Post on 06-Dec-2014
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Attention Deficit Hyperactivity Disorder
Lecture 6
Ching-fen Hsu
2013/10/18
Robert Toth • Renowned sculptor &
painter
• Work exhibited in National Portrait Gallery, Lincoln Center, Vatican Museum
• Cannot recall times of the 4th grade repeat
• His mother helped him success in arts
• Artistic giftedness guided him the way to overcome disabilities
ADHD in IDEA 04’ Students with ADHD
• Are not guaranteed eligibility for special education or related services, even with medical diagnoses & medication prescriptions
• Are specially called out under other health impairments category, which does not list every disability and condition
• May be eligible for services under other categories, such as learning disabilities & emotional/behavioural disorders
• May receive special education services if the condition adversely affects educational performance
Historical Context • 1902 Dr. George Still: documents characteristics with
ADHD (some abnormal psychical conditions in children)
inattention/impulsivity
• 1919 Kurt Goldstein: German psychiatrist studied veterans after WWI
never developed strong skills in reading, writing, speaking
• 1937 Alfred Strauss & Heinz Werner: Wayne County Training Center in Michigan
minimal brain damage (Strauss syndrome)
• Late 1930s Laura Lehtinen: developed highly structured teaching routines in Cove School
Challenges That ADHD Presents • Failing at school
• Dropping out of school
• Having high conflict rate
with their families over
doing homework/chores
• Relationships with
classmates for poor social
skills & hyperactivity
• Peers rejection/teachers
dislike
• Loneliness & no friends
Project Eye-To-Eye • Mission: develop a
nationwide partnership with local community
• Provide mentors for SADHD
• Principle: empowerment through building self-esteem
• Meta-cognitive skills development, learning strategies usage, academic accommodations
• Art training
• Parental networking
• Professional development
Defined ADHD • Attention Deficit Disorder (ADD)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Federal government: having limited strength,
vitality, heightened alertness to E stimuli, limited
alertness to educational E, adversely affects
children’s educational performance
• DSM-IV-TR: (1) inattention
(2) hyperactivity
(3) impulsivity
Inattention • Inattention: inability to pay attention or focus
• Unable to follow teachers’ instructions
• Be confused about where they are supposed to be
• Do not know what they are supposed to do
• Cannot focus on learning tasks
• Pay attention to wrong features
• Be distractible
• Have difficulty shifting between tasks
• Have problems transferring between activities
• Inability to learn in an organized/efficient way
hyperactivity • Impaired ability to sit or
concentrate for long
periods of time
• Difficult to define
• Hyper is quite subjective
• Energetic/enthusiastic in
admired activities
• Continue having
daydreaming or ongoing
stream of thoughts
• Reduced excessive activity
& internal restlessness
Impulsivity • Impaired ability to control one’s own behaviour
• Disrupt learning E for an entire class
• Unable to focus relevant components of
problems that needed to be solved/tasks needed
to be accomplished
• Acting before thinking
• Talk out of turn
• Redirect discussion topic in class
• Poor responses from their classmates
• Decreased social acceptance
As A Teacher, You Could… • Assign a classmate to help students stay on tasks
• Tailor pace of instruction to students’ needs
• Arrange more frequent, shorter study periods
• Monitor student learning & modify/supplement
instruction
• Use clear & concise directions, step-by-step
directions
• Give plenty of notices about upcoming changes in
activities to students
• Use predictable & standard schedules
• Promote effective completion of assignments
Education Services for SADHD • General education
no school failure students
extended time on tests & assignments
• Special education
comorbidity: coexisting disabilities
70% SADHD with LD
higher IQ scores even with LD/reading problems
lower standardized achievements
42% SADHD with EBD (1/4 no mental health services: counseling), avoid serious, dangerous, violent situations
• Boys with ADHD with acting out behaviours
Characteristics of ADHD • Undermine success in
school
• Less persistent
• Less effort
• Prefer easier work
• Take less enjoyment in
learning
• Miss details about
assignments
Causes of ADHD • Unknown exact causes
• Inherent differences of brains with ADHD functions
• Biological predisposition (temperament/neurological development) for developing ADHD
• Consensus on biological basis
• Decreased blood flow & electrical activity in the frontal lobes
• Anatomical differences in various regions of brains
• Differences in neurotransmitter levels
• Differences in abilities to track objects visually
• Trouble staying on one line of printed text when reading
High Energy & Low Performance
• Derek, an African American boy
• Always late to classes for having trouble in
remembering the rooms
• Late homework
• Bad quality homework
• Have no ideas about talking content in class
• Boundless energy in gym/on school campus
• Never accomplish what needed to be done
• Have dysfunction family
Overcoming Challenges • Teaching is the first step in helping SADHD
• Medication to help control behaviours & pay
attention
• Reduce school-related problems
• Ritalin/Concerta/Adderall/Dexadrine
• Enhance executive functions in the frontal lobe
• Increase neurotransmitters for brain functioning
• Side effects---reduction in appetite, sleeping
problems, dizziness
• Behaviour & medication should go together
Medicating Young Minds
• 2003 Nov. 3 Times
• Only a few of the newest
drugs developed for
children
• Scientists do not know
long-term effects on
medications
• Pervasive side effects
• Medication is still
controversial
Assessment • Early identification
• Few preschoolers identified as SADHD for (1)
fear of misidentification (2) short attention span &
in constant motion are typical of young children
without ADHD
• Incident causing brain damage
• Pre-referral is important
• Identification (diagnostic interviews, behavioural
rating scales, standardized tests, observations,
medical examinations)
Teaching SADHD • Students with ADHD miss blocks of information
• Experience interruptions in learning process
• Inconsistent access to general education curriculum
• Miss instruction/lack motivation/persistence to make effort
Validated Practices • Planning educational procedures carefully
• Giving rewards
• Making assignments more interesting
• Letting students choose academic alternative
assignments
• Shortening tasks
• Giving clear & precise instructions
• Peer tutoring (>50% academic improvement)
Self-Management Self-regulation strategies
• Self-monitoring
Was I paying attention? Was I on task? Or off task? Was I doing what teacher asked us to do?
• Self-instruction (self-talk)
Double-check my answers. Did I check all of my questions? Just a little bit longer. Stay focused and I can finish this whole sheet.
• Self-reinforcement
• Goal-setting
Let Every Child Pay Attention in Class
Review Objectives After this course, you should be able to….
• Recognize the characteristics of students with
ADHD
• Understand the relationship of ADHD to other
coexisting disabilities
• Understand medical treatments of ADHD
• Discuss the importance of collaborating and
developing partnerships with families and with
other professionals
Questions?