing screening and a thorough physical examination and asks the parents about the pregnancy and developmental history of the child.
An assessment for ADHD requires input from medical professionals, parents and family members, and school personnel.
medical professionals, parents and family members, and school personnel.
No ________ _________ can reliably indicate whether a student has ADHD
single test
Because ADHD coexists with other disorders, doctors will determine whether another disorder may be causing the ADHD symptoms or whether another disorder exists in addition to ADHD. The physician also may interview _________________
the child about his perception of the problems and what is causing them. As well as information provided by parents and the child, the doctor gets input from teachers and other school personnel.
A student with ADHD who has a disability under Section 504 may also be entitled ____________________
to special education or related aids or services from his or her school district According to the United States Department of Education: "Under Section 504, your school district must evaluate a student, at no cost to you, if the district believes or has reason to believe a student has a disability and needs special education and/or related services because of that disability." Case Law: Florence County School District v. Shannon Carter
