Teaching The ADHD Student

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Teaching the ADHD Student

ACSI Northwest Region

Seattle Convention

February 9-10, 2006

Grant L. Martin, Ph.D.

555 Dayton St. Suite C

Edmonds, WA 98020 425-774-4673

www.drgrantmartin.com

Teaching The ADHD Student

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Introduction: Mandate to teach special needs students.

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ADHD-Definition

Developmental disorder in ability to regulate or control behavior.

Difficulty with: (classic triad)

Distractibility--poor sustained attention; careless mistakes; don’t complete tasks; difficulty organizing tasks.

Hyperactivity--overactive behavior; restlessness; talks excessively.

Impulsivity--poor response inhibition; impatience; intruding on others; prone to accidents; engage in potentially dangerous activities.

Teaching The ADHD Student

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Teaching The ADHD Student

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Current DSM-IV Terms:

ADHD, primarily Inattentive,

ADHD, Primarily Impulsive-Hyperactive,

ADHD, Combined

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Treatment of ADHD

ADHD is managed, not cured

Student is not only component to change

Each ADHD student requires unique plan

Treatment must be multidimensional

Intervention for ADHD

MEDICAL--various medications

HOME--parent training and counseling

CHILD--self-control and social skills

SPIRITUAL--God’s promises, trust

SCHOOL--classroom intervention

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Medications

Stimulants Other:

Methylphenidate--Ritalin Ritalin LA Methylin-chewable/oral Atomoxitine--Strattera

Metadate CD Focalin, Focalin XR Concerta Attenade

Dextroamphetamine--Dexedrine

Adderall Adderall-XR

Modafinil—Provigil 4.3% of the national average of 7.8% of ADHD students have been on medication.

Intervention for ADHD (Cont.)

Home: parent training and counseling.

Child: self-control and social skills

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Spiritual Intervention

Hope (Ps 1:3)

God works through our weakness (2 Cor 12:9-10)

Trust (Prov 3:5-6)

Prayer (Job 1:5; Matt 17:15)

Discernment/Direction (2 Sam 2:1;

Heb 4:12; Eph 1:17)

Classroom Intervention and Accommodations

Basic Components of Educational Program

·  Staff who accept legitimacy of ADHD.

·  Knowledgeable professionals who communicate.

·  Environment that allows for sufficient monitoring, redirection, and accommodation–frequent, immediate and consistent feedback on behavior and redirection to task.

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·  High levels of structure–clearly specified rules, expectations and instructions.

·  Reasonable and meaningful consequences for both compliance and noncompliance.

·  Accommodations to ADHD student’s special needs.

·  Awareness that most ADHD students have co-existing conditions.

Co-existing Conditions occur in about 70% of ADHD Students

Learning Disabilities are present in about 50%.

Major Educational Principle for ADHD Students

·  ADHD students don’t need so much unique educational accommodation, as much as they need consistently good instruction.

·  ADHD students are less tolerant of poor or inconsistent educational methods.

Components of Successful Programs for ADHD Students

·  Academic instruction.

·  Behavioral Interventions.

·  Classroom Accommodations.

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Academic Instruction

Introducing Lessons

Provide an advance organizer.

Review previous lessons.

Set learning expectations.

Set behavioral expectations.

State needed materials.

Explain additional resources.

Simplify instructions, choices, and scheduling.

Conducting Lessons

Be predictable.

Support the student’s participation in the classroom.

Use audiovisual materials.

Check student performance.

Ask probing questions.

Perform ongoing student evaluation.

Help students correct their own mistakes.

Help students focus.

Follow-up directions

Oral directions

Written directions.

Lower noise level.

Divide work into smaller units.

Highlight key points.

Eliminate or reduce frequency of timed tests.

Use cooperative learning strategies.

Use assistive technology.

Concluding Lessons

Provide advance warnings.

Check assignments.

Preview the next lesson.

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Individualizing Instructional Practices

Effective teachers of students with ADHD also individualize their instructional practices in accordance with different academic subjects and the needs of their students within each area.

More details can be found at: http://www.ed.gov/about/offices/list/osers/osep/index.html

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Organizational and Study Skills Useful for Academic Instruction of Students with ADHD

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Designate one teacher as the student’s advisor or coordinator.

Assignment notebooks.

Color-coded folders.

Work with a homework partner.

Clean out desks and book bags.

Visual aids as reminders of subject material.

Assisting Students with ADHD with Time Management

Use a clock or wristwatch. http://watchminder.com

Use a calendar.

Practice sequencing activities.

Create a daily activity schedule.

Study Skills for Students with ADHD

Adapt worksheets.

Venn diagrams.

Note-taking skills.

Checklist of frequent mistakes.

Checklist of homework supplies.

Uncluttered workspace.

Monitor homework assignments.

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Behavioral Interventions

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Verbal reinforcement of appropriate behavior

The most common form of verbal reinforcement is praise.

Strategies regarding the use of praise:

Define the appropriate behavior while giving praise.

Give praise immediately.

Vary the statements given as praise.

Be consistent and sincere with praise.

Generalized Behavioral Intervention

Selectively ignore inappropriate behavior.

Remove nuisance items.

Provide calming manipulatives.

Allow for “escape valve” outlets.

Activity reinforcement.

Hurdle helping.

Parent conferences.

Peer mediation.

Behavioral Prompts

Visual cues.

Proximity control.

Hand gestures.

Positive Behavioral Intervention

Behavioral contracts and management plans.

Tangible rewards.

Token economy systems.

Self-management systems.

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Teaching The ADHD Student

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Study Skills Class

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Getting Ready

–Organizational tools, daily planner

–Study environment

–Goals

–Motivation

Taking In Information

–Time management

–Procrastination

–Listening

–Note taking

–Textbook reading

SQ4R—survey, question, read, write, recite, review –Library research

–Concentration

Processing and Recalling Information

–Learning Styles--Visual, auditory and “hands on”

–Memory tools

Mind mapping, matrices, acrostics, acronyms, narrative, rhymes, imagery

Output

–Test preparation

–Taking tests

–Critical thinking and writing

–Conducting research

–Methods of organization and time management

–Using technology

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–Stress management

Web Resources for Study Skills

http://coe.jmu.edu/learningtoolbox

http://www.studygs.net

http://www.marblehead.com/guidance/students.html

www.stthomas.edu/academicsupport/helpful_study_skills_links.htm

http:// www.ucc.vt.edu/stdysk/stdyhlp.html

http:// www.how-to-study.com

Coaching the ADHD Student

Can be almost as helpful as medication.

H--”Hello”, small talk.

O--options, do list, organizational needs.

P--plan and prioritize the do list.

E--encouragement with accountability.

Classroom Accommodations

Classroom Seating Arrangements for ADHD Students

Seat the child near the teacher.

Seat the child near a student role model.

Provide low-distraction work areas.

Classroom Accommodations Special instructional tools:

Pointers. Egg timers. Classroom lights. Music. Proper use of furniture.

Legal Issues for ADHD and LD Students

Federal Regulations IDEA clarifies ADHD

ADHD students are eligible for services

Legal Rights of Students with ADHD and LD

Individual’s with Disabilities Education Act, IDEA, part B 5

Section 504 of Rehabilitation Act of 1973

Children with Disabilities Placed by Their Parents in Private Schools: An IDEA Practices Toolkit (www.capenet.org)

Þ  www.capenet.org/pubs2.html

Is designed to support stakeholders—private school personnel, public school personnel, parents, policymakers, students, and other concerned individuals— in familiarizing themselves with relevant provisions related to parentally placed private school children with disabilities.

It provides tools and information to assist stakeholders in understanding the relevant IDEA provisions.

In addition, it offers selected descriptions of practices currently being undertaken by private and public school personnel nationwide to implement IDEA provisions related to parentally placed private school children with disabilities.

Conclusion

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The Difference of One

Teaching The ADHD Student

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One song can spark a moment,

One flower can wake the dream.

One tree can start a forest,

One bird can herald spring.

One smile begins a friendship,

One handclasp lifts a soul.

One star can guide a ship at sea,

One word can frame the goal.

One vote can change a nation,

One sunbeam lights a room.

One candle wipes out darkness,

One laugh will conquer gloom.

One step must start each journey,

One word must start each prayer.

One hope will raise our spirits,

One touch can show you care.

One voice can speak with wisdom,

One heart can know what’s true.

One life can make the difference,

You see it’s up to you.

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References:

Martin, G.L., Help! For Teachers. Strategies for Reaching All Students. Colorado Springs: Purposeful Design, 2004.

Martin, G.L., The Attention Deficit Child, Colorado Springs, Victor Books, 1998.

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices, Washington, D.C., 2004.

www.ldonline.org

www.help4adhd.org