ADD/ADHD Mr. Silva Ms. Perrin Ms. Olsen

SNOWBALL ACTIVITY

ADD/ADHD Attention Deficit Disorder – A syndrome, usually diagnosed in childhood, characterized by a persistent pattern of impulsiveness, a short attention span, and often hyperactivity, and interfering especially with academic, occupational, and social performance (Gale Encyclopedia of Medicine). Attention Deficit Hyperactivity Disorder – Attention deficit hyperactivity disorder; a disorder characterized by a persistent pattern of inattention and/or hyperactivity (Gale Encyclopedia of Medicine).

Video ADD Video

ADD/ADHD Characteristics Three Primary Characteristics (Smith & Segal, 2012) – Inattention – Hyperactive – Impulsivity

Inattention Doesn’t pay attention Makes careless mistakes Has trouble staying focused, is easily distracted Appears not to listen when spoken to Has difficulty remembering things and following instructions Has trouble staying organized, planning ahead, and finishing projects Gets bored with a task before it is completed Frequently loses or misplaces homework, books, toys, or other items

Hyperactivity Constantly fidgets and squirms Often leaves his or her seat in situations where sitting quietly is expected Moves around constantly, often runs or climbs inappropriately Talks excessively Has difficulty playing quietly or relaxing Is always “on the go,” as if driven by a motor May have a quick temper or a “short fuse”

Impulsivity Acts without thinking Blurts out answers in class without waiting to be called on or hear the whole question Can’t wait for his or her turn in line or in games Says the wrong thing at the wrong time Often interrupts others Intrudes on other people’s conversations or games Inability to keep powerful emotions in check, resulting in angry outburst or temper tantrums

Under which IDEA does this disability fit? Other Health Impaired (OHI) – Includes Attention Deficit/Hyperactive Disorder (AD/HD).

AD/HD students are eligible to receive services under IDEA The Individuals with Disabilities Education Act (IDEA) defines eligibility as students who have certain specified types of disabilities and who, because one of those conditions, need special education and specially designed content instruction (ERIC Educational Resource International Center, 1998). Most students with AD/HD are served in the general educational classroom.

Snake Oil IEP or Sec. 504? Individualized Education Program (IEP): Child receives special education and related services. – Teachers, parents, school administrators – Cornerstone of quality education for each child with a disability (Massachusetts Department of Education, 2001).

Section 504 students are defined as those having any physical or mental impairment that substantially limits one or more major life activities including learning (ERIC Educational Resource International Center, 1998).

Tim with an IEP Mother online forum for AD/HD Tim (the son) has an IEP beginning early in grade school. Tim has trouble reading, mathematics at grade level, following directions, focusing and controlling impulsiveness.

Tim get’s an IEP Clear content grade goals for Tim and teachers Teachers have guidelines that include – Behavior teaching – Consequences – Rein forcers As Tim progresses through school, the IEP is adjusted and the new teachers are informed.

Abracadabra! As Tim finishes his senior year of high school… – Praise from Tim’s teachers. – 360 degree difference. – Tim is an outstanding student in mathematics. – Tim finishes his last semester of high school with a 4.0 G.P.A. (adhdxyz, 2005).

How ADD affects a students education in a general education classroom In order to learn something new, we must first assimilate the information (take it in). A child with ADD/ADHD cannot focus on information or events around them as easily as other children. Daydreaming during lectures reduces the amount of learning that is taking place.

Accommodations for the classroom. Hunters blind – (Thom Hartman) Take a piece of laminated construction paper and use it to cover everything but the current problem. Preferential Seating – Away from windows or walls that have a lot of stimulating information. Music – Music is relaxing and timulates brain waves to help people concentrate better. This technique works best when the music has no words.

Accommodations for the classroom Guide Fingers – Put a finger on the words you are reading or the math problem tht you are doing. This helps to keep attention focused on a specific problem. Multitasking – Set up work stations. Some students learn better when they are not focused on one thing at a time.

Accommodations for the classroom Doodling – Letting the student doodle while you are lecturing helps them to absorb more of what is being taught. Stand up and move around – Let the child sit in an area that will not bother other students if they need to stand up and stretch or wiggle around for a minute..

Accommodations for the classroom Divide and conquer- Divide large assignments up into attainable portions. Squeeze ball – give the student a ball to squeeze. Kids with attention deficit disorder respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards.

References adhdxyz. (2005). Primary & Secondary Education. Retrieved November 21, 2012, from vBulletin: ERIC Educational Resource International Center. (1998). Attention Deficit Disorder-Legal. Retrieved November 21, 2012, from ERIC Educational Resource International Center: Massachusetts Department of Education. (2001, June). IEP Process Guide. Retrieved November 21, 2012, from Massachusetts Department of Education:

References Redman, B. (2012) ADD Learning Techniques. Taken from 10/14/12 Rotz, R. PhD., Write, S (2008) When ADD kids Fiidget:Better Focus through multitasking. ADDitude Magazine 10/2008. Segal, PhD. & Smith, M. (2012) ADD / ADHD and School. Helping Children with ADHD succeed at school. Taken from 10/15/ Smith, Melinda. "ADD/ADHD in Children." Helpguide. N.p., n.d. Web. 28 Nov