attention deficit disorder and attention deficit hyperactivity disorder ed 534 becky boyer, marisa...
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Attention Deficit Disorderand Attention Deficit Hyperactivity Disorder
ED 534
Becky Boyer, Marisa Mayer, and
Sean Roquette
Diagnosis Definition
ADD/ADHD is a medical disorder diagnosed by a doctor. 3% to 5% of children are effected by ADD/ADHD.
The three common symptoms are
Inattentiveness/Distractibility
Impulsivity
Hyperactivity
Signs and Symptoms
Inattention/Distractibility
Does not pay attention to details
Does not appear to listen
Difficulty following instruction
Avoids tasks that require sustained mental effort
Difficulty organizing tasks and activities
Loses things
Easily distracted
Forgetful
Signs and Symptoms
Impulsivity
Blurts out answers
Difficulty waiting their turn
Interrupts or intrudes upon others
Can be physically in others children’s space
Signs and Symptoms
Hyperactivity
Fidgets
Moves around the room
Runs and climbs excessively in situation where it is inappropriate
Has difficulty playing quietly
Is often on the go
Talks excessively
Signs and Symptoms
General Signs
Has difficulty with peer interactions and may have social skill deficits
Academic underachievement
Low frustration tolerance
Mood instability
Poor self-esteem
Temper outbursts
Antagonism and aggression
Has difficulty sleeping
Can have fine motor difficulties specifically with writing. You can’t always read their writing.
As a side note children with ADD will not be hyperactive
Has sensory needs- Can be very active or very lethargic
Common Functions
Sensory: The student will get out of their seat, wander around the classroom. They may also fidget with objects.
Communicate: The student will often blurt out or act out with their body. This can be a sign that they aren’t understanding the lesson.
Attention: The student may engage in inappropriate behaviors to get attention from there peers because they are unsure how to appropriately interact with peers.
Common needs and skill deficits
Organization: Students with ADD/ADHD have difficulty organizing themselves. They need organization skills directly taught to them. They may need more support to complete longer project that have several steps.
Sensory needs: Students with ADD/ADHD may need to be taught appropriate ways to manage the need for movement. For example, they may need a fidget object, may need to chew gum, or take a short bathroom break regularly to be able to move.
Social Skills: Students with ADD/ADHD may need social skills taught to them. Areas to focus on are being a group member and making friends.
Implications for learning
May need activities broken down or organized for them.
May need movement built into the school day. A sensory schedule may need to be developed.
Classroom needs to be set up so that they understand the organization of the room.
Classroom routines are helpful.
Clear, consistent rules are essential. They need to know that if they do this, what will happen. Positive reinforcement needs to be built into the day.
Teachers needs to be flexible with expectations. For example, it is okay to let kids have gum or give them notes ahead of time that are partially filled in. Not everything has to be the same for everyone.
Teachers need to be aware of distractions within the classroom to make sure that they can limit these for students.
Implication for families
It will important to provide structure at home and set aside time to work on homework
Provide structure and set up routines
Prep your child when you are going somewhere new explain the expected behavior
Allow time and space for your child to calm down and destress. Prepare a quiet area for the child to go to
Have consistent rules and set boundaries
Provide positive reinforcement and encourage appropriate behavior
Provide outlets for active behavior
Teach your child how to interact with others. Don’t expect that this will come naturally for them
Common Interventions
Behavior modification- example: Token system, point sheets
Medication
Movement built into the child’s day
Structured classroom environment. The classroom is structured both physically and has set routines
Positive reinforcements are used throughout the day
Social skills are directly taught
School and Community Resources
Mental health facilitator
EBD teacher
Doctor
Behavior Wizards, Behavior Dimensions, Behavior Solutions
SCSU Applied Behavior Anyalsis students
Social Worker
School Psychologist
Understanding ADD/ADHD : Lower ElementaryOrganize/Introduce Lesson (3 minutes):
Before the lesson turn on a fan, a radio, a TV and any other device that could be considered distracting. Consider asking 2 teachers or students to talk loudly outside of the door, or having the custodian vacuum outside the door.
Have children join you for a read aloud.
Read the story, Taking ADD to School: A Story About Attention Deficit Disorder by Ellen Weiner, or My Mouth is a Volcano written by Julia Cook with the distractions. If the book isn’t heard by the students, that is ok (that is the point!
Understanding ADD/ADHD : Lower ElementaryDescribe/Engage (3 minutes):
Ask the children what they thought of the story. Draw out their thoughts on their ability to listen to the story. Ask children what it means to concentrate. Ask them if they were able to concentrate and what was hindering their concentration while the story was being read.
Discuss that some children have something called Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder. It can also be called ADD or ADHD. Explain that these children are like you and me, except that their brain can works super fast and sometimes they have a hard time concentrating, just like you did earlier when the story was being read. Children with ADD/ADHD didn’t do anything wrong to get ADD/ADHD, but is something that children are born with, just like freckles or brown eyes. ADD/ADHD is not something that you can catch like a cold. We are going to spend the next few minutes learning what it might feel like to have ADD/ADHD.
Understanding ADD/ADHD : Lower ElementaryModel/Explore (4-6 minutes):
Invite children to sit very still and listen to what they hear right now. Ask children to share answers (air ventilation system, people in the hall, doors closing....). Explain that most of us don’t even hear these sounds unless we sit very still and quiet. Explain that you and I can still concentrate even though these sounds are happening. We can put them out of our mind and don’t even really hear them until we sit real still and quiet. Children with ADD or ADHD are not able to put these sounds out of their mind and have a hard time concentrating.
Now have children sit still and think about the clothes that they are wearing. Have them feel how their shirt feels on their shoulders, or how their jeans might be rubbing their legs. Explain that children without ADD/ADHD can go through the day without really worrying about how our clothes feel on our bodies. Explain that children with ADD/ADHD might not be able to concentrate on things like what someone is saying or the work they need to finish because their clothes may be bothering them and causing them to lose their concentration.
Understanding ADD/ADHD : Lower ElementaryModel/Explore (4-6 minutes) continued:
Direct children to sit quietly and imagine they have been sitting still for a very long time. There legs need to stretch and their bodies need to move, but they know they shouldn’t. Explain that this may be how a child with ADHD feels. Their bodies can seem more restless than ours and may need to move. A person with ADHD may move their fingers, tap their toes or jiggle their legs. They may even need to hold a special tool called a “fidget” to help them.
Explain that to help our friends with ADD/ADHD, the best thing to do is to do our job as a student. It is best to help our friends focus on their job by showing them we can focus on ours.
Understanding ADD/ADHD : Lower Elementary
Conclusion (5 minutes):
Remind children that we are all different and learn in different ways. ADD/ADHD is something that some children have. We can’t catch ADD/ADHD but we can help our friends who may have it by doing our jobs.
Read the story again, and discuss what they learned the second time it was read.
Understanding ADD/ADHD : Lower Elementary
This lesson may need to be taught over a 2 day period. The time frames are to be considered a guide and should be adjusted as needed.
Understanding ADD/ADHD : Upper Elementary
Organize/Introduce Lesson:
To start the lesson have student get ready to take a spelling test or a writing activity. While you are giving the spelling test, turn on and off the lights, move chairs, set of alarms, start taking to someone. The goal is to distract the students.
Start a conversation with the class about how they felt while they were taking the test. Could they concentrate? What were they thinking about while they were taking the test? Were they thinking about spelling or everything else going on around them?
Understanding ADD/ADHD : Upper ElementaryDescribe Engage:
After the discussion explain to the students that what they just experienced was what a student with ADD/ADHD experiences all day. Share the three key components of ADD/ADHD with examples:
Inattention/Distractibility: Kids with ADD/ADHD will have hard time paying attention they may look around the room or focus on things they shouldn’t be
Hyperactivity: They maybe always moving can never sit still
Impulsive: They don’t think before they make a choice. When they get mad at someone they may yell at them or get physical with them because they don’t think about the consequence.
Understanding ADD/ADHD : Upper ElementaryDescribe Engage:
Talk to students about how ADD/ADHD is something that you are born with. It doesn’t mean that you are smarter or not as smart if you have ADD/ADHD it just means that your brain works differently.
Talk to the class about how organizing thoughts can difficult for these students
Talk about how things may need to be modified to help kids with ADD/ADHD learn. For example: They may need to have motor breaks or have a friend take notes for them.
Talk about medication and how some students take medication to help them concentrate.
Understanding ADD/ADHD : Upper Elementary
Model Explore: Read From Attention Deficit Disorder: What’s ADD all about:
Watch youtube video clip: http://www.youtube.com/watch?v=Vf-Njv3Hw74&feature=related
Talk about how kids with ADD must feel. What did you learn about kids with ADD/ADHD after watching the video? What does it make you wonder?
Discuss ways that they can help friends and classmates who have ADD/ADHD- Write them down so you can revisit later.
Understanding ADD/ADHD : Upper Elementary
Conclusion: To end the lesson have the students take the same spelling test you started with without distractions.
Talk about the difference.
Remind them that when kids with ADD/ADHD are always learning things while be distracted. Do you think this is difficult and would you be able to learn?
Revisit ways that they can help.
Share Joey Pigza books.
Understanding Disabilities: Middle Grades
Overview:
Activities will help students:
Increase knowledge about people with disabilities
Explore ways to communicate sensitively with people with disabilities
Objectives
Activities will help students:
Increase knowledge about people with disabilities
Explore ways to communicate sensitively with people with disabilities
Understanding Disabilities: Middle Grades
Essential Questions
What are some disabilities?
What are appropriate ways to communicate sensitively with people with disabilities?
What are some ways to support and encourage others to sensitively communicate?
Glossary
disability [dis-uh-bil-i-tee] (noun) a condition of having a physical or mental impairment
sensitivity [sen-si-tiv-i-tee] (noun) an understanding of others’ feelings and emotions
Understanding Disabilities: Middle Grades
Materials
Handout: Researching Disabilities [1]
Handout: Understanding Disabilities Web Quest [2]
Activities
1. With a partner, discuss:
What is the definition of the word disability?
What are some examples of physical disabilities?
What questions do you have about certain disabilities
Understanding Disabilities: Middle Grades
2. Work with a partner to record your own short definition and description of the term disability. List some examples of disabilities that can be seen.
3. Break into “letter” groups: Group A, Group B, Group C and so forth. Assign your letter group a topic to research. (Note: Assign each group one of the following disabilities to research: attention deficit hyperactivity disorder, autism, intellectual disability, blindness, deafness, cerebral palsy, Down syndrome, dyslexia, muscular dystrophy.) Use the handout Researching Disabilities [1] to help structure your work. As a group, discuss:
Did you have any stereotypes about people with this disability before learning more about it?
How has learning more about this disability changed your views?
Understanding Disabilities: Middle Grades4. Now have each person in your “letter” group join classmates from each of the other letter groups to form “number” groups: Group 1, Group 2, Group 3 and so forth. Each number group should include one person from each letter group. Each person should present his or her topic to their new group. (Note: Help students with this jigsaw activity by making sure each number group has one member from each letter group represented.) When presenting your topic to your number group, discuss:
What are the basic facts about this disability?
What are the main challenges someone with this disability overcomes daily?
How can you support someone with this disability?
5. Communicating positively and with sensitivity is a key way to help support and include people with disabilities. Use the handout Understanding Hidden Disabilities [2] to complete a Web Quest with a partner. This handout will help you learn tips for communicating with sensitivity.
Understanding Disabilities: Middle Grades
6. After completing the handout, share your ideas with the rest of the class. Discuss:
What new information did you learn from the website’s tips?
What are some ways in which you might have been unintentionally insensitive to people with disabilities?
What are some ways to be more sensitive to others in the future?
Extension Activities
Choose one disability that may not be visibly obvious that you’d like to learn more about. Research the condition and write a short summarizing report.
Begin a campaign in your school to promote sensitivity towards people with disabilities. Here are some ideas to consider: create posters and hang them around your school or invite speakers to come speak to your student body.
Research the history of the rights of people with disabilities. Share your findings with your class.
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