Support is Variable  Students come to our classrooms with different subtypes of ADHD and with different degrees of severity. Some will have more or less.

Slides:



Advertisements
Similar presentations
Specific Learning Disabilities LD—Learns Differently! Dickey LaMoure Special Education Unit.
Advertisements

ADHD By Elizabeth Mihalick. What is ADHD?  Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue.
Copyright © Allyn & Bacon 2008 Chapter 6: Students with Attention Deficit-Hyperactivity Disorder Chapter 6 Copyright © Allyn & Bacon 2008 This multimedia.
Attention Deficit Disorder Melissa Homakie, Sarah Keenan Haley Martin, Kristina Morris.
Classroom Management Describe the importance of classroom management and its impact on academic learning time. Describe differences in the approach to.
Designing Effective Peer Tutors and Classroom Relationships Richard Blasi Sue Conefry Brian Danser Matthew Gens Lauren Lewis Kimberly Stavac.
©2010 Stasi Renz 1 Self-Regulation Interventions for Children with ADHD Stasi Renz University of Pittsburgh April 20, 2010 ©2010 Stasi Renz 1 Picture from.
By: Nikole Larsen.  I will most likely deal with many ADHD students in my teaching career.  I personally know people with ADHD.  I want to be able.
ADD/ADHD Nate and Josh P.E. 406.
Management of Children with ADHD in the classroom
By: Rachel Tschudy. Background Types of ADHD Causes Signs and Symptoms Suspecting ADHD Diagnosis Tests Positive Effects Treatment Rights of Students in.
Brandi Burns Lindsey Stauth. “Inclusive Education: support for implementation” We chose this resource specifically, because it is most beneficial for.
OBSERVATIONS For SLD Eligibility Make sure you sit with your school’s team.
ADHD Attention Deficit Hyperactivity Disorder Alexandria Kvenvold.
ADHD: School- Based Interventions.  What do teachers see in the classroom?  Can we base interventions on subtype alone?  The role of.
Emotional and Behavioral Disorders Melissa Tilton EDUC533PA.
By: Ashley Dunaway, Brianna Leiford, and Mariah Lumpkin.
Lecturette 2: Inclusion at the Classroom level Strategies for Including All Students.
V-1 Module V ______________________________________________________ Providing Positive Behavioral Interventions and Supports.
ADAPTED FROM: EPSTEIN, J. L., ET AL., (2002). SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS: YOUR HANDBOOK FOR ACTION, SECOND EDITION. Interactive Homework.
ADHD: Accommodations & Socialization Presented by: Jason B. Ness, Ph.D. Principal Niles Central Day School.
Causes of Failure in College from the College of Alabama Center for Teaching and Learning
SESSION 1 Understanding ADHD TIME OUT FOR PARENTS AIMS TO: better understand ADHD and its affects on your child enable you to better manage your child’s.
Growing the Green: Focusing on Universal Interventions Joan Ledvina Parr PBIS Team Leaders and Coaches Meeting November 13, 2008.
 Incidence of mental illness was 1/5 (NIMH, 2004)  Varying definitions and diagnostic criteria  Words like mental illness have had negative connotations.
SCHOOL COUNSELING "Helping children to become all that they are capable of being." Created by Tammy P. Roth, MEd Licensed School Counselor.
BY: SALLY HART, LSSP ED and AU in the School Setting.
Understanding Students with AD/HD. Defining AD/HD The condition most adversely impact the student’s academic performance to receive services Students.
Julie F., Lea L., Joshua P., Julianna T., and Jamie W.
Strategies for Working With the Disorganized, Inattentive, Overactive Student.
Frances Blue. “Today’s young people are living in an exciting time, with an increasingly diverse society, new technologies and expanding opportunities.
Martha Van Leeuwen University of Kansas Resources for Paraeducators Website Attention Deficit Hyperactivity Disorder.
ADHD By: Kourtni, Chelsea, and Aaron. What is ADHD? ADHD stands for Attention deficit hyperactivity disorder ADHD is a problem with inattentiveness, over-activity,
Differentiation Reaching Those Who Don’t Expect It.
DIFFERENTIATION: ATTENTION DEFICIT/HYPERACTIVITY DISORDER.
RESOURCES FOR USE WITH CHILDREN Academic and Behavioral Interventions.
ADD/ADHD By: Ashley Marriott. Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder are syndromes, usually diagnosed in childhood, characterized.
Inclusion: Effective Practices for All Students, 1e McLeskey/Rosenberg/Westling © 2010 Pearson Education, Inc. All Rights Reserved. 5-1 ADHD.
High Incidence Disabilities. Emotional Disturbance States interpret definition based on their own standards. Students have an average intelligence, but.
Teaching Students with Special Needs in General Education Classrooms, 8e Lewis/Doorlag ISBN: © 2011 Pearson Education, Inc. All rights reserved.
Jan W. Lanham Issues for Leaders—Sept, Response to Intervention RTI is: A multi-tiered problem-solving approach! A focus on instructional and social/emotional.
Socialization and Self Esteem
533: Building a Trauma-Informed Culture in Child Welfare.
Alpha Academy Behavioral Intervention Jesika M. Clark Education 615.
Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 1 Unit 5 – Chapter 11 TEACHING.
TEACHING STUDENTS WITH BEHAVIORAL DISORDERS Examples : tardiness, poor work habits, argumentativeness preventing success, withdrawn, lack of social interaction.
Individuals with Emotional or Behavioral Disorders
Responding to Violations of Rules and Procedures ACED 4800 Student Teaching Seminar.
EXED 670 Session 2.  On the two poster boards…  Write two ‘highs’ from the week  Write one ‘low’ from the week  Talk with your accountability pair.
EMOTIONAL IMPAIRMENT Defining the disability of emotional disturbance to specific standards is difficult to do because of the changing and revised criteria.
Class 8 – Thursday 17 No homework collection! Tonight’s Discussion: ◦Chapter 8: Mild Intellectual Disabilities ◦Chapter 9: ADD / ADHD Homework ◦Quiz #2.
Tier 3 Intervention The Most Intense Level of Intervention!!!
Positive Behavior Support Plans. How it all Fits Together Social Skills Instruction Positive Behavior Support Plans Strategies become more intense Behavior.
Advanced Social Communication High School: Lesson Two Facing Obstacles.
Chapter 8 Reaching and Teaching Children Who Hurt: Strategies for Your Classroom (Craig, 2008)
Functional Behavioral Analysis Behavior Intervention Plans Jones, K. M., & Wickstrom, K. F. (2009). Using functional assessment to select behavioral interventions.
1 Chapter 9 Correcting Correcting Chronic and Severe Misbehavior.
Classroom management for learners with disabilities.
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) By: Shazli Ezzaty Bt Mohd Shafiee Dietetic
Chapter 7 Children with Attention Deficit/Hyperactive Disorders (ADHD) © Cengage Learning. All rights reserved.
INCLUSION The Road to Success for Students with Disabilities.
CHAPTER 11: Effective Learning Environment © (2015, 2012, 2009) by Pearson Education, Inc. All Rights Reserved Educational Psychology: Theory and Practice.
Advanced Social Communication Middle School: Lesson Three Facing Obstacles.
Matching Students to Tier 2 Interventions and Ensuring Active Ingredients are Implemented Reviewing Tier II Interventions.
Department of Specialized Instruction & Student Services Strategic Plan – Initiative 1.
Functional Behavioral Assessment & Behavior Intervention Plan.
Pediatrics Department
Overview of Individual Student Systems
Intensive Intervention – Tier 3
Students with Emotional Disturbances
Presentation transcript:

Support is Variable  Students come to our classrooms with different subtypes of ADHD and with different degrees of severity. Some will have more or less support at home. Less support at home exacerbates the intensity of the symptoms of ADHD and supportive home environments can help reduce the severity of the symptoms (Alizadeh, et al., 2007).

Typical Difficulties for the ADHD Student and the Staff  Lack of Inhibition  Speaking out of turn.  Wandering around class at inappropriate times.  Maintaining attention  Lack of organizational skills  In trouble with Administration  Not finishing work  Forgets instructions  Trouble with peer relationships  Low grades  Poor self-esteem  Poor memory

Medication for Intervention  Stimulant medications include Adderall, Concerta, Vyvanse, and Ritalin.  Non-stimulant medication includes Straterra being most prescribed. Although medications are effective in reducing many of the symptoms of ADHD they are not sufficient alone to provide the support necessary for success in school and other areas of student’s lives (DuPaul & Stoner, 2003 as cited by DuPaul, et al., 2011).

Intervention Possible at School  There are a few areas in a student’s life that need intervention in order to deal with ADHD effectively at school. These areas include behavioral, self-regulatory, academic, social / relational, and home / community programming.

Behavioural Intervention Antecedent-based intervention involves changing aspects of the environment that will typically be difficult for the child to deal with in an effective way.  This could be things such as making the rules concise, clearly explained and clearly displayed.  Regularly reviewing expectations for certain situations.  Reducing task requirements so that the child doesn’t have as much to focus on at one time (chunking). Coupling this with positive reinforcement is also very effective. The size or number of these tasks can be increased slowly as the student develops greater capacity.  Choice in the type of assignment necessary to meet the learning objectives.  Preferential Seating.( DuPaul, et al., 2011)

Behavioural Intervention (Continued) Consequence-based intervention involves altering the environment as a result of positive task completion.  These changes are typically in the form of positive reinforcement, which can also be associated with some kind of token economy.  Rewards should be frequent, individualized and varied.  Response cost consequences involve the removal of a privilege because of unfavorable behaviour. Used when positive reinforcement alone is not effective.  Timeouts from positive opportunities. ( DuPaul, et al., 2011)

Self-Regulation Intervention This strategy enlists the student to evaluate their own performance and behaviour.  Involves the use of a 3-5 point Likert rating scale. After the student has rated themselves they compare it to the teacher’s rating. If the evaluations match then the frequency of teacher evaluations is reduced.  This strategy helps the student to think about and become more responsible for choosing their behaviour. ( DuPaul, et al., 2011)

Academic Intervention  Direct instruction regarding academic skills such as note taking, studying, organizing a binder.  Use of electronic devices seem to hold attention for ADHD children in place of typical paper pencil tasks.  Peer assistance can be a reciprocal experience benefiting both the ADHD student and the peer assistant in areas of self-esteem, retention of material, and interpersonal communication skills. ( DuPaul, et al., 2011)

Home / School Communication Programs  Daily Report Card systems can be effective when the circumstances at home and between the student and their parents are positive. Simple feedback gives context to the parents regarding what skills and strategies they can discuss. This method would not be as effective with students that exhibit more intense levels of ADHD. ( DuPaul, et al., 2011)

Social Relationship Intervention  This entails actual instruction regarding interpersonal communication skills. This is an effective way to instruct your whole group of students in important skills without creating a situation where the ADHD child feels they are at a deficit compared to their peers. ( DuPaul, et al., 2011)

Elements that Should Already Exist  As educators we should constantly focus on our student’s strengths. Individual planning should be a large element of what we do (Sosa and Tomlinson, 2011).  Administration should be careful to match students with appropriate staff and environments as much as possible.  The student should be involved in the processes of choosing and molding the interventions that they will be learning. In this way they develop more ownership of their progress, which increases confidence and self-esteem (Rief, 2012).  All members of staff involved with these children should work as a team with similar objectives and initiatives.

References  Alizadeh, H., Applequist, K. F., & Coolidge, F. L. (2007). Parental self-confidence, parenting styles, and corporal punishment in families of ADHD children in Iran. Child abuse & neglect, 31(5),  DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the Classroom: Effective Intervention Strategies. Theory Into Practice, 50(1),  Rief, S. F. (2012). How to reach and teach children with ADD/ADHD: Practical techniques, strategies, and interventions (Vol. 3). Jossey-Bass.  Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution Tree Press.