Copyright © 2007 Allyn & Bacon Chapter 6 Attention Deficit/Hyperactivity Disorder This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental lease, or lending of the program. Introduction to Special Education: Making a Difference 6th Edition

Copyright © 2007 Allyn & Bacon Focus Questions What are the common characteristics of students with ADHD? What are the common characteristics of students with ADHD? What is the relationship between ADHD and other co-existing disabilities? What is the relationship between ADHD and other co-existing disabilities? How is ADHD treated medically? How is ADHD treated medically? What are various accommodations and classroom interventions used with students with ADHD? What are various accommodations and classroom interventions used with students with ADHD? Why are collaboration and partnership with families and other professionals important? Why are collaboration and partnership with families and other professionals important?

Copyright © 2007 Allyn & Bacon Challenge Question In what special education category is ADHD included? Why is it not its’ own category? In what special education category is ADHD included? Why is it not its’ own category?

Copyright © 2007 Allyn & Bacon History of the Field In the 1997 reauthorization of IDEA the federal government recognized ADHD In the 1997 reauthorization of IDEA the federal government recognized ADHD 1902 George Still first to document characteristics of ADHD 1902 George Still first to document characteristics of ADHD 1919 Kurt Goldstein identified behaviors in solders with TBI that were similar to those found in children with ADHD 1919 Kurt Goldstein identified behaviors in solders with TBI that were similar to those found in children with ADHD 1937 Alfred Strauss and Heinz Werner noted that these children never developed strong skills in reading, writing and speaking- this condition was called Strauss Syndrome 1937 Alfred Strauss and Heinz Werner noted that these children never developed strong skills in reading, writing and speaking- this condition was called Strauss Syndrome

Copyright © 2007 Allyn & Bacon History of the Field (continued) Newell Kephart used repeated motor activities to minimize these behaviors Newell Kephart used repeated motor activities to minimize these behaviors Laura Lehtinen devised highly structured teaching routines of children with brain injury Laura Lehtinen devised highly structured teaching routines of children with brain injury William Cruikshank was one of the first to develop educational programs for children with behaviors similar to ADHD William Cruikshank was one of the first to develop educational programs for children with behaviors similar to ADHD Barbara Keogh noted a possible biological basis in children with hyperactivity Barbara Keogh noted a possible biological basis in children with hyperactivity

Copyright © 2007 Allyn & Bacon Thinking About Dilemmas to Solve Think about: Think about: How the characteristics of ADHD impact adults with these behavioral characteristics. How the characteristics of ADHD impact adults with these behavioral characteristics.

Copyright © 2007 Allyn & Bacon Attention Deficit/Hyperactivity Disorder Defined ADHD is classified under “other health impairments” under IDEA ‘04 ADHD is classified under “other health impairments” under IDEA ‘04 American Psychiatric Association (APA) defines ADHD as a pattern of frequent and severe inattention an/or impulsivity American Psychiatric Association (APA) defines ADHD as a pattern of frequent and severe inattention an/or impulsivity Hyperactivity is also associated with this disorder Hyperactivity is also associated with this disorder These behaviors occur in more than one setting These behaviors occur in more than one setting These behaviors significantly impair social, academic, or occupational functioning These behaviors significantly impair social, academic, or occupational functioning

Copyright © 2007 Allyn & Bacon Attention Deficit/Hyperactivity Disorder Defined Students with ADHD may participate in the general education curriculum if the behaviors associated with it do not interfere with academic performance Students with ADHD may participate in the general education curriculum if the behaviors associated with it do not interfere with academic performance Section 504 of the Rehabilitation Act provides these students with the right to receive accommodations required for testing of to complete assignments. Section 504 of the Rehabilitation Act provides these students with the right to receive accommodations required for testing of to complete assignments. To qualify for special educations services, the characteristic behaviors associated with ADHD must interfere with academic success

Copyright © 2007 Allyn & Bacon Comorbidity of ADHD Comorbidity of ADHD with Learning Disabilities Comorbidity of ADHD with Learning Disabilities 70% of students with ADHD also have a learning disability 70% of students with ADHD also have a learning disability Students with ADHD tend to score lower on standardized achievement tests than students without disabilities Students with ADHD tend to score lower on standardized achievement tests than students without disabilities Comorbidity of ADHD with Emotional or Behavioral Disorders Comorbidity of ADHD with Emotional or Behavioral Disorders 42% of students with ADHD were also classified as ABD 42% of students with ADHD were also classified as ABD

Copyright © 2007 Allyn & Bacon Characteristics ADHD is characterized by: Impulsivity Impulsivity inability to pinpoint relevant information in questions or problems inability to pinpoint relevant information in questions or problems often blurt out answers without careful consideration often blurt out answers without careful consideration butt into conversations, which can lead to decrease in social acceptance butt into conversations, which can lead to decrease in social acceptance Hyperactivity Hyperactivity These behaviors are subjective ranging from “energetic” to “squirmy” These behaviors are subjective ranging from “energetic” to “squirmy”

Copyright © 2007 Allyn & Bacon Characteristics (continued) Inattention may result in difficulty in following directions may result in difficulty in following directions difficulty in changing tasks difficulty in changing tasks organizational problems organizational problems Academic Performance difficulty studying difficulty studying disorganization disorganization forgetfulness forgetfulness

Copyright © 2007 Allyn & Bacon Characteristics (continued) Social Behavior Social Behavior Hyperactivity and poor social behaviors cause these students to have few friends Hyperactivity and poor social behaviors cause these students to have few friends This rejection may result in social withdrawal and isolation This rejection may result in social withdrawal and isolationStrengths intuitiveness intuitiveness emotional awareness emotional awareness creativity creativity

Copyright © 2007 Allyn & Bacon Prevalence There are conflicting estimates on how may students have ADHD: There are conflicting estimates on how may students have ADHD: National Institute of Mental Health (NIMH) estimates 4% of individuals between 9 and 17 to have ADHD National Institute of Mental Health (NIMH) estimates 4% of individuals between 9 and 17 to have ADHD American Psychiatric association (APA) estimate between 3% to 7% of all schoolchildren have ADHD American Psychiatric association (APA) estimate between 3% to 7% of all schoolchildren have ADHD U.S. Department of Education estimate 3% to 5% of school aged children U.S. Department of Education estimate 3% to 5% of school aged children Boys may be 4 to 7 times more likely to have ADHD Boys may be 4 to 7 times more likely to have ADHD

Copyright © 2007 Allyn & Bacon Causes and Prevention Causes Causes The causes of ADHD are not known; however, research is now pointing to a biological predisposition Prevention Prevention More must be learned about the cause of ADHD before preventive measures can be devised

Copyright © 2007 Allyn & Bacon Assessment and Identification Diagnostic interviews Diagnostic interviews Medical examinations Medical examinations Behavior rating scales Behavior rating scales Standardized tests Standardized tests Observations Observations

Copyright © 2007 Allyn & Bacon Early Intervention It is difficult to differentiate between preschoolers with ADHD and typically active preschoolers. It is difficult to differentiate between preschoolers with ADHD and typically active preschoolers. Not all students with ADHD require special education services Not all students with ADHD require special education services However, governmental regulations require the behavioral characteristics of ADHD to be demonstrated before the age of seven to qualify for special education. However, governmental regulations require the behavioral characteristics of ADHD to be demonstrated before the age of seven to qualify for special education.

Copyright © 2007 Allyn & Bacon Elementary Through High School – Students with ADHD often benefit from instructional accommodations such as extended time, less distraction location, place markers – Schedule more demanding subjects earlier in the day – Set occasions for supervised social interactions with peers – Teach self-management tactics – Self-monitoring – Self-instruction – Self-reinforcement – Goal setting

Copyright © 2007 Allyn & Bacon Technology Students with ADHD do not rely on technology; however, instructional technology such as computers and special processing software that helps organize thoughts and assist in problem-solving is often helpful to these students. Students with ADHD do not rely on technology; however, instructional technology such as computers and special processing software that helps organize thoughts and assist in problem-solving is often helpful to these students.

Copyright © 2007 Allyn & Bacon Transition Through Adulthood People with ADHD do not “grow out of it” and require support to continue academically People with ADHD do not “grow out of it” and require support to continue academically

Copyright © 2007 Allyn & Bacon Families Educators should: Educators should: Organize and structure homework Organize and structure homework Communicate clearly and often with the family Communicate clearly and often with the family Assist families in home implementation of effective techniques Assist families in home implementation of effective techniques

Copyright © 2007 Allyn & Bacon Challenge Question Why is it important for teachers to be aware of the characteristics of ADHD? Why is it important for teachers to be aware of the characteristics of ADHD? What are some examples of how the learning environment can be modified to help these student succeed? What are some examples of how the learning environment can be modified to help these student succeed?