Teacher Assistant
Professional Development
Day
ADHD in the School Setting
Kenneth Lyford
October 20, 2014
Common Board Configuration
Date: October 21st 2013
Bell Ringer: Pre-Test/Word Board
Learning Goals: Participants will better
understand Attention Deficit
Hyperactivity Disorder and learn simple
strategies to help students succeed.
Benchmarks:
21ST Century Skills-Agility and
Adaptability
Objective: To create a better
understanding of ADHD and how to help
students with ADHD succeed
Essential Question: What is Attention
Deficit Disorder and how does it affect
student success.
Common Language: Executive Functions,
Hyperactivity, impulsivity, Initiation, Inhibit, planning,
shift
Agenda: Gradual Release
I DO-Present ADHD and Executive Functions
WE DO- Discuss Accommodations for Students with
ADHD.
YOU DO- Small Group activity-Apply Accommodations
to real situations.
Summarizing Activity: Applying ADHD
accommodations to real situations
Next Steps:
Implement strategies learned, with students.
Lake County Schools
Vision Statement
•
A dynamic, progressive and collaborative learning community embracing change and
diversity where every student will graduate with the skills needed to succeed in
postsecondary education and the workplace.
Mission Statement
•
•
The mission of the Lake County Schools is to provide every student with individual
opportunities to excel.
Lake County Schools is committed to excellence in all curricular opportunities and
instructional best practices. This focus area addresses closing the achievement gap,
increased graduation rate, decreased dropout rate, increase in Level 3 and above scores
on the FCAT, achieving an increase in the number of students enrolled in advanced
placement and dual enrollment opportunities and implementing the best practices in
instructional methodology.
Lake County Schools
College and Career Readiness
Instructional Framework
Key Performance
Indicators
School Improvement
Plan
Florida
Standards
Professional
Learning
Community
FCIM
MTSS
LESSON
STUDY
Personalized
Learning
Desired Student
Outcomes
Statement of
Work
Content
Cultural
Behavior
Process
Interventions
Capacity
Building
Autonomy of
Learning
The School Improvement
Plan (SIP) is the written
plan of how we will reach
our goals each year. The
critical elements include:
Organize:
Stakeholders plan and
assess needs based on
data.
Plan:
Stakeholders set goals and
objectives, identify
strategies and measures of
success.
Implement:
Implement activities and
monitor progress.
Sustain:
Identify success of current
plan, evaluate and adjust
to sustain growth.
Florida Standards are a
set of high-quality
academic standards in
mathematics and
English language
arts/literacy (ELA).
These standards outline
what a student should
know and be able to do
at the end of each grade.
6 Key Elements for
Instruction:
1. Knowledge and Use
of Florida Standards
2. Common and
Collaborative Planning
Time
3. Interdisciplinary
Content Integration
4. Frequency of ProjectBased Learning
5. Student Collaboration
6. Integrated
Technology
The guiding
principles of
Professional
Learning
Communities (PLC)
govern the behavior
of our school
professionals. The
big ideas are:
Multi-Tiered System
of Supports is a
problem solving model
that represents the
integration of MTSS for
academics and MTSS
for behavior into a
unified model of
service. The basic
problem-solving
components include:
1. Problem
Identification
2. Problem Analysis
3. Intervention Design
4. Response to
Instruction/ Intervention
Lesson Study provides
a structure for teachers
to collaboratively plan
lessons share, observe,
record and analyze
data to improve
instruction.
The key concepts are:
1. Collaborative
Planning
2. Lesson Observation
by Teachers
3. Data Collection and
Analysis Guided by
Student Thinking,
Learning, Engagement
and Behavior
4. Reflection,
Refinement and Reteaching as Necessary
Personalized
Learning (PL) is a
system that cultivates
independence and
self-governance of
learning expectations
through the
expansion of choice
and inclusion of
voice in a flexible
learning
environment.
PL Key Elements:
1. Student-directed
Learning
2.Learner Profiles
and Paths
3. Competency-based
Learning
4. Flexible Learning
Environments
5. Structures of
Accountability,
Continuous
Improvement and
Innovation
1.Increase proficiency rates
on FLKRS/ECHOES &
FAIR (PreK - 2nd grade)
2.Increase proficiency rates
on ELA and Math FL
Standards Assessment
3.Increase proficiency rates
on FCAT 2.0 Science
4. Increase proficiency rates
on EOC’s Algebra 1,
Geometry, Biology, Civics
and US History
5. Increase participation and
performance in rigorous
course work (Honors,
Advanced Placement, Dual
Enrollment and Industry
Certification)
6. Increase participation
and performance on PERT,
SAT and ACT
7. Increase AMO
percentages for all
subgroups (Achievement
Gap)
8. Increase the graduation
rate
9. Increase attendance rate
10. Decrease disciplinary
infractions
The Florida’s
Continuous
Improvement Model
(FCIM) is a systematic
process for planning,
teaching, assessing and
re-evaluating results. It
is the road map that
directs our actions.

Plan

Do
Check
Focus on Learning: 
Act
All students can learn 
and we are
PDCA Instructional Cycle
responsible to ensure
PLAN
DO
learning occurs.
Focus on
Collaborative
ACT
CHECK
Culture:
Time is specifically
reserved for
collaboration on
teaching and learning.
Focus on Results:
Effectiveness is
measured by results,
not intent.
• Data Disaggregation
• Calendar Development
• Direct Instructional
Focus
• Tutorials
• Assessment
• Enrichment
• Maintenance
• Monitoring
21st Century Skills
Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Bell Ringer:
1- Please Complete ADHD Pre-Test
2 - When Finished Complete Sentence on Board
ADHD MYTHS
MYTH:
ADHD is Not a Real Medical Disorder
Myth:
ADHD is Not a Real Medical Disorder
In the Beginning
1900-1950
Brain Damage Syndrome
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We Just Started to Understand
Defect in moral control
Chaotic Family Life
Notice similarity to primates
with prefrontal lesions
Symptoms arose in children who
suffered with encephalitis and
pre-natal damage to the brain
1939-Treatment with
amphetamines
Myth:
ADHD is Not a Real Medical Disorder
1950’s
Hyperkinetic Syndrome
More specificity in behaviors
Myth:
ADHD is Not a Real Medical Disorder
1960’s
Hyperactive Child Syndrome
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Studies start to identify
specific areas of the brain
affected
Myth:
ADHD is Not a Real Medical Disorder
1970’s
Attention Deficits
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Medication Therapies
Overlooked by Public Law
94-142
Adult hyperactivity
Myth:
ADHD is Not a Real Medical Disorder
1980’s
ADD With and Without Hyperactivity
•
Becomes ADHD on 1989
Myth:
ADHD is Not a Real Medical Disorder
1990’s- Present
Medical Evidence
Neuroimaging-PET and MRI Scans
indicate reduced activity in frontal
regions of the brain
Reduced amounts of Dopamine
that affects the Neurotransmitters
in the prefrontal cortex
Russell Barkley
Myth:
ADHD is Not a Real Medical Disorder
Currently
The Picture is Much Clearer
Myth
ADHD is Not a Real Medical Disorder
Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) Diagnostic Criteria
1-ADHD predominantly inattentive
presentation:(ADHD-I)
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Fails to give close attention to details or
makes careless mistakes.
Has difficulty sustaining attention.
Does not appear to listen.
Struggles to follow through on
instructions.
Has difficulty with organization.
Avoids or dislikes tasks requiring
sustained mental effort.
Loses things.
Is easily distracted.
Is forgetful in daily activities.
2-ADHD predominantly hyperactive-impulsive
presentation: (ADHD-HI)
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Fidgets with hands or feet or squirms in
chair.
Has difficulty remaining seated.
Runs about or climbs excessively.
Difficulty engaging in activities quietly.
Acts as if driven by a motor.
Talks excessively.
Blurts out answers before questions
have been completed.
Difficulty waiting or taking turns.
Interrupts or intrudes upon others.
3-ADHD combined presentation: (ADHD-C)
Severity: Mild, Moderate or Severe
MYTH:
ADHD is Not a Real Medical Disorder
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Children Get ADHD From Bad Parenting
Myth:
Children Get ADHD From Bad Parenting
•
Risk Factors
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Genetics
Low Birth Weight
Smoking During Pregnancy
Alcohol/Drug Exposure During Pregnancy
Neurotoxin Exposure (e.g. lead)
Infections (e.g. encephalitis)
Attention Deficit/
Hyperactivity Disorder (ADHD)
Children Get ADHD From Bad Parenting
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Children with ADHD only Struggle with
Being Still and Paying Attention
Myth:
Children with ADHD only Struggle with
Being Still and Paying Attention
Executive Functions
• Since ADHD impacts the part of the brain that controls
Executive Functions students often struggle with:
• Inhibit-The ability to resist impulses and stop one’s
behavior at the appropriate time
• Shift- The ability to make transitions, tolerate change,
problem solve flexibly, and switch attention from one
topic to another
• Emotional Control-The influence of the executive
functioning on the expression and regulation of one’s
emotions
Myth:
Children with ADHD only Struggle with
Being Still and Paying Attention
• Executive Functioning
•
Initiate-The ability to begin a task or activity without being
prompted
•
Working Memory-The capacity to hold information in mind to
complete a task, encode and store information, or generate goals
•
Plan/Organize-Components in problem-solving; planning involves
setting a goal and determining the best way to reach that goal, And
organization involves bringing order to information, ideas, and to
one’s environment
•
Organization of Materials-The ability to store and arrange items so
that they may be easily found
•
Monitor-The process of checking work, progress and performance to
complete a task successfully
Myth:
Children with ADHD only Struggle with
Being Still and Paying Attention
Dancing The ADHD Waltz
By Kelly Babcock
Some tricky steps, but when it’s done right, it looks
really bad
What’s the ADHD Waltz?
Although the steps vary, a typical early morning ADHD
waltz could go like this:
Get out of bed
Go to the kitchen
Do you dance? Do you twirl and spin? Do you love
to waltz?
Empty the coffee filter into the compost bucket
Take the compost bucket to the back door
Go back to the bedroom for pants
Me? I’m not overly excited about dancing, but I
wouldn’t say I dislike it. I appreciate the activity. I
bounce with the tempo, absorb the music, and
enjoy the social aspect of dancing.
But, as an ADHDer, there is one dance that I
abhor, The ADHD Waltz. Yes, the music is good,
it’s the music of life. And yes the moves are easy, it’s
pretty much a free sort of dance. And okay, yes
there is lots of fun to be had. I’m not denying any of
these things. But I still hate it.
Go to the laundry room for pants
Go to the living room and find pants in the laundry basket
of unfolded laundry
Start folding the laundry, begin with the towels
Take the towels to the bathroom and place them on the
sink
Open the bathroom closet door
Get out a new tube of toothpaste
Fold up the box that the toothpaste came in
Myth:
Children with ADHD only Struggle with
Being Still and Paying Attention
Take it to the kitchen and put it in the recycling
Shake head and go empty compost
Catch site of the coffee maker and wonder why there’s no
coffee made
Remember laundry
Remember that you were emptying the compost bucket
Go to the back door
Wonder why you’re not wearing pants
Go to the bedroom to get pants
Remember the laundry and head back towards the living
room
Stop at the washroom, put away the towels
Put out clean towels and gather dirty ones for laundry
Take dirty laundry to the laundry room
Go to kitchen for coffee, discover, again, that none has
been made
Remember pants and laundry and compost
Return finally to the living room
Put on pants with determination
Pat yourself on back for accomplishing the donning of
pants
Celebrate by going to kitchen for coffee
Fold laundry and carry it to bedroom
Find compost bucket on dresser
Shake head
Return laundry basket to bathroom closet
Find coffee pot in bathroom
Shake head
Return compost bucket and coffee pot to kitchen
Give up and go to coffee shop on corner, checking
first to be sure you’re wearing pants
There are of course, many variations, too many to be
able to learn all of them, or any of them really. The
dance that includes making breakfast is one with so
many variations it could be considered an entire
genre on its own.
So there’s your introduction to the ball, I sincerely
hope your dance card doesn’t fill up too quickly.
One two three, one two three, one two three, one.
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Children with ADHD only Struggle with
Being Still and Paying Attention
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Only Boys Have ADHD
Myth: Only Boys Have ADHD
•
Statistics
•
According to the 2012 statistics from the Center for Disease Control
•
Number of children 3-17 years of age ever diagnosed with
ADHD: 5.2 million-8.4% of Population
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12 Percent of boys 3-17 years of age are diagnosed with ADHD
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According to parent surveys 66.3% of children who are diagnosed
take medication for the disorder
•
Video
4.7 percent of girls 3-17 years of age are diagnosed with ADHD
Prevalence of parent-reported ADHD diagnosis varied substantially
by state, from a low of 5.6% in Nevada to a high of 15.6% in North
Carolina. (Only 1.2% of children in Nevada take medication
compared to 9.4% in North Carolina)
Myth: Only Boys Have ADHD
Age
5–17 years
9.6
5–9 years
6.3
10–17 years
11.7
Sex
Male
13.1
Female
5.9
Race
White
9.8
Black or African American only
10.8
American Indian or Alaska Native only
7.5
Asian
1.8
2 or more races
10.7
Hispanic or Latino
5.6
Not Hispanic or Latino
10.7
White only
11.3
Black or African American only.
11.1
The Department of Health and Human Services-2012 Health Report
Based on household interviews of a sample of the civilian non-institutionalized population
Myth: Only Boys Have ADHD
Below 100%
100%–199%
200%–399%
400% or more
12.5
9.7
8.6
8.3
Health insurance status at the time of interview
Insured
Private
Medicaid
Uninsured
9.9
8.1
13.1
5.8
The Department of Health and Human Services-2012 Health Report
Based on household interviews of a sample of the civilian non-institutionalized population
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Only Boys Have ADHD
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
ADHD is NOT Associated With
Other Conditions
Myth: ADHD is Not Associated With
Other Conditions
Comorbid Conditions and Concerns
•
People with ADHD are often diagnosed with other disorders such as:
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•
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Learning Disability
Conduct Disorder
Oppositional Defiant Disorder
Anxiety Disorder
Depression
Personality Disorders
Myth: ADHD is Not Associated With
Other Conditions
•
Statistics
•
•
Children Diagnosed with ADHD-(about 9%)
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4 % of population have ADHD with Learning Disability
5 % of population have ADHD without Learning Disability
Students who were more likely to have ADHD
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Children 10-17
Children receiving Medicaid
Students who are Learning Disabled
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
ADHD is Not Associated With Other Conditions
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
ADHD Stimulant Medication Leads to
Addiction and Children with ADHD are More
Likely to Take Drugs as a Teenager
Myth: ADHD Stimulant Medication Leads to
Addiction and Children with ADHD are More
Likely to Take Drugs as a Teenager
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People with ADHD often struggle with:
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Academic Performance
Peer Relationships
Risk of Injuries
Employment
Substance Abuse
Motor Vehicle Crashes
Drinking and Driving
Traffic Violations
Sexually Transmitted Disease
Teen Pregnancies
Child Abuse
Multiple Foster Placements
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
ADHD Stimulant Medication Leads to
Addiction and Children with ADHD are More
Likely to Take Drugs as a Teenager
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
ADHD Isn’t That Big of a Deal
Myth: ADHD Isn’t That Big of a Deal
Comparisons to General Population
Condition
General Population
ADHD Population
Peer Problems
7.3 %
21.1%
Problems w/Friendships
2.0%
20.6%
Non-Fatal Injuries
2.5%
4.5%
Major Injuries
49%
59%
Hospital Impatient
33%
41%
Hospital Outpatient
33%
41%
ER Admission
74%
81%
Young drivers with AD/HD are 2 to 4 times more likely to have traffic
accidents,
3 times as likely to have injuries, 4 times more likely to be at fault, and 6 to 8
times more likely to have their licenses suspended.
Based on Parent surveys conducted in 2007 by the center for Disease Control
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
ADHD Isn’t That Big of a Deal
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
ADHD Can Be Treated With Herbs and
Vitamins
Myth:
ADHD Can Be Treated With Herbs and Vitamins
Treatment
Medical
Stimulants:
Non Stimulants:
• Concerta
• Adderall
• Focalin
• Dexedrine
• Ritalin
• Generic Brands
• Strattera
• Intuniv
• Kapvay
• Catapres
• Tenex
Leaves system quickly and
can be taken intermittently
For many of these the level of this medicine must stay consistent so
usage must be sustained and raised and lowered slowly.
Myth:
ADHD Can Be Treated With Herbs and Vitamins
Side Effects From Medication
Stimulant
Non-Stimulant Medications
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Negative changes in mood or behavior, including
suicidal thoughts or actions.
Drowsiness and tiredness
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Decreased appetite and weight
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Decreased appetite
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Dry mouth
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Stomach upset
Headaches
Insomnia
Raised blood pressure
Tics
Rarely caused psychosis
Decrease physical growth of children who take it,
that tends to be uncommon and only amounts to a
decrease of ½ to 1 inch in children who do
experience that side effect.
When taken in excess or snorted, stimulants that
treat ADHD can produce euphoria and result in
addiction. Stimulant abuse has increased over the
past four years, in apparent parallel to the decrease in
teens of perceived risk of abusing these substances.
High blood pressure
Drop in blood pressure to the point of causing
dizziness and palpitations or decrease the heart
rate.
Headache
Stomach upset
Nausea, dry mouth, constipation, and
irritability. While other mood changes,
including suicidal thoughts
Insomnia
Constipation
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
ADHD Can Be Treated With Herbs and
Vitamins
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Medication Cures ADHD
Myth: Medication Cures ADHD
Treatment Needs to be Multi-Modal
Non-Medical
•Individual and group counseling
•Behavior Therapy
Other Activities That Can
Help
•Music
•Nature Sports
•Swimming
• Scouts
•Drama
•Running
•Gymnastics
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Medication Cures ADHD
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Children Who are Given Special
Accommodations Because of Their ADHD are
Getting an Unfair Advantage
Myth: Children who are Given Special
Accommodations Because of Their ADHD are
Getting an Unfair Advantage
•
ADHD in the School Setting
•
Section 504 of the Rehabilitation Act of 1973
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“No otherwise qualified individual with a disability in the United States as
defined in section 706(8), shall, solely by reason of her or his disability, be
excluded from participation in, be denied the benefits of, or be subjected
to discrimination under any program or activity receiving Federal
financial assistance….-29 United States Code (U.S.C.) section 794
•
As applied to schools, Section 504 broadly prohibits the denial of public
education participation, or enjoyment of the benefits offered by public
school programs because of a student’s disability. The law recognizes that
equal treatment and services may not be sufficient to convey equal benefit.
For nondiscrimination to occur, the school must provide services that
level the playing field so that Section 504 eligible students have equal
participation and opportunity for benefit.
•
The United States Department of Education (USDE), Office of Civil
Rights (OCR) provides compliance oversight for Section 504.
Myth: Children who are Given Special
Accommodations Because of Their ADHD are
Getting an Unfair Advantage
•
American with Disabilities Act Amendment Act of 2008 (ADAAA)
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Like Section 504-Employment Law
Changes in Section 504 due to ADAAA:
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Broadened the Eligibility of Section 504 Laws
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Included Episodic and Conditions in Remission
•
• If in question make eligible
Changed language to Substantial Limitation
Prevented Employers to Consider Mitigating Factors when
Determining Eligibility
• Medicine
• Assistive devices
• Individual Health Care Plan
Increased the Number of Major Life Activities
Myth: Children Who are Given Special
Accommodations Because of Their ADHD are
Getting an Unfair Advantage
• American Disabilities Act Amendment Act
•
Section 504 of the Rehabilitation Act of 1973
•
Section 504 looks for physical or mental impairment that
substantially limits one or more major life activities
•
Before ADAAA-2008
• Caring for Oneself, Walking, Seeing, Hearing, Speaking,
Breathing, Learning, Working, Performing manual tasks.
•
After ADAAA-2008
• All previous conditions plus Eating, Standing, Lifting, Bending,
Reading, Concentrating, Thinking, Sleeping.
• Mitigating factoring are no longer considered in determining
eligibility. Students can be found eligible but not need a plan.
Myth: Children Who are Given Special
Accommodations Because of Their ADHD are
Getting an Unfair Advantage
• Section 504 and the American Disabilities Act (ADAAA)
• Levels the playing field for students with a disability
• Can not provide an advantage to the student
• Also:
• Accommodations should be based on the
disability
• Accommodations should be unique to the student
and his/her needs
• Accommodations should not be on as needed
basis
• If the accommodation is on the plan then the
accommodation is given
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Children Who are Given Special
Accommodations Because of Their ADHD are
Getting an Unfair Advantage
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Children with ADHD only Struggle with
Being Still and Paying Attention
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
•
ADHD in the School Setting
•
Executive Functioning
•
Inhibit-The ability to resist impulses and stop one’s behavior at the appropriate
time
•
Shift- The ability to make transitions, tolerate change, problem solve flexibly, and
switch attention from one topic to another
•
Emotional Control-The influence of the executive Functioning on the expression
and regulation of one’s emotions
•
•
Initiate-The ability to begin a task or activity without being prompted
•
Plan/Organize-Components in problem-solving; planning involves setting a goal
and determining the best way to reach that goal, And organization involves
bringing order to information, ideas, and to one’s environment
•
Organization of Materials-The ability to store and arrange items so that they may be
easily found
•
Monitor-The process of checking work, progress and performance to complete a
task successfully
Working Memory-The capacity to hold information in mind to complete a task,
encode and store information, or generate goals
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
•
Accommodations:
•
Inhibit-The ability to resist impulses and stop one’s behavior at the
appropriate time
• Provide explicit, extensive and/or clear set of rules and expectations
• Decrease the amount of auditory and visual distractions
• Assign a peer mentor or older age student who can explain that appropriate
social behaviors can be an effective way of increasing social success
• Develop a small group with well controlled peers acting as models
• Provide guided observations of peer interactions. Teachers may meet with
student briefly at the onset on an activity to discuss how others are
behaving.
• Reduce the amount of time in unstructured activities to maintain
appropriate behavior. This time can be used to discuss successes in the
areas of difficulties before returning to activity.
• Give frequent redirection and close proximity to the teacher
Reduced homework assignments-have less items for each skill
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
•
Accommodations:
•
Shift- The ability to make transitions, tolerate change, problem solve
flexibly, and switch attention from one topic to another
• Help student develop consistent routines with a set of sub routines. Move
to alternative routines as student is ready
• Present the student with one task at a time and establish routine to move
to next task
• Have student work with two or three familiar tasks and rotate those tasks
to build skills when shifting
• Provide two minute warning before shifting of activities
• Provide an external prompt when shifting to new activity
• Use timer to let student know that it is time to shift to another activity
• Set a procedure for when the routine changes
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
•
Accommodations:
•
Emotional Control-The influence of the executive functioning on the
expression and regulation of one’s emotions
• Difficulties with emotional control can be one expression of disinhibition
(use inhibit strategies)
• Students in nonthreatening settings have better emotional control (Use
shift strategies)
• Help student process what happened when emotional control was lost
• Practice delay response techniques (counting, breathing…)
• Teach student a metaphor (thermometer, speedometer...) to help student
monitor the appropriate response to a situation.
• “Strike when the iron is cold” Talk about an incident after the situation has
cooled down.
• Teach feeling vocabulary so that student can better understand and process
through a situation
• Provide coping techniques such as relaxation and stress relief exercises
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
•
Accommodations:
•
Initiate-The ability to begin a task or activity without being prompted
• Build routines and sequences of steps
• Provide external prompts- can be verbal or non-verbal cues set up at an earlier
time.
• Use a timer-only if this doesn’t create anxiety
• Work with a peer that will help student stay on track
• Many children with initiation difficulties are viewed as “unmotivated” It is
important to frame as problem of initiation difficulty and not lack of motivation
• Help increase energy by having student do a physical activity
• Provide examples of what is expected
• Be aware that initiating a task that is motivating is easier than that of an
unmotivating task
• Provide “to-do” lists on paper or index cards
• Remember that we want to teach the student to self initiate and not to rely on
all external accommodations
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
•
Accommodations:
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Working Memory-The capacity to hold information in mind to complete a
task, encode and store information, or generate goals
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Provide a framework of what is going to be taught in the lesson
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Stay away from long tedious or monotonous tasks
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Provide computer aided instruction-Can be more stimulating
Gain eye contact when giving instructions-this cues the child he needs to listen carefully
Provide extra processing time or time to rehearse what is being learned
Break assignments into smaller chunks
Change tasks more frequently. Helps restore focus
Provide more frequent breaks (run an errand, sharpen a pencil…)
Have teacher check-ins, have teacher check work more frequently to provide break and
help student maintain focus
Students with ADHD often have retrieval difficulties. They may know material, but will
need prompts to help retrieve the information. Example: Open ended question followed by
follow-up questions
Be aware of what time the student works best-mornings tend to be better
Use multimodal teaching techniques
Teach student self talk techniques-start with student repeating steps of task to instructor
Provide “To-Do” list or check off sheet
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
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Accommodations:
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Plan/Organize-Components in problem-solving; planning involves setting a
goal and determining the best way to reach that goal, And organization
involves bringing order to information, ideas, and to one’s environment
• Provide an external structure and fade as the student learns to plan
for self
• Provide a binder or “cookbook” of steps for common routine
• Develop a plan for the day, week, month, year
• In the morning discuss the plan for the day
• Help students set a goal
• Have student verbalize his plan of action
• Practice by planning a few steps, then increasing the number of steps
• Practice with familiar everyday tasks
• Develop time-lines for completion
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
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Accommodations:
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Organization of Materials-The ability to store and arrange items so
that they may be easily found
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Help student create an organizational system that is comfortable and flexible enough
to use for all classes
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One binder with all materials needed for the day
Use of a planner or schedule book
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Provide extra organizational time at beginning or end of time so student can check
through materials without falling behind
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Provide a study hall to help student keep up with work
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Have student work in small group with more organized peers
Provide a separate set of books for home
Break complex and long term assignments into smaller chunks and help student
develop a time-line for completion
Help student understand the structure of the lesson
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Provide bulleted or outlined format
Highlight the major points prior to lesson
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Provide contact information of person, website or phone number so student has a way
to retrieve forgotten information
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Have teacher check and initial binder at end of class to make sure assignments are
written down
Myth: Children with ADHD only Struggle
with Being Still and Paying Attention
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Accommodations:
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Monitor-The process of checking work, progress and
performance to complete a task successfully
• Provide opportunities for the student to self monitor his
task performance and social behavior-use subtle cues if
necessary
• Set goals and reward for accuracy as opposed to speed
• Have student predict how well the task will be done and
then help compare the prediction with actual performance
• Have student talk through the a
performed task-enables
student to identify errors and successes
• Provide social skill group
• Provide constructive feedback to increase awareness of
strengths and weaknesses
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
Children with ADHD only Struggle with
Being Still and Paying Attention
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
People with ADHD Don’t Amount to Anything
Myth: People with ADHD Don’t
Amount to Anything
People who are successful despite having ADHD
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Richard Branson
Paul Orfalea, Founder of Kinko's,
David Neeleman, Founder of JetBlue
Airways
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John T. Chambers, CEO of Cisco
Systems.
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James Carville
Charles Schwab
Katherine Ellison (Pulitzer Prize
Winner)
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Mary-Kate Olsen
Michael Jordan
Michael Phelps
Terry Bradshaw
Robin Williams
Howey Mandel
Jim Carey
Justin Timberlake
Will Smith
Ty Pennington
Attention Deficit/
Hyperactivity Disorder (ADHD)
MYTH:
People with ADHD Don’t Amount to Anything
Attention Deficit/
Hyperactivity Disorder (ADHD)
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Resources
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Intervention Central
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American Psychiatric Organization
American School Counselor Association (ASCA)
Florida School Counselor Association (FSCA)
National Association of School Psycholgists(NASP)
Florida Association of School Psychologists(FASP)
American Psychological Association
National Institute of Mental Health
Center for Disease Control
Children and Adults with Attention Deficit/Hyperactivity Disorder
(CHADD)
Department of Health and Human Services 2012 Health Report
Course Evaluation
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