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Attention Deficit Hyperactivity Disorder (ADD/ADHD) By: Maggie Wilson
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Diagnosis DSM-V Neurodevelopmental Disorder (primarily epigenetic) Persistent Pattern of Inattention and Hyperactivity/Impulsivity Interferes with Functioning or Inconsistent with Developmental Level Present Prior to Age 12 & Present in Two or More Settings Six (or More) Symptoms for at Least Six Months
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Signs & Symptoms Inattention Hyperactivity Impulsivity
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Inattention Easily Distracted/Bored unless Doing Something Enjoyable Difficulty Focusing and Processing Information Forgets/Losses Things Misses Details and Makes Careless Mistakes Difficulty Organizing Tasks and Activities Completing and Turning in Assignments
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Hyperactivity/Impulsivity Fidgeting or Squirming and has Trouble Sitting Still Talk Nonstop and Blurts out Inappropriate Comments Show Emotions without Restraint/Regard for Consequences Constantly in Motion Impatient and has Difficulty Waiting for Things/Turns Interrupts/Intrudes on Others
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Three Types Combined Presentation: ( < six months) Inattention & Hyperactivity/Impulsivity are meet Predominantly Inattentive Presentation: ( < six months) Inattention is Met, but Hyperactivity/Impulsivity is not met Predominantly Hyperactive/Impulsive Presentation: ( < six months) Hyperactivity/Impulsivity is met, but not Inattention
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Medical Model vs. Human Model Medical Model -Disease/Deficit Model-External Signs, Symptoms, Categories Human Model -Holistic Approach-Internal Emotional Meanings in our Lives
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Prevalence 5% in Children 2.5% in Adults 2:1 Males to Females White Populations Lower SES Higher in Single-Parent Households
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Comorbidity Learning Disability Speech Impairment Intellectual Disability Depression Anxiety Mood Disorder Emotional Disturbance Conduct Disorder Oppositional Defiance Disorder
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Outcomes Poor Social Skills Poor Academic Achievement Poor Vocational Achievement Increased School Disciplinary Actions Increased Risky Anti-social Behaviors More Susceptible to Co-occurring Mental Health Disorders
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Treatment & Intervention Multidisciplinary and Multi-treatment Approach Brief Solution-Focused, Cognitive-Behavioral, Family Systems Techniques Individual Counseling Group Counseling Guidance Counseling Family and Staff Training/Education
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Treatment & Interventions Medication Management Long-term Child/Family Therapy RTI and SWPBIS SWPBIS Check-in/Check-out Tier II intervention Collaborative Problem Solving-Assessment of Lagging Skills and Unsolved Problems Child-Centered Play Therapy (Primary) CIRS Challenging Horizons Program (Secondary) Personal, Social, Academic, and Career Skill Building
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Advocacy in Action Ensure Cultural Sensitivity Take a “Restorative Justice” Approach Provide Ongoing Information Empathize, Collaborate, Support, and Advocate Researched-Based Treatment/Interventions “Courageous Conversations about Race” Ongoing Team Building
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Network of Support Student/Family: -Experts on the Condition -What Works/Doesn’t Work -Strengths & Goals Teachers: -Experts in the Art of Teaching -Differential Instruction -Spoken with the Family -First Responders Other Staff Members: -Experts in the Field (Multidisciplinary, Multi-Treatment/Method) -Education & Training Opportunities -504 Plan or IEP
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Teacher Tips Personal Social Academic Career
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Teacher Tips (Personal) Relaxation/Calming Strategies CBT-Self-Talk & Stop-Think Bolster Self-Esteem Secret Sign=Respect/Dignity w/Least Intrusive Intervention Immediate Reinforcement
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Teacher Tips (Social) Bolster Social Confidence, Skills, Status Role-Play Social/Friendship Skills Group Participation Peer Modeling, Mentoring, Tutoring
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Teacher Tips (Academic) Preferred Leaning Style Restructure Classroom Predictive Schedules Organization Handouts, Notes, Assignments Limit/Adjust Assignments, Tests, Activities Access to Computer, Audio Lessons, Headphones, Bouncy Ball
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Teacher Tips (Career) Explore the World of Work Career Environments & Tasks Interests Strengths Skills
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Questions & Answers
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