Transcript By: Jacquelyn Snyder : Web Address:

By: Jacquelyn Snyder
Email: [email protected]
Web Address: http://www.angelfire.com/ex2/jhsnyder
Click Here To See Video Introduction
-ADHD currently the most diagnosed childhood disorder in the United States
- Focus of research
- What the disorder is
- Symptoms
- Interventions for the classroom
- Inattention
- Impulsiveness
- Hyperactivity
Characteristics of ADHD Children
- Infancy
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Early Childhood
- Kindergarten and Lower Elementary School
- Upper Elementary School
- Junior High and High School
Diagnosis:
• Three basic types
– ADHD, Combined Type
– ADHD, Predominantly inattentive Type
– ADHD, Predominantly Hyperactive-Impulsive
Type
Misconceptions:
• Poor home environment
• Sugar and food additives
• Too much TV
• Food allergies
• Poor schools
IDEA
• ADHD considered “other health
impairment”
– Due to chronic or acute health problems
– Adversely affects child’s educational
performance
– For more information on IDEA go to
http://www.ed.gov/policy/speced/guid/idea/ide
a2004.html
Educators and ADHD
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Usually first ones to recognize symptoms
Have limited knowledge of the disorder
Training classes
Review most current research
Eventually every classroom will have student
with ADHD
To Find Out More About Collaboration In Schools Click Here
Positive Traits of ADHD
• Creativity
• Energy
• Enthusiasm
• Ability to hyper-focus
Tips To Teach Students with ADHD
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Display classroom rules
Provide clear and concise instructions
Post a daily schedule
Seat the child away from distractions
Establish a “secret signal”
Offer positive reinforcements
Reward target behaviors immediately
Deliver negative consequences firmly
Universally Designed Learning
• "The design of products and environments
to be usable by all people, to the greatest
extent possible, without the need for
adaptation or specialized usage"
Principles of Universal Design when
applied to instructional design:
• Students with disabilities fall along a continuum of
learner differences rather than constituting a separate
category
• Teacher adjustments for learner differences should occur
for all students, not just those with disabilities
• Curriculum materials should be varied and diverse
including digital and online resources, rather than
centering on a single textbook
• Instead of remediating students so that they can learn
from a set curriculum, curriculum should be made
flexible to accommodate learner differences.
Technology Tips
• Brain Train
– Captain’s Log
– Sound Smart
– Smart Driver
– IVA+Plus
“Play Attention”
• Working toward being in a relaxed, attentive
state, the user moves and controls a series
of characters and objects to improve:
– Time on Task
– Visual Tracking
– Short Term Memory Sequencing
– Discriminatory Processing
Collaboration Between Home and
School
• Families of children with ADHD should
– Learn about ADHD
– Take care of themselves
– Work together
Bill of Rights for Misunderstood Kids
Bill of Rights for Children with ADD
• HELP ME TO FOCUS...
Please teach me through my sense of touch. I need "hands-on"
and body movement.
• COMES NEXT...
Please give me a structured environment where there is a
dependable routine. Give me an advance warning if there will
be changes.
• WAIT FOR ME, I'M STILL THINKING...
Please allow me to go at my own pace. If I'm rushed, I get
confused and upset.
• I'M STUCK, I CAN'T DO IT...!
Please offer me options for problem solving. If the road is
blocked, I need to know the detours.
• IS IT RIGHT? I NEED TO KNOW NOW...
Please give me rich and immediate feedback on how I'm doing.
• I DIDN'T KNOW I WASN'T IN MY SEAT...!
Please remind me to stop, think, and act.
• AM I ALMOST DONE...?
Please give me short work periods with short-term
goals.
• WHAT...?
Please don't say "I already told you that." Tell me
again, in different words. Give me a signal. Draw me a
symbol.
• I KNOW IT'S ALL WRONG, ISN'T IT...?
Please give me praise for partial success. Reward me
for self-improvement, not just for perfection.
• BUT WHY DO I ALWAYS GET YELLED AT...?
Please catch me doing something right and praise me
for the specific positive behavior. Remind me--and
yourself--about my good points when I'm having a bad
day.
References
Sites visited June 13, 2005 – June 17, 2005
(Page 1 of 2)
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National Center on Birth Defects and Developmental Disabilities
http://www.cdc.gov/ncbddd/adhd/symptom.htm
India Parenting … when you think of children
http://www.indiaparenting.com/raisingchild/data/raisingchild069.shtml
Parent Education Advocacy Training Center
http://www.peatc.org/IDEA.htm
Our Special Kids
http://www.ourspecialkids.org/addinfo2.html
ADDvance … answers to your questions about ADD (ADHD)
http://www.addvance.com/help/parents/child.html
Education World
http://www.educationworld.com/a_issues/issues148c.shtml
U.S. Department of Education
http://www.ed.gov/policy/speced/guid/idea/idea2004.html
Healthy Place
http://www.healthyplace.com/communities/add/simon/research.htm
References
Sites visited June 13, 2005 – June 17, 2005
(Page 2 of 2)
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The University of California – Berkley, Disabled Students’ Program
http://dsptrio.berkeley.edu/methodology.html
ADHD Kids
http://adhd.kids.tripod.com/sites.html
Brain Train
http://www.braintrain.com/
Integrated Visual and Auditory Continuous Performance Test
http://www.braintrain.com/iva/iva_home.htm
Play Attention
http://www.playattention.com/
LD Online
http://www.ldonline.org/ld_indepth/teaching_techniques/adhd_strategi
es.html
Exceptional Lives
http://www.prenhall.com/turnbull