Brought to you by : Ami and Olivia ADHD: Attention Deficit Hyperactivity Disorder

ADHD-defined  Inattention- Inability to pay attention or focus  Hyperactivity- Impaired ability to sit or concentrate for long periods of time; appears to be driven by a motor  Impulsivity- Difficulty controlling ones own behavior

IDEA ADHD “The Other Health Impairment” IDEA 2004 Who qualifies? “must be significant, must be observed across several settings, must be documented as having existed before the age of seven, and must seriously affect educational performance” (Smith, 2007, p.218)

Who has ADHD? CDC Boys are 2-3 times more likely to have ADHD than girls.

What to look for in the classroom  Inability to sit still/fidgety/squirmy  Loses concentration  Repeatedly off task  Lack of self control  Low academic performance  Poor social skills  Disorganized and forgetful  Low self esteem

Treatment Options  Medication  Side effects  Behavioral Therapy  Diet changes  Herbal Therapy  Biofeedback  Massage  Yoga Combination of behavioral and medical interactions have been most effective

Positive Characteristics of ADHD Although children with ADHD present many challenges in the classroom they often display “intense creativity, intuitiveness, emotional awareness and exuberance. Individuals with ADHD may take an unusual or nonstandard approach to problem solving, look at situations from a different perspective, and exhibit an ability to think outside the box”. (Smith, 2007, p. 211)

What’s In Your Toolbox? Physical classroom environment “Withitness” – noting and recognizing triggers Consistency Partnering with families Collaborating with school resources

Instructional Techniques/Setting Your Students Up To Succeed  Clear and concise direction  Clearly defined goals  Help students with time management  Frequent feedback (goes both ways)  Reinforce deadlines  Frequent breaks  Alternate activities with desk work  Peer tutoring – academic & social improvement

Accommodations  Longer testing periods  Transitional prompts  Additional organizational strategies  Shorter study periods  Tools for success- calculators, pointers, tracking devices.  Evaluation methods should match the child’s ability

Validated Practices  Self monitoring – Using timers to chart “on task” behavior. Self talk/reinforcement, goal setting, Check lists  Gesturing: Representational Deictic  Technology/Computer-assisted instruction Bernas, R., Eberhard, P. Xiao-lei, W. (2004) DuPaul, G., Stoner, G. (2004)

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References Bernas, R., Eberhard, P. Xiao-lei, W. (2004). Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers. Educational Studies, 30, 3. Retrieved June 20, 2009, from Brand, S., Dunn, R., Greb, F. (2002). Learning styles of students with Attention Deficit Hyperactivity Disorder: Who are they and how can we teach them? Clearing House, 75, 5, pp. 268 – 273. Retrieved June 18, 2009, from Cook, M. (2005). The disruptive or ADHD Child: What to do when kids won’t sit still and be quiet. Focus on Exceptional Children, 37, 7. Retrieved June 20, 2009, from Data and statistics. (2003). Center for disease control and prevention. Retrieved June 20, 2009, from DuPaul, G., Stoner, G. (2004). ADHD in the schools: Assessment and intervention strategies. Retrieved June 25, 2009, from:

References (Cont’d.) Education Place. Graphic Organizers [organizer templates]. Retrieved June 25, 2009, from Giuliani, G., Pierangelo, R. (2001). What every teacher should know about students with special needs. Champaign, Illinois: Research Press. Hogan, D. (1997). ADHD: A travel guide to success. Childhood Education, 73, 3 pg Retrieved June 17, 2009, from Sava, F. (2000). Is Attention Deficit Hyperactivity Disorder an exonerating construct? Strategies for school inclusion. European Journal of Special Needs Education, pp Retrieved June 20, 2009, from Smith, D. (2007). Introduction to Special Education (7 th ed.). Boston, MA: Pearson.