L6 attention deficit hyperactivity disorder
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This document provides an overview of Attention Deficit Hyperactivity Disorder (ADHD) including its history, challenges it presents, assessment and diagnosis, educational services, characteristics, causes, and teaching strategies. It discusses how ADHD is defined under IDEA and can qualify students for special education services. Common challenges for students with ADHD include failing school, dropping out, and difficulties with family, peers, and teachers. Effective teaching strategies include structured environments, rewards, interest-based assignments, and self-management plans.
L6 attention deficit hyperactivity disorder
- 1. Lecture 6 Attention Deficit Hyperactivity Disorder Ching-fen Hsu 2013/10/18
- 2. Robert Toth • Renowned sculptor & painter • Work exhibited in National Portrait Gallery, Lincoln Center, Vatican Museum • Cannot recall times of the 4th grade repeat • His mother helped him success in arts • Artistic giftedness guided him the way to overcome disabilities
- 3. ADHD in IDEA 04’ Students with ADHD • Are not guaranteed eligibility for special education or related services, even with medical diagnoses & medication prescriptions • Are specially called out under other health impairments category, which does not list every disability and condition • May be eligible for services under other categories, such as learning disabilities & emotional/behavioural disorders • May receive special education services if the condition adversely affects educational performance
- 4. Historical Context • 1902 Dr. George Still: documents characteristics with ADHD (some abnormal psychical conditions in children) inattention/impulsivity • 1919 Kurt Goldstein: German psychiatrist studied veterans after WWI never developed strong skills in reading, writing, speaking • 1937 Alfred Strauss & Heinz Werner: Wayne County Training Center in Michigan minimal brain damage (Strauss syndrome) • Late 1930s Laura Lehtinen: developed highly structured teaching routines in Cove School
- 5. Challenges That ADHD Presents • Failing at school • Dropping out of school • Having high conflict rate with their families over doing homework/chores • Relationships with classmates for poor social skills & hyperactivity • Peers rejection/teachers dislike • Loneliness & no friends
- 6. Project Eye-To-Eye • Mission: develop a nationwide partnership with local community • Provide mentors for SADHD • Principle: empowerment through building self-esteem • Meta-cognitive skills development, learning strategies usage, academic accommodations • Art training • Parental networking • Professional development
- 7. Defined ADHD • Attention Deficit Disorder (ADD) • Attention Deficit Hyperactivity Disorder (ADHD) • Federal government: having limited strength, vitality, heightened alertness to E stimuli, limited alertness to educational E, adversely affects children’s educational performance • DSM-IV-TR: (1) inattention (2) hyperactivity (3) impulsivity
- 8. Inattention • • • • • • • • • • Inattention: inability to pay attention or focus Unable to follow teachers’ instructions Be confused about where they are supposed to be Do not know what they are supposed to do Cannot focus on learning tasks Pay attention to wrong features Be distractible Have difficulty shifting between tasks Have problems transferring between activities Inability to learn in an organized/efficient way
- 9. hyperactivity • Impaired ability to sit or concentrate for long periods of time • Difficult to define • Hyper is quite subjective • Energetic/enthusiastic in admired activities • Continue having daydreaming or ongoing stream of thoughts • Reduced excessive activity & internal restlessness
- 10. Impulsivity • Impaired ability to control one’s own behaviour • Disrupt learning E for an entire class • Unable to focus relevant components of problems that needed to be solved/tasks needed to be accomplished • Acting before thinking • Talk out of turn • Redirect discussion topic in class • Poor responses from their classmates • Decreased social acceptance
- 11. As A Teacher, You Could… • • • • • • • • Assign a classmate to help students stay on tasks Tailor pace of instruction to students’ needs Arrange more frequent, shorter study periods Monitor student learning & modify/supplement instruction Use clear & concise directions, step-by-step directions Give plenty of notices about upcoming changes in activities to students Use predictable & standard schedules Promote effective completion of assignments
- 12. Education Services for SADHD • General education no school failure students extended time on tests & assignments • Special education comorbidity: coexisting disabilities 70% SADHD with LD higher IQ scores even with LD/reading problems lower standardized achievements 42% SADHD with EBD (1/4 no mental health services: counseling), avoid serious, dangerous, violent situations • Boys with ADHD with acting out behaviours
- 13. Characteristics of ADHD • Undermine success in school • Less persistent • Less effort • Prefer easier work • Take less enjoyment in learning • Miss details about assignments
- 14. Causes of ADHD • Unknown exact causes • Inherent differences of brains with ADHD functions • Biological predisposition (temperament/neurological development) for developing ADHD • Consensus on biological basis • Decreased blood flow & electrical activity in the frontal lobes • Anatomical differences in various regions of brains • Differences in neurotransmitter levels • Differences in abilities to track objects visually • Trouble staying on one line of printed text when reading
- 15. High Energy & Low Performance • Derek, an African American boy • Always late to classes for having trouble in remembering the rooms • Late homework • Bad quality homework • Have no ideas about talking content in class • Boundless energy in gym/on school campus • Never accomplish what needed to be done • Have dysfunction family
- 16. Overcoming Challenges • Teaching is the first step in helping SADHD • Medication to help control behaviours & pay attention • Reduce school-related problems • Ritalin/Concerta/Adderall/Dexadrine • Enhance executive functions in the frontal lobe • Increase neurotransmitters for brain functioning • Side effects---reduction in appetite, sleeping problems, dizziness • Behaviour & medication should go together
- 17. Medicating Young Minds • 2003 Nov. 3 Times • Only a few of the newest drugs developed for children • Scientists do not know long-term effects on medications • Pervasive side effects • Medication is still controversial
- 18. Assessment • Early identification • Few preschoolers identified as SADHD for (1) fear of misidentification (2) short attention span & in constant motion are typical of young children without ADHD • Incident causing brain damage • Pre-referral is important • Identification (diagnostic interviews, behavioural rating scales, standardized tests, observations, medical examinations)
- 19. • • • • Teaching SADHD Students with ADHD miss blocks of information Experience interruptions in learning process Inconsistent access to general education curriculum Miss instruction/lack motivation/persistence to make effort
- 20. Validated Practices • • • • Planning educational procedures carefully Giving rewards Making assignments more interesting Letting students choose academic alternative assignments • Shortening tasks • Giving clear & precise instructions • Peer tutoring (>50% academic improvement)
- 21. Self-Management • • • • Self-regulation strategies Self-monitoring Was I paying attention? Was I on task? Or off task? Was I doing what teacher asked us to do? Self-instruction (self-talk) Double-check my answers. Did I check all of my questions? Just a little bit longer. Stay focused and I can finish this whole sheet. Self-reinforcement Goal-setting
- 22. Let Every Child Pay Attention in Class
- 23. Review Objectives After this course, you should be able to…. • Recognize the characteristics of students with ADHD • Understand the relationship of ADHD to other coexisting disabilities • Understand medical treatments of ADHD • Discuss the importance of collaborating and developing partnerships with families and with other professionals
- 24. Questions?