By Daniel Haffner and Kyler Kirby
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1 By Daniel Haffner and Kyler Kirby
2 Pay Attention there will be a test! t / t h?
3 But what do YOU know? Take the pretest to see what you know Take the pretest to see what you know about ADHD?
4 Myths and Misconceptions A combination of medication and counseling is seen as the most effective way to treat ADHD in children and teens (NIMH). One method alone is often ineffective It can take time to find the right dosage of medication or to find a therapist that works well with the student. ADHD is a real diagnosis (NIMH). ADHD is a recognized diagnosis by medical professionals around the world and it must be treated as such.
5 Myths and Misconceptions ADHD is not caused by eating too much sugar. Genetics play a big role in the causes of ADHD Brain injury Environmental exposures (i.e. lead) Alcohol and tobacco use during pregnancy Premature delivery and/or low birth weight
6 Myths and Misconceptions The term ADD is no longer used the correct term is ADHD (CDC). ADHD-HI, HI, ADHD-I, ADHD-C will be the terms written on IEPS. It is estimated that about 5% of all male students and 2% of all female students have ADHD (Chudler). Scientists are not really sure why more males than females have it. One possibility is that females are under diagnosed because they have they quieter type of ADHD.
7 What is ADHD? Attention Deficit Hyperactivity Disorder - One of the most common childhood disorders (NIMH) - Continues through adolescence and into adulthood - No cure for ADHD
8 Three Key Symptoms: Inattention Easily distracted (miss details, forget things) Difficulty focusing on one thing at a time Becomes bored with a task after only a few minutes Usually disorganized Struggles to follow instructions
9 Three Key Symptoms: Hyperactivity Fidgets and squirms in their seats Talks nonstop Has trouble sitting still for a long time Has difficulty doing quiet tasks or activities
10 Three Key Symptoms: Impulsive Is very impatient Blurts out inappropriate comments Show their emotions without restraint ( wears their heart on their sleeve often considered immature) Acts without regard for consequences Interrupts conversations or others' activities
11 ADHD has three subtypes: Hyperactive-impulsive (ADHD-HI) Student t cannot sit still, fidgets/squirms i in seat Shouts out questions or answers (can t seem to remember to raise hand) Cannot control what she or he does Example: Interrupts t others Example: Grabs others pencils, papers, books
12 ADHD has three subtypes: Inattentive (ADHD-I) Students with this are less likely to act out or have difficulties getting along with other children. They tend to sit quietly, but are not paying attention to what they are doing or what is going on around them. **These students may be overlooked and parents and teachers may not notice that he or she has ADHD. **
13 ADHD has three subtypes: Combined hyperactive-impulsive and inattentive e (ADHD-C) Most students have the type of ADHD. (NIMH) Has all of the symptoms or a combination of them.
14 Pair and Share - Turn to the person sitting next to you an explain one of the subtypes of ADHD. - Give one example of how having a student with (ADHD HI, ADHD I, or ADHD C) would effect a lesson in your subject area. - Be prepared to share!
15 What does this mean for you? Students might be inattentive to your lessons Students might rush to finish an assignment Students t might shout out questions or answers Students may come off as rude Students may not be able to find their homework in their lockers or binders Students may not have a good grasp of planning ahead or timing
16 What can you do? Keep student attention throughout the lesson Grab attention at the beginning of lesson Ask questions throughout lesson Engage students with more than just lecture Provide opportunities to move during the lesson or talk with a partner about the lesson Quick shares with partners Take a vote by having students line up or go to opposite sides of the room based on their opinion
17 What can you do? Make lectures accessible Provide a note-taking guide Record the lecture on an audiotape for student to playback later (podcasts) Use minimal amount of graphics in notes Help with organization skills when appropriate Color code notes, homework, important papers or memos to aid in organization skills Check to see assignments are written in assignment notebook OR have a prewritten homework list for the student all week ready each Monday
18 Things to watch out for: Not every student who is hyperactivity y (or every daydreamer) has ADHD. BUT this is why taking detailed observation notes is helpful if the student is referred for testing later. Students with ADHD often have social issues They do not deal well with peer pressure Watch for the selling of ADHD medications it is considered drug dealing! May have trouble making/keeping i friends because of their out of control behavior
19 Resources NIMH (2009, June 15). Attention deficit hyperactivity disorder. Retrieved from on-deficit-hyperactivity-disorder/complete- disorder/complete index.shtml CDC (2009, February 20). Facts about ADHD. Retrieved from Chudler, E (2009, October 1). ADHD gets some attention. Retrieved from
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