Transcript classroom basics in ad/hd

AD/HD…ATTENTION
DEFICIT/HYPERACTIVITY DISORDER
CLASSROOM BASICS IN AD/HD
A project of the Fairfax County Public Schools and CHADD of Northern Virginia – 2009
ww.adhdpartnership.com
AD/HD…So what is it anyway?

AD/HD is a neurobiological disorder that has
academic and behavioral implications

AD/HD is a hidden disability most likely caused
by a neurochemical imbalance or deficiency in
the areas of the brain responsible for attention
and activity.
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PET Scan of ADD Brain
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Brain/Frontal Lobe Diagram
Neurons in the
frontal lobe send
messages by way of
neurotransmitters to
deeper structures in
the brain that control
inhibition, alertness,
and vigilance.
Medication works to
enhance this
process.
Source: Barkley RA. Scientific American September 1998
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How the Brain Works
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Types of AD/HD
AD/HD, Predominately Hyperactive

Squirms in seat or fidgets
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Inappropriately leaves seating
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Inappropriately runs or climbs
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Has trouble playing quietly
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Appears driven or “on the go”
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Talks excessively
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Answers questions before completely asked
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Has trouble awaiting turn
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Interrupts or intrudes on space of others
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Types of AD/HD (cont)
AD/HD, Predominately Inattentive Type

Fails to pay close attention to details or makes careless errors
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Has trouble keeping attention on tasks
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Doesn’t appear to be listening
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Does not follow through on instructions or complete tasks
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Has trouble organizing activities or tasks
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Dislikes or avoids tasks involving sustained mental effort
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Loses materials
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Is easily distracted
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Is forgetful
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Types of AD/HD (cont)
AD/HD, Combined Type

Meets the criteria for both inattentive and
hyperactive-impulsivity types
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Some Co-Existing Conditions
Social Skill Deficits
Anxiety
Depression
Learning Disabilities
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Accurate Diagnosis Requires Careful Evaluation
Comprehensive Evaluation must include:

Review of family history

Review of medical history
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Psycho-social evaluation
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Environmental classroom observation
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Gender Differences
BOYS
Acting out
symptoms are
more observable:
Hyperactivity,
impulsivity, and
aggression
GIRLS
More frequently
inattentive. Fewer
behavioral
problems. More
anxious and
depressed.
Hyperactivity tends
to manifest as
hyper-verbal
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Multimodal Treatment Approach

Family Training

Educational & Behavioral Management
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Counseling

Medical Management
– Some medications: Ritalin, Adderal, Dexadrine slow
release: Concerta, Adderal XR, Metadate, Vyvanse,
Strattera (non-stimulant), and Daytrana Patch
– Other medications may be used based on symptoms
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Identifying AD/HD Behaviors In The Classroom
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Wanting to get out of seat.
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Does not seem to be paying attention
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Has difficulty waiting turn or intrudes in other’s space
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Struggles to stay involved with difficult tasks and easily
distracted

Can experience trouble getting started on work and/or
needs help to complete work
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Identifying AD/HD Behaviors In The Classroom

Demonstrates difficulty organizing large projects and
seeing the breakdown of the project
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Can only follow one or two instructions at a time
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Has disorganized notebooks and forgets materials and
homework

Has poor independent work habits
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Identifying AD/HD Behaviors In The Classroom

Can demonstrate difficulty with written expression and
poor handwriting

Can exhibit poor social awareness and miss social cues
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Can distract others with behavior
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Can demonstrate significant working memory challenges
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504 Plans and IDEA
Students with AD/HD (if they are having
significant difficulties in learning because of their
disability) may qualify for:


Section 504 Plan – a civil rights law which
allows adaptations in the regular classroom
IDEA (Individual with Disabilities Education Act)
which provides special education services under
Other Health Impaired (OHI) category.
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How Can I Help a Student with AD/HD?
The more you know about the
disability, the more effective you will
be in teaching them
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How Can I Help a Student with AD/HD?

Five simple strategies that bring success
with these students are:
– Arranging seating to lessen distractions
– Providing short, clear instructions
– Breaking down large projects into time
lines
– Using positive feedback – it works more
effectively with these students than
negative reinforcement
– Partnering with parents and student for
success
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Sources and Special Thanks
Fairfax County Public Schools and CHADD ADD Partnership:
Fereshteh Sharokhi, LCSW
Wendy Rudolph, PhD
Joan Mayer, MA
Jeri Trudeau, MA
Patrice Garver, PhD
Sonja Hamilton, M.Ed
Ann Dolin, M.Ed
Nancy Shashaty, MD
Amy Stark, MA
Wendy Rudolph, PhD
Anie Tandler, MA
Adele Sebben, MA
CHADD of Northern Virginia
National CHADD
Chris Dendy
Alan Zametkin, MD
Maureen Gill, LCSW
Please direct any questions to www.adhdpartnership.com
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