Transcript ADHD Friendly Teaching

Parent to Parent:
Family Training on AD/HD
Additional Module C
AD/HD-Friendly Teaching
Part 1
Linda Smith, B.A.
CHADD Parent to Parent: © 2010
Linda Sorensen, M.Ed.
Agenda-Part 1
• Welcome, Objective
• AD/HD – Introductory Information
• AD/HD-Friendly Teaching: Table of
Symptoms – Activity 1
• Key Concept:
--Weak Executive Function Skills
• AD/HD-Friendly Teaching Table of
Symptoms –Activity 2
CHADD Parent to Parent: © 2010
8C-2
11-2010
Objective-Part 1
Class Members Will:
Be invited to re-think AD/HD from a
Cognitive Perspective
Describe how Weak Executive Functions
might impact the learning of a student
with AD/HD.
CHADD Parent to Parent: © 2010
8C-3
11-2010
What does AD/HD look like in today’s classroom?
Teachers will see one or more of the following:
distractible,
forgetful,
spacey,
procrastinating
incessantly talking,
blurting out,
making inappropriate
remarks
fidgety
anxious
losing things,
disorganized
restless
CHADD Parent to Parent: © 2010
8C-4
11-2010
Role of the Classroom Teacher
Regarding Students with AD/HD
• Know and understand what AD/HD is.
• Describe classroom behaviors that are
limiting a student’s access to the general
curriculum.
• Employ behavioral interventions
and educational techniques to
best meet the student’s needs.
8C-5
CHADD Parent to Parent: © 2010
11-2010
Introductory
Information
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8C-6
11-2010
It’s a FACT!
• AD/HD is a real disorder that has been
scientifically researched and documented.
• It is recognized as an impairing disorder by:
–
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U.S. Department of Education
National Institutes of Health
U.S. Congress
U.S. Centers for Disease Control and Prevention
U.S. Surgeon General
All major medical, psychiatric, psychological and
educational associations
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8C-7
11-2010
* Alterations in Brain Structures
* Alterations in Neurotransmitter Function
UNDERAROUSAL
It’s a FACT!
Students with AD/HD are at Risk!
• AD/HD affects at least 5 to 8% of school-age
children
• 25-50% have learning disabilities and co-existing
disorders (anxiety, depression, OCD, ODD)
• 90% will struggle academically
• 30-50% may be retained in a grade
• 35% have quit school before completion
• 95% do not complete college
References: Froehlich (2007); CDC (2005); CHADD WWK#1 (2004); Russell Barkley
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8C-11
11-2010
It’s a FACT!
Students with AD/HD often Suffer Debilitating Effects
Depression
Anxiety
Low Self-Esteem
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…can arise from
the constant
demoralization
caused by failure
to meet
expectations
day after day,
after day.
8C-12
11-2010
AD/HD Diagnostic Subtypes
Specified by the DSM-IV-R
Diagnostic and Statistical Manual, 4th Edition
American Psychiatric Association
• Primarily Inattentive Type
• Primarily Hyperactive/Impulsive Type
• Combined Type
(Handout: AD/HD Friendly Teaching: Table of Symptoms)
CHADD Parent to Parent: © 2010
8C-13
11-2010
AD/HD-Friendly Teaching:
Table of Symptoms
Activity 1 (5 Minutes)
RallyRobin®
With a class member neighbor, find the answers to the questions
listed below by taking turns orally reading the information listed
in the first two columns of this table.
1. What are the AD/HD symptoms listed in the DSM-IV-R for the
Primarily Inattentive and Hyperactive-Impulsive types of
AD/HD?
2. What are related behaviors these students might exhibit at
school?
Put a check by any of the information that
8C-14
applies to your “selected student.”
CHADD Parent to Parent :© 2010
11-2010
TIP OF THE ICEBERG!
IMPULSIVITY
30 PERCENT DEVELOPMENTAL DELAY
SLEEP DISTURBANCES
POOR WORKING MEMORY AND RECALL
POOR JUDGMENT OF TIME PASSING – CAN’T PLAN AHEAD
SLOW MATH CALCULATION
DISORGANIZATION
IMPULSIVE LEARNING STYLE
REPEATS MISBEHAVIOR
DIFFICULTY REGULATING MOODS, EMOTIONS AND BEHAVIOR
Rethinking AD/HD…
…From a Cognitive Perspective
• Executive functions refer to a set of cognitive processes that
enable us to:
– Get started – make and carry out plans
– Direct our attention
– Focus
– Organize school possessions and academic material
– Manipulate information in our heads
– Be able to switch from one task to another
– Control our impulses and emotions
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8C-16
11-2010
Executive Functions are essential learning tools
that must function for any student to successfully…
read
hear
think
prioritize
plan
understand
remember
solve problems
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8C-17
11-2010
Rethinking AD/HD…
…From a Cognitive Perspective (cont’d.)
• Executive functions play a key role in our ability to selfregulate our behavior, our thoughts and our emotions.
• Weaknesses in the cognitive processes (executive functions)
can cause:
Poor
Self-Regulation
CHADD Parent to Parent : © 2010
of behavior, thoughts and emotions.
8C-18
11-2010
Role of the Conductor of an Orchestra
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8C-19
11-2010
Role of Executive Functions as
Conductor of the Brain
Thoughts
Behavior
Emotions
Executive Functions
regulate the volume, tempo, pitch and timing of our
behavior, thoughts and emotions
CHADD Parent to Parent : © 2010
8C-20
11-2010
“The Little Brain
That Couldn’t”
Kent Smith
Jeff Houghton
CHADD Parent to Parent : © 2010
We
Knew
You’d
Fail
Environment
Kent Smith
Jeff Houghton
CHADD Parent to Parent : © 2010
22
Class Activity:
Making a Foldable Reporter Notebook
2. Fold the top half down to make 8 sections.
Staple 2 times.
1. Layer 4 sheets of paper ½
inches apart
Lift each flap to write pertinent information
above the listed topic.
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8C-23
11-2010
Executive Functions (EF)
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8C-24
11-2010
1. Regulating
Actions
Managing and
regulating one’s
actions by inhibiting
impulsive behaviors
CHADD Parent to Parent: © 2010
Indicators of
Weak E F Skills
• Jumps to conclusions
• Says things without
thinking
• Unaware of the impact of
his behavior on others
• Begins worksheet without
reading instructions
• Believes work is good
despite evidence to the
contrary
8C-25
11-2010
1-26
CHADD Parent to Parent: © 2010
9-15-2008
2. Focusing, Shifting
Attention to Tasks
Tuning in, resisting
distractions, sustaining
focus, shifting attention
when appropriate
Indicators of
Weak E F Skills
• Loses track of activities
• Easily distracted by
environment
• Difficulty shifting attention
when school subject
changes
• Poor reading
comprehension
8C-27
CHADD Parent to Parent: © 2010
11-2010
Kutscher, M
2008
Living Without
Brakes
Kingsley,2008
3. Getting Started
Indicators of
Weak E F Skills
Difficulty:
• Initiating work tasks
• Generating ideas and
beginning work
• Finding the main idea
• Starting work requiring
mental effort
• Organizing verbal output
Organizing, prioritizing
and often changing topics
and starting work tasks
mid-sentence
CHADD Parent to Parent: © 2010
8C-29
11-2010
4. Accessing
Working Memory
and Recall
Holding information in
mind for the purpose of
completing a task
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Indicators of
and
Weak E F Skills
Difficulty:
• Remembering and following
verbal directions
• Retrieving information from
memory when taking tests
• Retaining Information in the
brain to complete complex math
problems or lengthy writing
assignments
• Recalling what was read to be
able to summarize.
8C-30
11-2010
5. Organizing and
Planning Schoolwork
& Life
Indicators of
Weak E F Skills
Difficulty :
• Organizing possessions
and materials
• Knowing, understanding,
organizing and turning in
school assignments
Organizing schoolwork and • Managing or pacing time
personal space
• Sequencing a complex task
Planning and executing
• Analyzing and problem
schoolwork and planning
solving
for the future
CHADD Parent to Parent: © 2010
8C-31
11-2010
Indicators of
Weak E F Skills
Difficulty :
• Reviewing school work to
check for errors
• Understanding that the rough
draft is not the final draft
• Persisting or following
Monitoring one’s own
through on a task because it
performance and
requires so much effort
measuring it against
some standard of what • Failing to adjust behavior
based on feedback.
is needed or expected
6. Self-Monitoring
CHADD Parent to Parent: © 2010
8C-32
11-2010
7. Controlling
Emotions
Indicators of
Weak E F Skills
• Poor control of emotions
• Low threshold for frustration
• May lash out when
frustrated by peers
• Emotionally over-reacts to
difficult situations
Managing frustration • Gives up easily and has
and regulating emotions
excessive worry
(Not in DSM-IV Criteria)
CHADD Parent to Parent: © 2010
8C-33
11-2010
Weak EF Skills
Poor Self-Regulation
HELP!
Finish Line
CHADD Parent to Parent: © 2010
8C-34
11-2010
Like poor vision,
or diabetes, the
disabilities caused
by ADHD are real
and cannot be
improved simply
by “will” or better
“effort”
Must adjust EXPECTATIONS to skill level, not chronology (age)!!!
Sink or Swim does NOT work with
these kids!
SAFETY NET
AD/HD-Friendly Teaching:
Table of Symptoms
Activity 2 (5 minutes)
Team Discussion Activity
– Discover how the Executive Functions, listed in
the fourth column, coincide with the DSM-IV-R
symptoms and /or related behaviors in the first two
columns.
– Your team might be asked to share one thing you
learned from the activity.
8C-38
CHADD Parent to Parent: © 2010
11-2010
HELP!
8C-39
CHADD Parent to Parent: © 2010
11-2010
Most learners can succeed
without being taught strategies…
Most children with
AD/HD cannot survive
without them!!!
CHADD Parent to Parent © 2009
5-40
Revised 2-2011