Understanding Students with Attention-Deficit/ Hyperactivity Disorder
At the end of this presentation you should be able to: Define and identify the characteristics of students with attention-deficit/hyperactivity disorder Recall the major causes of attention-deficit/hyperactivity disorder Explain the assessment and evaluation practices for students with attention deficit/hyperactivity disorder Identify the major issues impacting students with attention- deficit/hyperactivity disorder Describe successful instructional practices and accommodations for students with attentiondeficit/hyperactivity disorder
Defining Attention-Deficit/Hyperactivity Disorder The condition must adversely impact the student s academic performance to receive services Students usually receive services under other health impairments since there is no IDEA category for AD/HD
Defining Attention-Deficit/Hyperactivity Disorder Cont. APA definition Persistent pattern of inattention and/or hyperactivityimpulsivity more frequent and severe than typical Manifest before age 7, duration at least 6 months, present in 2 or more settings, not attributed to other disability
Prevalence of AD/HD Approximately 2 to 9% of school-age children have AD/HD Estimates vary widely because of differences in interpreting defining characteristics About three times more boys than girls Prevalence varies among all ethnic groups.
Three Subtypes of AD/HD Predominantly inattentive type Trouble paying attention, forgetful, easily distracted, selective attention Students may appear lethargic, apathetic, or hypoactive (move or respond too slowly). May be overlooked
Three Subtypes of AD/HD Predominantly hyperactive-impulsive type Cannot seem to sit still, talk excessively, difficulty playing quietly Few adolescents or adults have the HI type.
Three Subtypes of AD/HD Combined type Combines features of inattention and hyperactivity The majority of students with AD/HD are combined type
Deficits in Executive Functions Executive function includes being able to process information to make decisions, take actions, and solve problems. Four types of executive functions: Nonverbal working memory Internalization of speech Self-regulation of affect, motivation, and arousal Reconstitution
Intellectual Functioning and Academic Achievement Disagreement on the extent to which AD/HD affects intellectual functioning Due to executive functioning delays, students will have difficulty achieving academic success AD/HD characteristics can lead to positive aspects Hyperfocus
Behavioral, Social, and Emotional Characteristics May have a co-existing condition, including: Mood disorder, anxiety disorder, bipolar disorder, or obsessive-compulsive disorder Specific challenges may include: Conflicts with parents, teachers, and peers Low self-esteem Frequent rejection, low peer regard, difficulties making and keeping friends Higher rates of using alcohol, tobacco, and substance dependence NOT an indicator of future delinquency
Determining the Causes Does NOT cause AD/HD Lack of self control Poor parenting Too much television or video games Diet (sugar, aspartame, additives, preservatives, vitamins) Living in a fast-paced culture Heredity a factor in approx 80% of students with AD/HD Brain differences Other biological causes
Determining the Presence AD/HD determined by a pediatrician and a psychiatrist or psychologist Teachers may be asked to complete a behavior rating checklist as part of the evaluation Once presence is determined, there are assessments to help to determine the nature and extent of services.
Designing an Appropriate IEP Partnering for Special Education and Related Services Not every student with AD/HD qualifies for IDEA services They may be able to receive services through Section 504 One role of the IEP or 504 team is to develop educational plans that may or may not be used in conjunction with medication Team members should never suggest a child needs medication. Only a doctor can make that determination. Teams also cannot make taking medication a requirement of attending school. Not all parents support the use of medication for their children
Determining Supplementary Aids and Services Arrange the classroom in a consistent manner It is not always best to seat students with peers Seat the student in close proximity to the teacher Do not seat students with hyperactivity/impulsivity close to highly distracting areas Clearly post daily and weekly schedules Arrange the classroom to facilitate smooth transitions between classroom activities Clearly mark locations of storage for better organization Minimize classroom clutter
Designing an Appropriate IEP Students need to learn organization and neatness Goal setting can improve organization skills Identify and define a goal Develop a series of objectives or tasks Specify actions necessary to achieve desired outcomes Make goals challenging but obtainable Planning for Other Educational Needs Teachers should play a role in monitoring children on medication for changes or side effects
Making Accommodations for Assessment Issues include attention and concentration problems May qualify to take extra breaks May need multiple testing sessions May request a reduced-distraction testing environment
References Turnbull and Turnbull, Exceptional Lives: Special Education in Today's Schools, Pearson 2007. Council on Exceptional Children