STUDENTS with ADHD and Section 504: A Resource Guide Overview Provided by: Guadalupe M. Perez, Ed.D., Director Section 504/Dyslexia Department
Agenda I. Introduction II. III. IV. ADHD Defined Stats on Students with ADH Implications of ADHD V. Characteristics of ADHD VI. VII. Education and the ADHD Student Classroom Management Strategies for the ADHD Student
Introduction
Impact on Students Many Students with ADHD are experiencing academic and behavioral challenges in the educational setting. Question: Are students receiving FAPE as per their Section 504 Plan?
Introduction Over the past fiscal years (2011-2015), the Department's office for Civil Rights (OCR) has received more than 16,000 complaints alleging discrimination on the basis of disability in the elementary and secondary education programs. Approximately, 2,000 or one in nine complaints have involved allegations of discrimination against a student with ADHD.
ADHD Defined
Many Names for ADHD Name Given to Disorder Time DSM Edition Minimal Brain Damage Minimal Brain Dysfunction Hyperkinetic Reaction of Childhood 1950 S -- 1960 S -- 1970 S DSM-II
Many Names for ADHD (cont d) Attention Deficit Disorder With/Without Hyperactivity Attention-Deficit Hyperactivity Disorder Attention Deficit / Hyperactivity Disorder Early 1980s Late 1980s Present DSM-III DSM-III-R DSM-IV-TR * Diagnostic and Statistical Manual of Mental Disorders
ADHD Defined ADHD is not a specific developmental disorder or learning disability as these disorders are currently defined, but there may be some overlap, or comorbidity, of these two types of disorders. Approximately 20 to 25% of ADHD children will have significant delays in the development of math, reading, or spelling, and 10% to 30% may have problems with language
Types of ADHD Predominantly Inattentive Predominantly Hyperactive-Impulsive Combination (symptoms of both of the above are equally present)
Statistics on Students with ADHD
Statistics on Students Diagnosed with ADHD Occurs in 3% to 7% of school-age children All socioeconomic, cultural, and racial backgrounds All intellectual levels More prevalent in males 4:1 male to female ratio in the general population 9:1 male to female ratio in the clinical population
Facts on ADHD ADHD can span throughout the individual s life. 50% to 80% of AD/HD children continue to have some degree of their symptoms in adulthood. ADHD is a chronic or life-long condition. As one grows older the symptoms may become less severe, especially in the case of hyperactivity, but some manifestations of the condition may be expected to be present throughout adulthood. Hereditary link has been suggested One can not tell by looking at a child s overt behavior.
Implications Academic Social Emotional
Academic Difficulties Poor study habits Difficulty beginning and completing assignments Disorganized Poor handwriting Inconsistent/poor recall Difficulty generalizing Auditory processing problems Poor visual perception May have additional learning problems
Inattention Fails to pay close attention to details Difficulty sustaining attention Does not seem to listen Does not follow through on instructions Difficulty with organization Avoids tasks that require sustained mental effort Often loses things Often easily distracted Forgetful in daily activities
Hyperactivity & Impulsive Fidgets Out of seat Runs or climbs excessively Difficulty playing quietly Is often on the go Talks excessively Often blurts out answers before questions have been completed Often has difficulty waiting turn Often interrupts or intrudes on others
Social Difficulties Does not take responsibility for actions Needs to be the center of attention Difficulty relating to peers Disturbs others who are trying to work and listen Bullies or bosses other children Teases peer excessively Difficulty following rules of games Aggressive, spiteful and vindictive Rejected by peers
Emotional Difficulties Low self-esteem Irritable, low frustration tolerance Loses temper, gets mad easily Defiant attitude Argumentative Emotionally immature Frequent, unpredictable mood swings
Characteristics of ADHD
Characteristics of ADHD Age-Inappropriate behaviors First appeared before age 7 Persist for 6 months (or more) Present in at least 2 settings Significant clinical impairment
Characteristics May Change ADHD Is Not Outgrown Preschool o Excessive activity o Increased talking o Resistance to routines and rules o Aggressive in play o Demanding personality o Accident prone
Characteristics May Change ADHD Is Not Outgrown (cont d) Elementary School o Fidgety o Excessive talking o Erratic performance o Bossy o Constant demand for attention
Characteristics May Change ADHD Is Not Outgrown Adolescence o Restlessness o Talking out of turn (cont d) o Problems at school o Problems with peers o Difficulty establishing independence from parents o Poor judgment
Education and the ADHD Student
Where are Students with ADHD Educated? General education Teacher initiated accommodations in general classroom, curriculum, and instruction Identification of a disability under Section 504: Development of a 504 Service Plan for accommodations in general curriculum and modifications in instruction (IAP) Identification of need for special education and related services
Student with Academic/Behavioral Concerns Follow the BIP developed by the Section 504 Committee (Form is provided in the Success Ed Program) Try interventions for at least 4 to 6 weeks follow RTI Recommendations (Progress Monitoring) Reconvene Section 504 Committee to review progress or lack of progress and make other recommendations
Student with Academic/Behavioral Concerns (cont d) The severity of the case will determine the need to move more quickly through the Support Team/504/IDEA Process. If the student has severe enough behavioral issues, then the Support Team may begin the Special Education Referral process.
After Leonard took his case to the Support Team, he was given a 504 Service Plan which allowed him to play his armpit in the school band.
Medication? 50 years of research has shown that stimulants are therapeutic and do not cause drug addiction when used appropriately Proper treatment of ADHD with stimulants can lead to a lower risk of the student abusing alcohol and other drugs
Classroom Management Strategies
Classroom Management Strategies Behavioral Strategies o Structural o Physical Management Strategies o Organizational skills o Time management Teaching Strategies Socio- Cultural Experiences
Classroom Management Strategies Structure A structured, positive classroom that is welcoming, inclusive, and well managed Establish a clear routine Post the rules and review frequently Review your expectations with established visual/auditory prompts Prepare for and provide structure and supervision during transition times, changes of routine, and unstructured situations
Classroom Management Strategies Behavioral Strategies Implement a classroom behaviormanagement plan Use praise significantly more than reprimands Role play appropriate behavior Give praise, a small privilege, or token to students who are engaged in appropriate behaviors Increase the immediacy and frequency of positive feedback and reinforcements Communicate with parents frequently
Functional Behavior Assessment (FBA) Useful for those students with ADHD whose behaviors are affecting school performance. Assesses why a student behaves as he/she does, given the nature of the student and what is happening in the environment (Root Cause)
Functional Behavioral Assessment (FBA) Teacher s input o Context of behavior o Contributing factors (triggers) o Function of behavior o Teacher response/student reaction o Previous interventions o Is behavior continuing? Why? o Potential rewards for change
Positive Behavior Intervention Plan (+BIP) +BIP is based on results of the FBA Development of the +BIP o Prevention o Teaching new skills o Prevent reinforcement of problem behavior o Increase reinforcement of desired and replacement behaviors Positive reinforcement Negative reinforcement
Classroom Management Strategies Creative Positive Reinforcers Work on Electronic Board Choice of seat Messenger carrier Pass to library Pet or plant caretaker Decorating room Listen to music Reduced homework Puzzles Monitor class lines/computer Special pens, paper Pop bubble wrap Jokes Puzzles Cartoons/drawing Talking periods (Collaborative Learning) Arts and crafts Board games
Classroom Management Strategies Physical Environment Create a U-shaped seating arrangement Seat student near you Source of instruction to cue and prompt Seat student near well-focused students good role models Seat student away from high-traffic areas, windows, doors, and other distractions Provide students with quiet, distraction free area for study and test-taking
Classroom Management Strategies Organization Require the use of a 3- ring binder/notebook (starting in 3 rd grade) Require the use of subject dividers and a pencil pouch Require the use of a monthly assignment calendar (use consistently with regular teacher monitoring) Handouts 3-hole punched Teach how to organize papers and desk Have periodic desk and notebook checks Provide time and assistance for cleaning desk and notebook Encourage organization first thing in the morning Color or number code materials
Classroom Management Strategies Time Management Teach how to tell time Teach how to read calendars Establish a daily routine Direct all assignments to be recorded in calendar Call close attention to due dates Assist with prioritization of activities Utilize to do lists Break down longer assignments into smaller, manageable increments (Chunking) Check in on long-term projects (book reports, science projects, etc.) Provide advanced notice about upcoming projects Assign study buddies Use frequent praise and rewards Visual timer
Classroom Management Strategies Teaching Strategies Instructional activities versus didactic lectures Encourage cooperative learning Ensure high interest and novelty are an integral part of the lesson High-impact visual aids Display and support mnemonic strategies to aid memory Call on students by random method
Classroom Management Strategies Teaching Strategies Adaptations for students with ADHD o Adjust for hyperactivity by providing opportunities for the student to move o Clarify and simplify instructions o Provide guidance with time management o Allow extra time o Utilize reading aids o Alter testing o Address homework strategies
Classroom Management Strategies Cultural Competence Developing a classroom that is culturally competent suggestions for teachers o Take note of your own personal and cultural biases o Engage and establish rapport with students and their families whenever possible o Provide interventions for home o Learn to listen effectively across cultures o Parents of children with ADHD can teach school personnel about ADHD and effective techniques they use at home
Classroom Management Strategies Summary Direct, focused instruction Consistency Structure Brevity, variety, choices Effective classroom management and positive discipline Focus on student strengths Respect for differences and feelings Communicate, communicate, Communicate!
Summary ADHD has many faces The role of the teacher is to recognize and report behaviors that look like ADHD Cultural competence is key to successful communication Teachers play an integral role in the ADHD Process Effective classroom strategies are the key to overall success of the student
Teachers, parents, psychologists, and physicians are key to diagnosis and successful outcomes
Exit Ticket Take a moment to share one takeaway that you could begin implementing on your campus as a result of today s presentation.
References Barkley, R. A. (1990). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press. Barkley, R. A. (1991). Attention-deficit hyperactivity disorder: A clinical workbook. New York: Guilford Press. DuPaul, G. J., & Stoner, G. (1994). ADHD in the schools: Assessment and intervention strategies. New York: Guilford Press. www.interventioncentral.org
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