Chapter 6 Objectives
Attention-Deficit/Hyperactivity
Disorder
At the end of this presentation you should be able to:
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Identify causes of AD/HD.
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Understand the complexities of AD/HD in relation to providing services for
students under the IDEA.
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Recall the subtypes of AD/HD provided by the American Psychiatric
Association.
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Describe positive traits associated with AD/HD.
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Understand the social, emotional, and behavioral needs of students.
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Describe how curricular and instructional choices can be augmented to meet
the needs of students with AD/HD.
Chapter Objectives
Attention-Deficit/Hyperactivity
Disorder
Understanding Individual
Students
Who is Kelsey Blankenship?
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Nine years old, living with her grandparents who adopted her
Previously very active, surrounded by “commotion,” problems with being
patient and attentive
Open to a treatment plan developed by a collaborative team made up of her
teacher, therapist, psychiatrist, and grandparents
Worked on developing better problem-solving skills
Began taking prescribed medication
Currently very involved in dramatic competitions and has much better
interactions with her peers
Defining AD/HD
How Do You Recognize Students with
Attention-Deficit/Hyperactivity Disorder?
How Do You Recognize Students with Attention-Deficit/Hyperactivity
Disorder?
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AD/HD is not a separate category under IDEA.
Students with AD/HD usually receive services under the category of other
health impairments.
AD/HD is defined by the American Psychiatric Association.
– Frequency
– Severity
To receive services under IDEA, the condition must adversely impact the
student’s academic performance.
Understand the complexities of AD/HD in relation to providing services for students under the IDEA.
How Do You Recognize Students with
Attention-Deficit/Hyperactivity Disorder?
Defining AD/HD
Figure 6-1
Recall the subtypes of AD/HD provided by the American Psychiatric Association.
Describing the Characteristics
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How Do You Recognize Students with
Attention-Deficit/Hyperactivity Disorder?
Predominantly inattentive type
– Trouble paying attention, forgetful, easily distracted
– Students may appear lethargic, apathetic, or hypoactive (move or respond
too slowly).
– Selective attention
Predominantly hyperactive-impulsive type
– Cannot seem to sit still, talk excessively, difficulty playing quietly
– Few adolescents or adults have the HI type.
Combined type
– Combines features of inattention and hyperactivity
– Almost 85% of students with AD/HD are combined type
Recall the subtypes of AD/HD provided by the American Psychiatric Association.
Describing the Characteristics
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How Do You Recognize Students with
Attention-Deficit/Hyperactivity Disorder?
Executive functions of behavioral inhibition
– Helps plan for the future and organize and control behavior.
– Nonverbal working memory
• Allows students to retrieve auditory, visual, and other sensory images of the past.
– Internalization of speech
• Planning what to do and say and knowing when it is appropriate to speak thoughts out
loud.
– Self-regulation of affect, motivation, and arousal
• The continuing drive and persistence to maintain goal-directed actions.
– Reconstitution
• The skill of analyzing and synthesizing behaviors
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Positive traits of AD/HD
– Creativity, imagination, ability to hyperfocus, sense of humor
Understand the social, emotional, and behavioral needs of students. / Describe positive traits associated
with AD/HD.
Identifying the Causes
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How Do You Recognize Students with
Attention-Deficit/Hyperactivity Disorder?
Environmental explanations
– Research has minimized the possibility of causes such as: too much
sugar, too little sugar, aspartame, food sensitivities, food
additives/colorings, lack of vitamins, exposure to television or video
games, and many other items.
– Poor parenting is not the cause of AD/HD.
Biological explanations
– Pre-, peri-, post-natal trauma
• Exposure to teratogens (environmental substances affecting fetus
development) can increase the likelihood of a child developing AD/HD.
– Brain differences
– Genetics
Identify causes of AD/HD.
Identifying the Prevalence
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How Do You Recognize Students with
Attention-Deficit/Hyperactivity Disorder?
Approximately 3 to 7% of school-age children have AD/HD.
Estimates vary widely because of differences in interpreting defining
characteristics.
Prevalence according to subtype:
– Combined type: 55%
– Inattentive type: 27%
– Hyperactive-impulsive type: 18%
Approximately two-thirds of students with AD/HD have a co-existing condition.
Recall the subtypes of AD/HD provided by the American Psychiatric Association.
Executive functions of the brain
• Nonverbal working memory
– Recalling multi-sensory images
• Internalization of speech
– Self-talk to prepare action
• Self-regulation of affect, motivation, and arousal
– Self-control with reflection
• Reconstitution
– Analyzing and synthesizing behaviors
Executive Function Deficits
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ORGANIZATION
– Attention
– decision making
– Planning
– Sequencing
REGULATION
– Initiation
– Repetition
– temper control
UNAWARENESS
– “denial” of deficits
– unintentional “non-compliance ”
Evaluating Students
How Do You Evaluate Students with
Attention-Deficit/Hyperactivity Disorder?
How Do You Evaluate Students with Attention-Deficit/Hyperactivity
Disorder?
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Determining the presence
– Usually involves a pediatrician and a psychiatrist or psychologist
– Teachers may make a referral, but should never suggest a child needs
medication. Only a doctor can make that determination.
– Teachers may be asked to complete a behavior rating checklist as part of
the evaluation
Determining the nature and extent of general and special education services
– Studies have shown only half of students with AD/HD are receiving
services.
– Some students qualify for 504 plans.
Understand the complexities of AD/HD in relation to providing services for students under the IDEA.
Evaluating Students
How Do You Evaluate Students with
Attention-Deficit/Hyperactivity Disorder?
Figure 6-5
Understand the complexities of AD/HD in relation to providing services for students under the IDEA.
Including Students
How Do You Assure Progress in the
General Curriculum?
How Do You Assure Progress in the General Curriculum?
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Many students with AD/HD have impaired social relationships.
Steps to improve peer relationships may include:
– Observe the student to determine effective, poor, and absent social
behaviors.
– Focus on one or two behaviors to change.
– Directly coach, model, and role-play important behaviors.
– Praise and reward the student for appropriate behaviors.
Describe how curricular and instructional choices can be augmented to meet the needs of students with
AD/HD.
Planning Universally
Designed Learning
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How Do You Assure Progress in the
General Curriculum?
Augmenting curriculum
– Increase motivation to learn with relevance, novelty, variety, choices,
activity, challenge, and feedback.
Augmenting instruction
– Maintain high expectations and teach skills students need to manage their
daily lives.
– Help students develop self-efficacy by teaching them how to:
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Plan, organize, and manage activities.
Enlist help and resources when needed.
Regulate personal motivation and sustain involvement.
Apply metacognitive knowledge and strategies for task completion.
Acquire knowledge and skills to manage their environment.
Describe how curricular and instructional choices can be augmented to meet the needs of students with
AD/HD.
Collaborating to Meet
Students’ Needs
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How Do You Assure Progress in the
General Curriculum?
Students may need to work with a coach or professional organizer.
Coaches may be a peer, a neighbor, or someone specially trained.
The acronym HOPE specifies questions and statements a coach may use:
– Help: What help do you need?
– Obligations: What’s coming up, and what are you doing to prepare?
– Plans: What are your goals?
– Encouragement: You are making progress!
Teachers, parents, doctors, and therapists may need to work closely to
monitor changes and student needs.
Describe how curricular and instructional choices can be augmented to meet the needs of students with
AD/HD.
Early Childhood
What Can You Learn from Others
Who Teach Students with AttentionDeficit/Hyperactivity Disorder?
What Can You Learn from Others Who Teach Students with
Attention-Deficit/Hyperactivity Disorder?
The Early Childhood Years
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University of Florida MDTP
Inclusion of young children with AD/HD in community programs
Multimodal treatments
Students initially attend diagnostic classrooms, then transition into general
classrooms with ongoing support of AD/HD project teachers
– Project teachers collaborate with general educators
Understand the social, emotional, and behavioral needs of students.
What Can You Learn from Others
Who Teach Students with AttentionDeficit/Hyperactivity Disorder?
Elementary
The Elementary Years
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Take Charge!
– Provides self efficacy-related learning activities and support
– Incorporates storytelling, puppets, and dramatic play for elementary-age
students
– Helps students enhance self-awareness and confidence, build routines,
complete projects, improve communication skills, and prepare for
inclusion
Understand the social, emotional, and behavioral needs of students.
Middle and Secondary
What Can You Learn from Others
Who Teach Students with AttentionDeficit/Hyperactivity Disorder?
Learning for the Middle and Secondary Years
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Lehigh University’s Consulting Center for Adolescents
Concentrates on coordination of efforts for students with AD/HD
Program provides in-service training, on-site consultation, advanced knowledge
dissemination, and follow-up consultation
Collaborative teams are a key component
Participants learn:
– School-based self-managements strategies
– School-based behavior management skills
– Home-based behavior management skills
– Medication monitoring
– Social skills and problem-solving training
Understand the social, emotional, and behavioral needs of students.
Transitional and Post Secondary
What Can You Learn from Others
Who Teach Students with AttentionDeficit/Hyperactivity Disorder?
The Transitional and Post-Secondary Years
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Peterson’s Colleges with Programs for Students with Learning Disabilities or
Attention Deficit Disorders
Helps students make choices about secondary education that will allow them
to be successful in their education
Many students with AD/HD continue to have symptoms of AD/HD into
adulthood and require specialized attention in college.
Some colleges have specific support services and programs for students with
AD/HD to strengthen self-efficacy skills.
Understand the social, emotional, and behavioral needs of students.
A Vision for Kelsey’s Future
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Kelsey would like to be a veterinarian.
Her team supports her dream.
She has begun making small steps toward that goal by succeeding in school,
volunteering at the pound, and walking dogs.
Her therapist envisions her developing skills to become a confident selfadvocate.