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Students with Attention Deficit Disorders

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Title: Chapter 5 Teaching Students With Learning Disabilities or Attention Deficit Disorders Author: Sarah Summy Last modified by: Susan Cherup Created Date – PowerPoint PPT presentation

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Title: Students with Attention Deficit Disorders


1
Students with Attention Deficit Disorders
2
Students with ADHD may be serviced under IDEA
  • Under other health impairment
  • having limited strength, vitality or
    alertness, including a heightened alertness to
    environment stimuli, that results in limited
    alertness with respect to the educational
    environment that is due to health problems such
    as.attention deficit disorder or attention
    deficit hyperactivity disorder.. That adversely
    affects a childs educational performance

3
Students may be serviced under Section 504
Civil Rights Statute
  • Eligibility is based on the existence of an
    identified physical condition that substantially
    limits a major life activity. If it is
    determined that the ADHD limits a students
    ability to learn, he/she meets the criteria.

4
Comparison of Section 504 IDEA
  • 504 focuses on equity and access in ALL areas of
    life but does not detail how services will be
    provided.
  • IDEA mandates procedures for identifying students
    with disabilities and how services should be
    provided and monitored.

5
How is ADHD Diagnosed?
  • Only a licensed professional (pediatrician,
    psychologist, neurologist, or psychiatrist)
  • However, usually, these professionals ask for
    help from the school district personnel

6
Recommended Diagnostic Procedure
  1. Thorough medical and family history
  2. Medical examination
  3. Comprehensive interview with parents, teachers of
    the child
  4. Behavior rating scales (standardized)
  5. Observation of child
  6. IQ testing and social and emotional adjustment
    testing (check for LD)

7
Connors Rating Scale
  • You, as a general education teacher will be asked
    to do an assessment on the student.

8
  • Not all children and youth have the same type
    of ADHD. Because the disorder varies among
    individuals, students with ADHD wont all have
    the same problems. However, they will have
    problems in one of the three areas.attention,
    hyperactivity, and impulsivity.

9
DSM-IV
  • Breaks it down into categories
  • (1) ADHD Inattentive Type
  • (2) ADHD-Hyperactive-Impulsive
  • (3) ADHD-Combined

10
Attention Deficit Disorders
  • Inattention refers to consistent (over 6 months)
    and highly inappropriate levels of the following
    behaviors Must display six or more.
  • Failing to pay close attention to details, making
    careless mistakes inconsistent with the childs
    developmental level
  • Failing to sustain attention to tasks and/or
    activities
  • Failing to listen
  • Failing to complete tasks
  • Having difficulty with organization
  • Resisting tasks that require sustained attention
  • Losing materials and objects
  • Becoming easily distracted
  • Being forgetful

11
Hyperactivity-Impulsivity
  • Must be consistent (over six months) and highly
    inappropriate levels of the following behaviors
  • Fidgeting or squirming
  • Having a difficult time remaining seated during
    class
  • Running or climbing excessively when it is
    inappropriate
  • Having difficulty playing quietly
  • Acting as though he or she is driven by a motor
  • Talking too much
  • Blurting out answers
  • Difficulty waiting for their turn
  • Interrupting others or butting into activities
  • Students must display six or more of the
    preceding characteristics to be identified with
    hyperactivity-impulsivity

12
ADHD-Combined
  • Students who have features of both inattention
    and hyperactivity-impulsivity

13
Common features that distinguish ADHD from mild
attention of hyperactive problems
  • Onset in early childhood
  • Chronic over time
  • Generally pervasive across situations
  • Deviant from age-based standards

14
Remember.
  • Present before the age of 7
  • Shows in two (or more) settings

15
Prevalence
  • 3-7 out of every 100 school age children
    (American Psychiatric Association, 2000)
  • Males more than females ( 4 to 1)

16
Educational Interventions
  • Provide organizational assistance
  • Provide rewards consistently and often
  • Be brief and clear
  • Arrange the environment to facilitate attention
  • Allow for movement and postures other than
    sitting
  • Use novelty in instruction and directions
  • Maintain a schedule
  • Prepare students for transitions
  • Emphasize time limits

17
Assistive Technology
  • Highlighters
  • Stress balls
  • Books on tape and headsets to block out
    distraction
  • Play Attention Helmet
  • Handheld with schedule

18
Medication
  • Ritalin
  • Dopamine
  • Concerta
  • One component of the overall treatment of ADHD

19
Web sites
  • www.chadd.org for Children and Adults with
    Attention Deficit/Hyperactivity Disorder
  • www.add.org provides information about
    individuals with ADHD, with particular empasis on
    adults with ADHD
  • www.nichd.nih.gov provides information and
    research on specific learning disabilities and
    ADHD
  • www.ldonline.org the ADD/ADHD section links to
    articles and resources on topics including facts
    and myths, firls with ADHD, diagnosis, treatment,
    and medications

20
Source
  • Information from TEACHING STUDENTS WHO ARE
    EXCEPTIONAL, DIVERSE, AND AT RISK IN THE GENERAL
    EDUCATION CLASSROOM by Sharon Vaughn, Candace S.
    Bos, and Jeanne Shay Schumm
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