Educators and ADHD Chris Dalhuisen, Ken Jeberg, Mike Doyle Jeremy O’Shea, Mackenzie Holzmann

Teachers are often the first person to recognize a child’s inattention, hyperactivity and impulsiveness. The teacher many complete an ADHD and behavioral questionnaire, such as Conner or Vanderbilt rating scales. Strategies in Dealing with ADHD

Conner Test Examples.

Vanderbilt Test Example.

Parents in Management of ADHD Avoid repetition of “no” and “don’t.” Find an academic or sports interest that motivates a child and encourage and support it. Speak quietly and slowly. Present tasks or errands, one at a time. Use written or picture cues to reinforce verbal requests or explanations. Encourage a structured, calm routine for homework, mealtimes, playtime, and bedtime. Avoid formal meals in restaurants if they lead to disruption and argument.

Teaching skills Task duration: To accommodate to the students short attention span, academic assignments should be brief Direct Instruction: Attention to task is improved when the student with ADHD is engaged in teacher-directed as opposed to independent seat-work activities Scheduling: You should have academic material in the morning as ADHD students attention worsens over the afternoon

Teaching skills continued Interest: To increase interest with highly motivating material will increase attention. Structure and organization: Lessons should be carefully structured and important points clearly identified. Pacing Work: Allow students to pace their own work. It is too overwhelming for ADHD students to be pushed. Instructions: Keep all instruction short specific and direct. Productive Physical Movement: ADHD students have difficulty sitting still so physical movements should be planned daily

What we can do in the classroom

Contributing Factors Dietary Factors Biochemical Basis Infectious Iron Deficiency Lead Exposure Cocaine-Exposed Infants at Risk Fetal Exposure to Alcohol, Marijuana, Cigarettes Role of Diet During Infancy Statistics ADHD is one of the commonest mental health disorders in childhood. 3–5% of the school-age population Central nervous stimulants, 80% Boys outnumber girls 3:1

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