ADHD in School Courtney Lewis, M.S. April 1, 2009

Kids talking about ADHD and school  eachers+diagnosis+ADHD&hl=en&emb=0 &aq=f#q=schools++ADHD&hl=en&emb= 0 eachers+diagnosis+ADHD&hl=en&emb=0 &aq=f#q=schools++ADHD&hl=en&emb= 0 1:37 - 5:10  8/displayVideo/Hi 8/displayVideo/Hi  eachers+diagnosis+ADHD&hl=en&emb=0 &aq=f#q=adhd+in+the+classroom&hl=e n&emb=0 eachers+diagnosis+ADHD&hl=en&emb=0 &aq=f#q=adhd+in+the+classroom&hl=e n&emb=0

Across Settings  Imperative to gather information from teachers in order to make diagnosis of AD/HD  Helpful to gather info from teachers for treatment planning  Teacher Rating Scales Conners Teacher Rating Scale - Revised (CTRS – R) Sutter - Eyberg Student Behavior Inventory (SESBI-R) Achenbach Child Behavior Checklist (CBCL) – Teacher Report Form

Teacher Assessment Tips  Employ parent to have rating scales completed prior to assessment  Call after school hours  Utilize  Be brief  Recognize teacher’s expertise  Sticky Situation: Teacher has already “diagnosed” child with ADHD Teacher tells parents that child needs to be on medication Written Parent Consent

Educational Rights FAPE Free and Appropriate Education Individuals with Disabilities Education Act (IDEA) Of the Rehabilitation Act of 1973 : Section 504 Florida Department of Education

IDEA  Governs all special education services in the United States  If eligible can receive an Individual Educational Plan (IEP) Modifications  March 1999 – ADHD was formally listed in the IDEA Regulations under Other Health Impairments (OHI) Schools can no longer argue is not a ‘covered’ condition

To receive services under IDEA (less common)  “To receive services the child must have a diagnosis of AD/HD that results in limited alertness to academic tasks, due to heightened alertness to environmental stimuli; must be chronic (long lasting) or acute (have substantial impact); this must result in an adverse effect on educational performance; and the student must require special educational services to address the AD/HD and its impact.”  Requires evaluation by a multidisciplinary team Routine basis Requires parental consent

Section 504  Civil Rights Statute Requiring schools not discriminate against children with disabilities and that they provide reasonable accommodations  Eligibility Based on the existence of an identified physical or mental condition that substantially limits a major life activity (ex. learning)

Our Role ?????  Pointless for health care professionals to be involved  “What starts in the school should stay in the school” (Hyimp, 2008)

APRIL FOOLS

Our Role  Empathize with parents AND teachers  Educate Parents  Include relevant language in Ax reports  Collaborate with parent and teacher / provide direction Suggest accommodations  Reevaluate and fine tune across time

Empathize with Parents  Feeling… Overwhelmed Stressed Embarrassed Like a bad parent Blamed by the school  Defensive  Angry  Defeated

Educate Parents ….. Provide Direction  Explain educational rights National Resource Center on AD/HD  Center for Children and Families / University at Buffalo 

Collaborate !!!!!!!  Facilitate (and model) positive and effective communication between teacher, parent, and student Empower parents and students with skills to engage in future communication independently  Sticky (but common) Situations “He Said She Said” “It’s their fault” “ Don’t tell me how to do my job”

Accommodations  Endless possibilities  Important to consider Feasibility Developmental Appropriateness Child’s Individual Needs  Classroom Management Technique Assessment University of Buffalo  Florida Department of Education “accommodations”

School Home Note / Daily Report Card  GOAL Facilitate daily positive communication between parent, teacher, AND student Simplicity is key  Limit number of target behaviors  Feedback throughout the day  Attainable goals for … Child Teacher Parent

Target Behaviors  Elementary Walks in line appropriately Raises hand to speak with X or few reminders  Middle School Writes Legibly  Uses 1 line cross outs instead of scribbles  Writes on the lines of the paper Writes homework in assignment planner with X or few reminders  High School Brings completed homework to class Accepts feedback from teacher appropriately

Accommodations Difficulty with Instructions  Use a prearranged signal to gain student’s attention before giving instructions  Have the student paraphrase instructions or show you what to do  Check to see if student needs any assistance getting started

Accommodations Difficulty Completing Assignments  Use a kitchen timer to define work times  Break long term assignments into parts with corresponding due dates  At first, give partial credit for late assignments or incomplete work until the student is able to complete the work on time

Accommodations Difficulty Staying Organized  Parent facilitates backpack clean-out each evening or once a week  Let student use a special folder or binder to keep materials organized. Use dividers or folders to keep subjects organized.  Give student a checklist of materials needed for each class to be kept in the student’s locker or binder

Accommodations Difficulty taking tests  Give verbal encouragement (keep working, answer every question) without giving clues to correct or incorrect answers  Let the student read the test items aloud to him or herself as he or she works on the test  Require fewer questions but select ones that measure all required content and skills

Accommodations Easily Distracted / Short Attention Span  Let the student use an enclosed study carrel to complete independent work  Give student legitimate opportunities to get up and move in the classroom, use the restroom, or get a drink of water  Let student sit in an area away from busy parts of the classroom

Challenges for Parents Related to School  Feeling “blamed” by the school