ARMY POLYTECHNIC SCHOOL
DEPARTMENT OF LANGUAGES
APPLIED LINGUISTICS IN ENGLISH
PROGRAM
VIVIANA A. VALLEJO DEL CASTILLO
TITLE:
ANALYSIS, DESIGN AND APPLICATION
OF AN APPROPRIATE TEACHING
ENGLISH METHODOLOGY FOR
PRE-SCHOOL CHILDREN WITH ADHD
(ATTENTION DEFICIT HYPERACTIVITY
DISORDER) IN THE BILINGUAL KIDS
CENTRE “BLUE SKY”
MENU
GENERAL ASPECTS OF ADHD
PROBLEM STATEMENT
PEOPLE INVOLVED IN THE ADHD DIAGNOSTIC
ACTUAL SITUATION
LEARNING PROBLEMS
ADHD STUDENT SYMPTOMS
METHODOLOGIES
RESEARCH TYPE AND DESIGN
SAMPLE CLASSROOM MANAGMENT
RESULTS
CONCLUSIONS AND RECOMMENDATIONS
SUB MENU
ADHD HISTORIC OUTLINE
WHAT IS ADHD
ADHD CAUSES
ADHD EFFECTS
TYPES OF ADHD
METHODOLOGY RECOMPILATIONS
DESIGNED METHODOLOGIES
RESULTS
ANALISIS OF THE RESULTS
INTRODUCTION
ADHD is a common behavioral
disorder that affects an estimated
8% to 10% of school-age children.
Boys are about three times more
likely than girls to be diagnosed with
it, though it is not yet understood
why.
ADHD HISTORIC OUTLINE
1902
1960
1990
WHAT IS ADHD
ADHD is a neurological disorder that is
characterized by three key symptoms:
Inattention
Hyperactivity
Impulsivity
ADHD CAUSES
Imbalance in the Nervous System
The neuron function comes off a small amount
of chemical substance called Neurotransmitter
Allergies
Explained like an allergic reaction
ADHD CAUSES
Education
Disorganized atmosphere
Mother’s Pregnancy
Use of drugs, alcohol, cigarettes
ADHD EFFECTS
SCHOOL
LOW SELF - STEM
HEALTH
FAMILY
TYPES OF ADHD
ADHD IT
“Predominantly Inattentive Type”
Seems not to be listening
Get distracted for irrelevant noise
Passive
Disorganized
TYPES OF ADHD
ADHD HI
“Predominantly Hyperactive”
Impulsive
Moves from a place to another
The behavior is annoying
Seems aggressive
Talks in excess
TYPES OF ADHD
ADHD CT
“Combined Type”
It is the most common type
Combination of
the inattentive
and the
hyperactiveimpulsive type
PROBLEM STATEMENT
The scholastic evolution
Parents and teachers do not know how
to treat them
Problem teaching a second language
PEOPLE INVOLVED IN THE
ADHD DIAGNOSTIC
TEACHER
Is the first one
detecting the
disorder
ADHD Diagnostic
Teacher Rating
Scale
Attitude problems
PARENTS
ADHD
Diagnostic
Parents Rating
Scale
PEOPLE INVOLVED IN THE
ADHD DIAGNOSTIC
NEUROLOGIST
Cartography
technique
Clinical
treatment
PEDIATRICIAN
ADHD is
treatable
ACTUAL SITUATION
Several tests were made by these
professionals; the ones relationated
with the English learning problem were
made by the psychologist in relation to
the cognitive styles:
1. REFLECTION AGAINST IMPULSIVENESS
ACTUAL SITUATION
2. DEPENDENCY AGAINST THE INDEPENDENCE FIELD
3. FLEXIBILITY AGAINST THE REFLECTION
LEARNING PROBLEMS
AUDITORY DIFFICULTIES
Does not follow directions
VISUAL PERCEPTION DIFFICULTY
Difficult recognition of
the objects
LEARNING PROBLEMS
MOTOR DIFFICULTIES
Frequent falls
Abrupt games
For writing adopts extreme
positions
LANGUAGE DIFFICULTIES
The hearing is fine, but
they cannot make sense
of certain sounds
LEARNING PROBLEMS
MEMORY
Memory difficulties
ADHD STUDENT SYMPTOMS
Does not give close attention to details
Has trouble keeping attention on tasks
Does not follow instructions
Avoids doing mental effort activities
Loses things needed for task
Easily distracted
Fidgets with hands or feet
Blurts up answers
Trouble waiting turn
Talks excessively
METHODOLOGY
RECOMPILATIONS
1. SOCIAL – FAMILIAR ENVIROMENT METHODOLOGIES
2. BEHAVIORAL INTERVENTIONS METHODOLOGIES
3. BEHAVIORAL – MEDICAL METHODOLOGY
METHODOLOGY
RECOMPILATIONS
4. IMPROVING SELF-ESTEEM METHODOLOGY
5. METHODOLOGIC STRATEGIES FOR THE SCHOOL
6. PARENTS HELPING THEIR CHILDREN IN THE SCHOOL
METHODOLOGY
RECOMPILATIONS
7. PARENTS HOUSE METHODOLOGY
8. PENALTY AND REWARDS SYSTEM METHODOLOGIES
DESIGNED METHODOLOGIES
1. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER - PARENTS
English Teacher
Parents
DESIGNED METHODOLOGIES
2. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER – PARENTS – MEDICAL TREATMENT
English Teacher
Parents
Pediatrician
(Medical Treatment)
DESIGNED METHODOLOGIES
3. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER – PARENTS – MEDICAL TREATMENT - PSYCHOLOGIST
English Teacher
Parents
Medical Treatment
Psychologist
RESEARCH TYPE AND DESIGN
The analyzed
variables are:
Grammar
Vocabulary
Class participation
100%
5
x
4
100%
5
x
3
100%
5
x
2
100%
5
x
1
80%
60%
40%
20%
SAMPLE CLASSROOM
MANAGEMENT
RESULTS
1. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER - PARENTS
Variables
Punctuation
Grammar
2
Vocabulary
3
Class participation
1
TOTAL
6
Having a 40% the results are that the student acquired a D+
which belongs to the “Low Level”.
GRAPHIC
First Hypothesis Test Results
Puntuation
3,5
3
2,5
2
1,5
1
0,5
0
Grammar
Vocabulary
Variables
Class participation
RESULTS
2. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER – PARENTS – MEDICAL TREATMENT
Variables
Punctuation
Grammar
3
Vocabulary
4
Class participation
2
TOTAL
9
The final results where that the child acquired a 60% which means he
is now in the “Standard Level” with a C+.
GRAPHIC
Second Hypothesis Test Results
5
Puntuation
4
3
2
1
0
Grammar
Vocabulary
Variables
Class participation
RESULTS
3. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER – PARENTS – MEDICAL TREATMENT - PSYCHOLOGIST
Variables
Punctuation
Grammar
4
Vocabulary
4
Class participation
4
TOTAL
12
We can see here that the student has increased the punctuation of the
three variables; he had acquired the 80% which means he is now in the
“High level” with a B+.
GRAPHIC
Third Hypothesis Test Results
Punctuation
5
4
3
2
1
0
Grammar
Vocabulary
Variables
Class participation
ANALYSIS OF THE RESULTS
Evolution Curve
Punctuation
14
12
10
8
6
4
2
0
First Hypothesis
Second Hypothesis
Test Period
Third Hypothesis
CONCLUSIONS
ADHD is a real deficit that starts in childhood. It
can change the way children act, think, and feel.
Teaching children over a period of time to
recognize their behavior and to self manage is the
ultimate goal
This type of children need specialized teachers,
people who understands about the problem and
treat then differently than normal children.
RECOMMENDATIONS
It is important to be sure when teachers tell parents that their
child may have ADHD, because maybe the professor confuses
some symptoms with bad behaved children and they only need
to put on some rules.
If the child is taking a medical treatment is important to be sure
and conscious of its benefits and its damages to the child
health; choosing an appropriate medicine can change the
ADHD child life.
I recommend teachers and parents to keep in contact and
maintain a communicative relationship by going constantly to
school and ask the achievements of the boy, his necessities,
so both can be aware of the child achievements or the
problems he can present while he is growing.
IMPOSSIBLE IS NOTHING
THANK YOU