1. Understanding Students with AD/HD

2. Defining AD/HD
The condition most adversely impact the student’s academic performance to receive services
Students usually receive services under ‘other health impairments’ since there is no IDEA category for ADHD
APA definition:
Persistent pattern of inattention and/or hyperactivity- impulsivity more frequent and severe than typical
Manifest before age 7, duration of at least 6 months, present in 2 or more settings, not attributed to other disability

3. Three Subtypes of AD/HD
Predominantly inattentive type
Trouble paying attention, forgetful, easily distracted, selective attention
Students may appear lethargic, apathetic or hypoactive (move to slowly).
May be overlooked.
Predominantly hyperactive-impulsive type
Cannot seem to sit still, talk excessively, difficulty playing quietly
Few adolescents or adults have the HI type
Combined Type
Combines features of inattention and hyperactivity
The majority of students with AD/HD are combined type

4. Determining the Causes
Does NOT cause AD/HD
Lack of self control
Poor parenting
Too much television or video games
Too much sugar
Living in a fast-paced culture
Heredity
Focus on dopamine
Brain differences
Other biological causes

5. Determining the presence
AD/HD determined by a pediatrician and a psychiatrist or psychologist
Teachers may be asked to complete a behavior rating checklist as part of the evaluation
Conner’s Rating Scale-R
Once presence is determined, there are assessments to help to determine the nature and extent of services
ADDES-3

6. Partnering for Sp.Ed., and related services
Not every student with AD/HD qualifies for IDEA services
They may be able to receive services through Section 504
One role of the IEP or 504 team is to develop educational plans that may or may not be used in conjunction with medication
Team members should never suggest a child needs medication. Only a doctor can make that determination
Teams also cannot make taking medication a requirement of attending school.

7. Determining Supplementary Aids and Services
Arrange the classroom in a consistent manner
It is not always best to seat students with peers
Seat the student in close proximity to the teacher
Do not seat students with hyperactivity/impulsivity close to highly distracting areas
Clearly post daily and weekly schedules
Arrange the classroom to facilitate smooth transitions between classroom activities
Minimize classroom clutter

8. Planning for UDL Planning for Universal Design for Learning
Students need to learn organization and neatness
Goal setting can improve organization skills
Identify and define a goal
Develop a series of objectives or tasks
Specify actions necessary to achieve desired outcomes
Make goals challenging but obtainable
Planning for other Educational Needs
Teachers should play a role in monitoring children on medication for changes or side effects

9. Early Childhood Services
Multidisciplinary Diagnostic and Training Program
Multimodal treatments
Medication
Parent Training
Classroom Behavioral Management Interventions

10. Elementary and Middle School Students
Errorless learning
Presents discriminative stimuli and arranged the delivery of prompts in a learning situation in such a way as to ensure that the students give only correct responses (or only a few incorrect responses)
Prompts can be physical, verbal or visual
Premise is that learning that occurs with mistakes is stronger and lasts longer
Uses “most to least” prompting, most intrusive at first, the, as task is mastered, prompts fade

11. Secondary and Transition Students
Cognitive behavioral and self-control strategies
Teach the use of inner speech, “Self-Talk”
The purpose of cognitive behavioral strategies is to modify behavior and thinking patterns
Possible benefits of this method are increased capacity to self- control and self-regulate behavior

12. Making Accommodations for Assessment
Issues include attention and concentration problems
May qualify for extra breaks
May need multiple testing sessions
May request a reduced-distraction testing environment