Transcript Understanding Special Education

Chapter 6
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
Copyright
Copyright ©
© Allyn
Allyn &
& Bacon
Bacon 2008
2008
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1902 -First description by Dr. George Still
1920s – Children who survived encephalitis
lethargica often were distractible and impulsive
1930s – Dr. Charles Bradley used stimulant
medication to control children’s behavior
1960s – term hyperactive was used
Today – research on the brain’s role in ADHD
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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A pervasive pattern of inattention,
impulsivity,
and/or
hyperactivityimpulsivity that is more frequent and
severe than is typically observed in
individuals at a comparable level of
development. (American Psychological Association,
2000)
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Predominately inattentive
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Predominately
hyperactive/impulsive
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Combined
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3-5% of the population
2-3 times as many boys identified as girls
No difference in frequency among races
Caucasian children more likely to receive
medication for ADHD
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Physiological causes
 Heredity
 Brain differences
 Environmental Causes
 Lead poisoning
 Maternal prenatal smoking
and alcohol consumption
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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“Copyright© Allyn & Bacon 2006”
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Problems with Executive Functioning
 Working memory is not efficient
 Self-directed speech not utilized effectively
 Difficulty controlling emotions or
motivation
 Reconstitution – the ability to break down
what is observed and to combine parts to
carry out new actions
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Some students are very successful
academically
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Other students consistently achieve below
their potential
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Academic self-concept is important
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Self-esteem is a problem for some, but not all,
students with ADHD
 Students often have problems coping with
social functioning
 Developing and maintaining friendships
 Rejection by peers
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Failure to attend to details
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Make careless mistakes in work
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Failure to complete schoolwork
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Failure to listen when spoken to directly
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Difficulty organizing tasks and materials
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Avoidance of tasks that require sustained
mental effort
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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ADHD may occur simultaneously with other
disorders such as:
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Learning disabilities
Tourette’s syndrome
Emotional disabilities
Autism
Traumatic brain injury
Psychiatric disorders
Sleep disorders
Substance abuse problems
Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Medical Diagnosis
 Pediatrician, family physician, psychiatrist
 Diagnosis may occur before child enters school
 Educational referrals may come from
 Child’s classroom teacher
 Special education teacher
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Medical assessment
 Continuous performance tests
 DISC IV (Diagnostic Interview Schedule for
Children)
 Parent rating scales and checklists – BASC, CBCL
 Teacher rating scales and checklists
 Samples of student’s work
 Anecdotal information
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Behavior
Gifted Students
ADHD
Poor sustained
attention
Only in specific
situations, e.g., when
bored
Difficulty in most
situations
Impulsivity
Good judgment lags
behind intellectual
development
Primary characteristic of
ADHD
Problems with
Rules
Question rules and
create their own
Inability to regulate
behavior
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Does the ADHD “adversely affect” the
student’s educational performance?
 Not all students with ADHD are eligible
 Students who are not eligible for IDEA may
qualify for accommodations under Section
504
 Students may be eligible because they also
have a learning or emotional disability
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Chapter 6: Students with Attention Deficit-Hyperactivity Disorder
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Diagnosis at an early age is
difficult.
 If children’s symptoms of
ADHD are severe, early
intervention is crucial.
 Children may need a highly
structured environment,
immediate and consistent
feedback, and age-appropriate
rewards.
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Many students receive their education in
general education classrooms.
 Professionals must collaborate with parents to
find effective techniques for students with
ADHD.
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66% of students with ADHD
continue to have the disorder into
adulthood
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Many adults with ADHD are
disorganized, impulsive, and have
poor work skills
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Students need to have a clear
understanding of their disorder
and learn to advocate for
themselves
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The use of medication is controversial.
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The decision to prescribe medication only
indirectly involves school personnel.
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Medication is helpful for many (70-80%)
students for whom it is prescribed.
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Medication alone is not sufficient to improve
academic performance
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Ritalin
Concerta
Focalin
Adderall
Strattera
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Parent and professional education
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Environmental supports for students
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Behavior interventions
 Rewards
 Token economy systems
 Structure
 Quick Pace
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Provide:
Structure
Quick pace
Variety
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Have realistic expectations of parents
Encourage parents to be good role models
Help parents have realistic expectations
Make related resources available
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