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 • • • • • 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 • Studies start to identify specific areas of the brain affected Myth: ADHD is Not a Real Medical Disorder 1970’s Attention Deficits • • • 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) • • • • • • • • • 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) • • • • • • • • • 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 • • • • • • 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 • • • 12 Percent of boys 3-17 years of age are diagnosed with ADHD • 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: • • • • • • 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%) • • 4 % of population have ADHD with Learning Disability 5 % of population have ADHD without Learning Disability Students who were more likely to have ADHD • • • 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 • People with ADHD often struggle with: • • • • • • • • • • • • 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 • Negative changes in mood or behavior, including suicidal thoughts or actions. Drowsiness and tiredness • • • • • • • • Decreased appetite and weight • • • • • • • Decreased appetite • • • Dry mouth • 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 • “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) • • Like Section 504-Employment Law Changes in Section 504 due to ADAAA: • Broadened the Eligibility of Section 504 Laws • • • 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: • Working Memory-The capacity to hold information in mind to complete a task, encode and store information, or generate goals • • • • • • • Provide a framework of what is going to be taught in the lesson • • Stay away from long tedious or monotonous tasks • • • • • 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 • Accommodations: • 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 • Accommodations: • Organization of Materials-The ability to store and arrange items so that they may be easily found • Help student create an organizational system that is comfortable and flexible enough to use for all classes • • One binder with all materials needed for the day Use of a planner or schedule book • Provide extra organizational time at beginning or end of time so student can check through materials without falling behind • • • Provide a study hall to help student keep up with work • • 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 • • Provide bulleted or outlined format Highlight the major points prior to lesson • Provide contact information of person, website or phone number so student has a way to retrieve forgotten information • 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 • Accommodations: • 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 • • • Richard Branson Paul Orfalea, Founder of Kinko's, David Neeleman, Founder of JetBlue Airways • John T. Chambers, CEO of Cisco Systems. • • • James Carville Charles Schwab Katherine Ellison (Pulitzer Prize Winner) • • • • • • • • • • 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) • Resources • • • • • • • • • Intervention Central • • 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 Please complete our course evaluation. Thank you for joining us today!