Prepared by:
Tammy Taypotat
&
Suzanne MacArthur










Definition
Diagnosis Criteria
Characteristics
Causes
Treatment
Engagement activity
Classroom Strategies
Environment Accommodations
Resources







KWL Chart
Let’s see what you know, what you would like to know and then after what you learnt.
Excellent strategy for engaging students in their own learning and gives you a quick snapshot of what to stress while teaching, and see what they learnt.
Think (give wait time- (25 seconds) this strategy is very important for students with AD/HD).
Pair and share.
Jot down what you ‘Know’ and what you ‘Want To Know’.

Attention-deficit/hyperactivity disorder describe children who display persistent age-inappropriate symptoms of inattention, hyperactivity, and impulsivity that are sufficient to cause impairment in major life activities.
(American Psychiatric Association [APA], 2000)




Because everyone shows signs of these behaviours at one time or another, the guidelines for determining whether a person has AD/HD are very specific.
Children - the symptoms must be more frequent or severe than in children of the same age.
Adults - the symptoms must be present since childhood and affect one’s ability to function in daily life.

•
•
• Six or more inattention symptoms or six or more hyperactivity-impulsivity symptoms
Symptoms must be inconsistent with the child’s current developmental level
Must persist to a degree that is considered maladaptive for at least six months
•
•
•
•
•
Some symptoms present before age 7
Impairment from symptoms must be present in at least two types of settings
Clinically significant impairment in school, social or occupational functioning
Symptoms do not occur solely during a pervasive developmental disorder or psychotic disorder
Symptoms are not accounted for better by another mental disorder

5.
6.
2.
3.
4.
7.
8.
9.
1.
Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities
Often has trouble keeping attention on tasks or play activities
Often does not seem to listen when spoken to directly
Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace
Often has trouble organizing activities
Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time
Often loses things needed for tasks and activities
Is often easily distracted
Is often forgetful in daily activities

1.
Often fidgets with hands or feet or squirms in seat
2.
3.
4.
5.
6.
Often gets up from seat when remaining in seat is expected
Often runs about or climbs when and where it is not appropriate
Often has trouble playing or enjoying leisure activities quietly
Is often "on the go" or often acts as if "driven by a motor"
Often talks excessively

1.
Often blurts out answers before questions have been finished
2.
3.
Often has trouble waiting one's turn
Often interrupts or intrudes on others (e.g., butts into conversations or games)

•
Predominantly Inattentive Type
Children who only meet the criteria for inattention
•
Predominantly Hyperactive-Impulsive Type
Children who only meet the criteria for hyperactivity-impulsivity
•
Combined Type
Children who meet the criteria for both inattention and hyperactivity-impulsivity

• AD/HD is a medical disorder despite many myths
•
• Early theories thought minor head injuries or brain damage were the cause
• The exact cause is currently unknown, but it is now thought to be caused by biological factors that influence neurological activity
Genetic influence
•
•
•
Toxins in the environment
The use of drugs/alcohol during pregnancy
Environmental/family influence

 http://www.youtube.com/watch?v=u82nzTzL7To&feature
=player_detailpage

• A complete medical evaluation should be conducted
• The condition can be diagnosed when appropriate guidelines are used
• Multimodal approach
• Treatments include medication, skills training, and behaviour modification
• Considerations include the type and severity of AD/HD, age, overall health, level of physical activity, accompanying medical or psychological issues and family concerns










Parent education about AD/HD
Psychopharmacology
Parent training in child management
Family therapy for teens: problem solving, communication training
Teacher education about AD/HD
Teacher training in classroom behaviour management
Learning support services
Regular physical exercise
Parent/client support groups

 Engagement activity/Check in!

 AD/HD is not a real medical disorder.





 People with AD/HD are stupid or lazy- they never amount to anything.



 Individuals with AD/HD

 Children who are given special accommodations because of their AD/HD are getting an unfair advantage.


Elimination Diets-removal of sugar, additives, etc is an effective treatment for individuals with AD/HD.




What can we do???
There is no easy button
Remember no one shoe or strategy will fit all students

• Classroom expectations
•
•
•
•
• First need teach expectations / rules as well as the consequence
Stated them clearly, use visuals
Review daily and periodically check up on them
Make consequences immediate and relevant
Act don’t Yak
•
• Provide frequent feedback for following the rules
Also students with ADHD need positive reward/reinforcements

•
•
•
•
•
•
Use scaffolded instruction to help students:
Understand the requirements of the task
Identify, plan, and organize the steps needed to accomplish the task
• Select effective and efficient strategies to complete the task
Use visuals
•
•
•
•
• Agenda on the board
Supplies needed
Week at a Glance
Steps to an assignment
Placing a check mark when completed or scratching off to do list
State instructions clearly
Ask student to repeat directions out loud or utter softly to self or check with a neighbour for clarity

•
•
Anticipation is the key with children with AD/HD. This means that teachers must be mindful of planning ahead in managing children with this disorder, particularly during phases of transition across activities or classes
Ensure students are cognizant of the shift in rules and consequence that are about to occur
• Prompt students to recall the rules of conduct in the upcoming situation, repeat them orally and recall reinforcements and consequences before entering that activity or situation
• Think aloud, think ahead.









Visual schedule
Access to hand tools
Body tools
Provide frequent physical exercise breaks
Multi-modal presentation: video
Think, pair, share
Check in for understanding: whiteboard
Study-buddy





Use daily or weekly school attending behaviour card
Move to self-evaluation after 2+ good weeks
Alternate low appeal with high appeal activities to maintain interest level
Be animated, theatrical and dramatic when you teach






Schedule the most difficult subjects in first few periods of the school day when attention span is at its maximum for a student with AD/HD
Use direct instruction, programmed learning, or highly structured or regimented teaching materials that have short assignments, clear goals, and frequent feedback for demonstrating mastery of the material
Be sure the instructional material is at the student’s level and if they require adaptation make sure they are implemented
Structure the classroom so that there is very little down time
Have the student pre-state their work goals (How many problems can you do?) students are more likely to do an assignment they have chosen then one imposed on them




Train keyboarding and word processor as early as possible given the high occurrence of fine motor coordination and handwriting problems associated with AD/HD
Provide extra help sessions, tutoring, books on tape, videos to reinforce concepts or lessons taught
Teach jot notes during lectures and while reading
 Students should be taking brief notes of key points in what they are reading, viewing, or listening to



“On the clock” testing
Vary assignments and testing of knowledge through other mediums (allow for choice)






Allot for time at end of day for organization
Provide written syllabus as handouts/overview to review and study
Find a “Coach” or “Mentor” at school who will give just 15 minutes to help teen
 The Coaches’ office is the student’s “locker”
 Schedule in three 5-minute checkups across each school day – teens goes to
Coach at that time for review of school day, help with staying organized, monitoring a homework assignment sheet, tracking them through a daily behavior report card, and giving them a motivational pep talk to get through to next checkup
Colour code binders and other commercial organizers
Colour code text using highlighters for marking key points in the text; then write these highlighted key points down on paper after the reading is done





Seat the student with AD/HD close to teaching area to permit more supervision and frequent accountability for conduct, and to monitor and reinforce the child’s on-task behaviour.
Seat the student near a student role model. This seat arrangement provides opportunity for student to work cooperatively and learn from their peers in class.
Provide low distraction work areas:



Seat student away from distracting windows, doors, or bulletin boards
Make quiet, distraction free area for quiet study time, test-taking and break. Students should be directed to this room or area privately and discreetly in order to avoid the appearance of punishment
Limit visually distracting stimuli hanging on walls and ceiling
Permit listening to music at a reasonable low level



Why?




Self-regulation
Optimize attending behaviours
Optimize auditory processing
Optimize cognitive process
When?
 Class discussions


Oral lesson
Assemblies

 Consideration for classroom use





Individual need
Safety
Soundless
Repetitive, rhythmic actions
Actions do not require vision



No goal or end product
Provision of proprioception
Limited emotional appeal
 (Yack, 2012)







Reduces stress and anxiety responsiveness
Decreased hyperaroused state
Increased mood, motivation, self-efficacy
Increases noted in reading comprehension and arithmetic; enhancements in inhibitory control, allocation of attentional resources and processing speed (Pontifex et al., 2012)
Motivate and enable students to participate in moderate daily physical activity
Provide opportunity for movement breaks throughout the day (> 1 movement break/class)



KWL chart
What did you learn or what is one thing you are going to try?










Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional
Strategies and Practices, 2008, http://www.ed.gov, This will lead you to their primary index, in “Search” box in upper right corner, type ‘adhd’, will lead you to list of articles, click on Teaching Children with AttentionDeficity Hyperactivity
Disorder… Can be downloaded and printed
How to Teach and Reach Children with ADHD by Sandra Reif
The Gift of ADHD by Lara Webb-Hanos
The ADHD handbook for Schools by Harvey Parker http:/bced.gov.bc.ca
http://education.alberta.ca
CHADD: Children and Adults with Attention Deficit Hyperactivity Disorder, www.chadd.org
Russell Barkley Official Website: www.russellbarkley.org
Movement breaks: http://lburridge.pbworks.com/w/page/37694036/Get%20up%20and%20learn
%21