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
Teaching The ADHD Student
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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.
Teaching The ADHD Student
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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