Name: ADHD Presentation Notes Pre Assessment Quiz 1. In the past, people with ADHD were thought of as. 2. What is the percentage of boys to girls that get diagnosed with ADHD every year? 3. In 1994, the term was replaced by the term ADHD. 4. What combination of treatment works best for adolescents with ADHD? 5. Genetics,,,, and play a role in ADHD.
Note Taking Guide on ADHD I. Myths and Misconceptions a. A combination of and is seen as the most effective way to treat ADHD in children and teens (NIMH). i. One method alone is often ineffective ii. It can take time to find the right dosage of medication or to find a therapist that works well with the student. b. ADHD is a diagnosis. i. ADHD is a recognized diagnosis by medical professionals around the world and it must be treated as such. c. ADHD is caused by eating too much sugar (CDC). i. Genetics play a big role in the causes of ADHD ii. iii. Environmental exposures (i.e. ) iv. Alcohol and tobacco use during pregnancy v. and/or d. The term ADD is no longer used by professionals the correct term is (CDC). i. ADHD HI, ADHD I, ADHD C will be the terms written on IEPS. e. It is estimated that about % of all male students and % of all female students have ADHD (Chudler). i. Scientists are not really sure why more males than females have it. ii. One possibility is that females are under diagnosed because they have they quieter type of ADHD. II. What is ADHD? a. A D H D b. cure for ADHD III. Three Key Symptoms of ADHD: a. i. Easily distracted (miss details, forget things) ii. Difficulty on one thing at a time iii. Becomes bored with a task after only a few minutes iv.
v. Struggle to follow instructions What kinds of problems would the above symptoms present in your area? b. i. Fidgets and squirms in their seats ii. iii. Has trouble sitting still for a long time iv. Has difficulty doing tasks or activities What kinds of problems would the above symptoms present in your area? c. i. Is very impatient, interrupts conversations or others' activities ii. Blurts out inappropriate comments iii. Show their emotions iv. Acts without regard for consequences What kinds of problems would the above symptoms present in your area? IV. ADHD has three subsets a. ( ) i. Student cannot sit still, fidgets/squirms in seat ii. questions or answers iii. Cannot control what she or he does
1. Example: Interrupts others 2. Example: Grabs others pencils, papers, books b. ( ) i. Students with this are less likely to act out or have difficulties getting along with other children. ii. but are not paying attention to what they are doing or what is going on around them. iii. **These students may be overlooked because they re so quiet** c. ( ) i. have the type of ADHD. (NIMH) ii. Has all of the symptoms or a combination of them V. Pair and Share VI. What does this mean for you? a. Students might be to your lessons. b. Students might to finish an assignment. c. Students might shout out questions or answers. d. Students may come off as. e. Students may not be able to find their homework in their lockers or binders due to disorganization. f. Students may not have a good grasp of or timing. VII. What can you do? a. Keep student attention the lesson i. Grab attention at the of lesson ii. Ask throughout lesson iii. Engage students with more than just the lecture b. Provide opportunities to during the lesson or with a partner about the lesson i. Quick shares with partners ii. Take a vote by having students line up or go to opposite sides of the room based on their opinion c. Make lectures accessible i. Provide a
ii. the lecture on an audiotape for student to playback later (podcasts) iii. Use minimal amount of graphics in notes (less distractions to color in, take away from main point of lecture) d. Help with when appropriate i. Color code notes, homework, important papers or memos to aid in organization skills ii. Check to see assignments are written in assignment notebook OR have a for the student all week ready each Monday. e.. i. You have to follow the adaptations in a student s IEP. It is the law no exceptions even if disagree ii. For example, if the student is to only get 15 math problems a night, you must give the student only 15 math homework problems a night. If the student is to receive extra time on all school papers, then you must give extra time to work on the history paper. You have a student with ADHD in your class who is very disorganized. You assign homework every night but the student only manages to turn it in every once in awhile. What are two things you could do to help the student? VIII. Things To Watch Out For: a. Not every student who is hyperactivity (or a daydreamer). i. BUT this is why is helpful if the student is referred for testing later. b. Students with ADHD often have. i. They do not deal well with peer pressure 1. Watch for the selling of ADHD medications it is considered drug dealing! ii. May have trouble friends because of their out of control behavior
References CDC (2009, February 20). Facts about ADHD. Retrieved from http://www.cdc.gov/ncbddd/adhd/facts.html This is a government sponsored website regarding ADHD. It is meant to provide information about the disability and how it affects all people, toddlers, children, adolescents, and adults. It also provides information on the different symptom and types of ADHD. One of the most useful parts of the website is the section on how to talk to doctors about the proper course of treatment for ADHD and what it can mean for a student. This would be a useful website to sent parents to if they are asking about what they should do when their current course of treatment begins to fail. It would also provide teachers with a bit of information about the different types of medication there students might be on. The website also explains small things to look for if a parent or teacher suspects that a student might have ADHD. Chudler, E (2009, October 1). ADHD gets some attention. Retrieved from http://faculty.washington.edu/chudler/adhd.html This website is useful because it contains information specifically about teenagers with ADHD and some of the issues they face. The website contains advice on how to talk about ADHD and how it is not a disease or a condition where people are out of control. The website is useful for teachers who may not know what kinds of things they should do for a student. The website would also be useful to parents if they child was newly diagnosed with ADHD. It takes about different combinations of therapies that have proven to be effective and how to get teachers involved so the student is successful. The website page ends with a discussion on coping strategies to teach the child so that as they get older they can transition into successful adults. Emmer, E. C., Evertson, C., Worsham, M. (2009). Classroom management for middle and high school teachers. Boston: Allyn and Bacon This textbook was meant as a resource for managing student behavior in the classroom. However, the ideas presented in book can be implemented for individual students like students with ADHD. For example, a student with ADHD could be on a weekly point system that would reward them for remembering to turn in their assignments every day. Many of the issues that come with having a student in the classroom with ADHD involve the impulsive and hyperactivity symptoms. A way of managing this student s behavior can make learning for the entire class easier and this textbook can provide many examples for such ideas. Some high school teachers will need to be present at their student s IEP meeting and the ideas this textbook can be brought up at the meeting as a way to manage the student s behavior in all classrooms and it can then be written into the IEP so the student has consist rules, rewards, and procedures in all classes. Consistency is often a key for many different kinds of disabilities. Mastropieri, M. A. & Scruggs, T. E. (2007). The inclusive classroom: Strategies for effective instruction. 3 rd ed. New Jersey: Person Education, Inc.
This textbook provides information on a variety of disabilities including ADHD. There are many important tips and suggestions for teaching students with this disability. The language of the book is very academic and so it would not be a good resource for parents to use. However, teachers would find it helpful to look at the charts and tables that provide accommodation and adaptation ideas. It also provides information about what laws are affect students with ADHD, like section 504. This would be useful to either a general educator or a special educator because of the amount of information on all disabilities. NIMH (2009, June 15). Attention deficit hyperactivity disorder. Retrieved from http://www.nimh.nih.gov/health/publications/attention deficit hyperactivity disorder/completeindex.shtml This is a government website with a large amount of information on ADHD. The website covers all areas of ADHD, from pre diagnosis to symptoms to what to expect at a doctor s visit. One of the most important features of the website is its discussion on medications and the side effects of each of those ADHD medications. This would be important for teachers to know because students in the classroom will be on medication. A quick reference to the website can let the teacher know if the student might be tired because of the medication they are on or not hungry because of the medication or if there is a larger issue at home like not getting enough sleep. The website is also useful to parents who may be seeking a different course of treatment for their child. Polloway, E (2000). Strategies for teaching learners with special needs. New York, NY: Prentice Hall. This book looks at different methods for teaching students in the regular classroom or regular content area classrooms. The book discusses the challenges that the regular classroom might present to students with different disabilities. The book talks about the issues of inclusion and strategies to cope with that by using cooperative teaching or collaboration with the special educator. The book talks about new research regarding the treatment of ADHD. One section is dedicated to talking about life skills and other transition skills that a student with ADHD would need for after high school. There is also a section for teaching social skills in the classroom with sections dedicated to specific content areas and specific disabilities. Wood, J (2005). Teaching students in inclusive settings: Adapting and accommodating instruction. New York, NY: Prentice Hall. This book is a good resource because it has specific sections on inclusion at the high school level and the different ways to make instruction available to all students. The methods of accommodations are simple enough that many parents could follow through on the strategies at home, such as posting a daily schedule to help a student with ADHD develop time management skills. The book continues to make the point that all students should be provided assistance to reach their highest potential, regardless of the hurdles a disability may place in front of a student. The book also includes an important section on a teacher s attitude should be towards teaching students with challenges like ADHD because students can pick up on a teacher s biases and this can hinder students from learning the material they need. The book is meant for educators from the elementary level through the senior year of high school.