accommodating addadh students in the general education classroom

1. Accommodating ADD/ADH Students in the General Education Classroom Presented at the CSUB Special Education Conference by : Maureen Meade Mattias, M.A. California State University Bakersfield October 5. 2002

2. Presentation Overview: ADD/ADHD Medical Definition 10 Major Points about ADHD Cognitive Learning Difficulties 12 Special General Education Classroom Accommodations 12 Teaching Strategies which Help to Accommodate ADHD Students in the General Education Classroom Right to a Free Public Education What Hope Does Research Offer?

3. �Fidgety Phil� translated from a German nursery rhyme, 1863 �Phil, stop acting like a worm, The table�s not a place to squirm� Thus speaks his father to the son, Severely says, not in fun. Mother frowns and looks around, But Philip will not take advice, He�ll have his own way at any price. He turns, And churns, He wiggles And giggles Here and there on the chair; �Phil, these twists I cannot bear.� (After which he leans backwards in his chair, and as he is falling grabs the table cloth, tumbling him, the dishes, and the chair to the floor.)

4. Medical Definition of ADD/ADHD According to Paul H. Wender, M.D. and author of ADHD: Attention �Deficit Hyperactivity Disorder in Children, Adolescents , and Adults. Attention-Deficit Hyperactivity Disorder(ADHD) has had several names in the past.

5. Earlier names include: �minimal brain dysfunction� �hyperactivity� �Attention �Deficit Disorder (ADD) (Wender, P. , 2000) Dr. Wender, a pioneer in identifying and treating this disorder and formerly the Distinguished Professor of Psychiatry and Director of Psychiatric Research at the University of Utah School of Medicine, also authored The Hyperactive Child (1973, 1978).

6. The latest medical term which physicians presently use for the above earlier names mentioned, according to Dr. Paul H. Wender: �Attention�Deficit Hyperactivity Disorder� ( ADHD) Therefore, in my presentation, I will proceed to use the medical term, ADHD, which is the identified medical term.

7. 10 Major Points about ADHD ADHD is the most common chronic (ongoing) psychiatric disorder of childhood. Boys are diagnosed more often than girls and also at an earlier age than girls. ADHD frequently persists into adolescence and adulthood. Without intervention (i.e. treatment) the ADHD child is likely to have increasing school difficulties and is much more likely than his non � ADHD classmates to develop behavioral problems that can lead to �at-risk: behavior-at risk to himself and to society, and therefore, in the extreme, in the eyes of the law.

8. MEDICAL TREATMENT ADHD is not a recent discovery. �Fidgety Phil� has been around since 1863. A British physician recognized ADHD symptoms in children at the turn of the 20th century. The use of medication to treat ADHD is also not new. A class of drugs called the amphetamines � Dexedrine � (d-amphetamine) or Desoxyn � (methamphetamine ) was first used in the 1930s. Both of these drugs, along with Ritalin (methylphenidate), are being used to treat individuals with ADHD.

9. ADHD - Transmitted Genetically ? ADHD is likely transmitted genetically, therefore, likely a hereditary disorder. Exactly how it is passed on is not known to date, but, it may be as a different structure in the brain.

10. Blended disabilities ? ADHD often occurs with other disorders and behavioral disorders, such as (ODD) Oppositional Defiant Disorder and (CD) Conduct Disorder

11. Treatment is timely ! It is important to identify and treat ADHD as soon as possible for two reasons: 1. Treatment helps the child now ! If it helps the student learn more easily at school, it will assist she/he avoid anxiety and depression associated with academic difficulties, unpopularity with other children, and conflicts with his parent's). 2. Early treatment may decrease the risks of problem behavior ADHD children are more likely to develop in adolescence.

12. How is diagnosis made? 7. The diagnosis of ADHD in children is made by a specialists (such as a psychiatrists, psychologists, pediatrician or family physician, or neurologists) on the basis of : a careful history from the mother and father or others who serve as a parent (s) and help raise and nurture the child. An interview with the child Rating scales (used to describe the presence , frequency, and severity of symptoms) filled out by the teachers and others who have worked with the child.

13. More Brain Research Needed Presently, there are no special psychological or laboratory test for determining whether a child has ADHD as the diagnosis is made on the interviews described and by rating scales. 9. Medications are used to eliminate many of the learning problems ADHD children experience but is does not cure it. Treatment has been found to produce substantial benefits in up to 70% of school-age children

14. COLABORATIVE STUDY Educational intervention become extremely valuable for ADHD students who also have learning disabilities. Currently these treatments are being evaluated in a large collaborative �first of its kind study by the National Institutes of Mental Health and the U.S. Department of Education. www.nimh.nih.gov/publicat/adhd.cfm (Paul H.Wender,2000)

15. School Performance : Cognitive Learning Disabilities Children with ADHD are more likely than children w/out ADHD to have learning disabilities (LDs) (An LD is a significant discrepancy between a child�s intelligence and his other academic achievement test scores.) Between 20% and 30% of children with ADHD have at least one type of LD , in math, reading, or spelling (Russell A. Barkley, 2000).

16. Why do nearly three to five times as many children with ADHD as children w/out it have LDs? Scientist are not sure, but possible explanations are emerging from studies on the genetics of ADHD and LD. Both disorders have a strong hereditary predisposition. Recent studies suggest that at least for reading disorders the two do not tend to be inherited together, therefore , the genes for ADHD are not the same as those for reading disability (Russell Barkley, 2000).

17. 20-25% of children with ADHD are likely to have a reading disorder and, therefore, are hindered in their in academic performance by the combination of these disabilities.

18. At home, parents often complain that their children with ADHD do not accept household chores and/or responsibilities as well as other children their age. They, often, need help with dressing and performing chores.

19. 12 Specific Accommodations Which Promote Learning for All Students, Especially the ADHD Learners

20. 12 Significant Classroom Accommodations: 1) Small Class size Children who receive more focused time from teachers are able to immediately respond to appropriate and inappropriate behavior because of the smaller student -teacher ratio.

21. 12 Significant Classroom Accommodations 2) Many One-On-One Learning Experiences Critical for students with ADHD who experience difficulty staying on task while working in group situations.

22. Quality time with each student must be given, especially those who are identified with an ADHD learning handicapped. Quality time can make a difference in student motivation level.

23. Individual Attention During one-on-one encounters with ADHD children, she/he may appear less active, inattentive, and impulsive. In group situations, children with ADHD may appear at their worst . They may be at their best with grandparents who give them this individualized attention. They may work more effectively under close supervision and when instructions are repeated frequently (Russell A. Barkley , 2000).

24. 12 Significant Classroom Accommodations Provide Hands-on Approach to Learning � Children learn through touch along with sight and sound.

25. Discovery through multi-sensory experiences!

26. 12 Significant Classroom Accommodations 4) The Use of Computers- Instant feedback Reinforcement Opportunities to read graphics, larger print work with interactive computer programs.

27. 12 Specific Classroom Accommodations PROVIDE CHOICES Choices, especially in primary grades when children are learning how to conform to rules, procedures, and routines, are effective in raising ADHD student motivation.

28. COMPUTERS PROVIDE EXPLORATION-Freedom to move ! Many children, especially the ADHD learner, will enjoy typing classroom and homework assignments, which is often much easier for children with fine motor skill difficulties.

29. 12 Specific classroom accommodations 6) Offer a variety of teachers throughout the day Lessens the chance of one teacher being drained by the challenges of the child with ADHD Children learn how to change classes at an early age rather than having to learn this skill and adapt at the junior high or high school level.)

30. 12 Specific classroom accommodations 7) Provide morning meetings where students will find out what they will be studying that particular day , and are told of schedule changes ahead of time-great for the slow-to adapt child.

31. Good Morning �My Name is Tony and I DO NOT APPRECIATE SURPRISES !I like to know what my day entails!

32. 12 Specific classroom accommodations 8) Incorporate a weekly check of school work and achievement, which requires a parent�s signature. This checklist will serve as an automatic home-school feedback system.

33. 12 Specific classroom accommodations Make use of an organized notebook approach , which often includes color �coded folders for: homework and various subjects a folder for notices sent home a pencil holder an assignment folder will help to improve organizational skills.

34. 12 Specific classroom accommodations Incorporate the choice of learning activities when free time is available during the school day � Children taught to make choices, learn to entertain themselves while developing many skills independently Talents and interests may likely surface with this type of learning approach.

35. Stop any negative reinforcement and start allowing children to use some of their energy by providing choices in learning tasks.

36. 12 Specific Classroom Accommodations The talents and interests of your ADHD students may likely surface with this type of learning approach ?

37. 12 Specific classroom accommodations Allow your students the opportunity to get up and move around quietly ( within limits ) provide clear cut �developmentally appropriate practices� which include : boundaries routines Easy to follow procedures all which are established at the beginning of the year . Stick with these, unless they need to be modified, in order to manage your classroom effectively.

38. 12 Specific classroom accommodations Children are recognized as individuals with varying needs not as problem children and are NOT punished if they cannot sit still for long periods of time .

39. 12 Specific classroom accommodations 12) Reserve the last hour of the school day for classes that require less concentration ( i.e. music, art and physical education) This accommodation is excellent for children whose morning dose of medications has worn off.

40. Don�t let your frustration level reach a NO hair day �You have pulled it all out by 2:00pm !

41. 12 Teaching Strategies & Behavior Modification for the ADHD Learner

42. When working with ADHD students teachers should : Be proactive. Deliberatively look at activities ahead of time and think of possible problems that might arise. Watch for antecedents- Problem solve before a problem arises. �Choose your Actions with your Child� (Russell Barkley, 1992)

43. When working with ADHD students teachers should: Stay calm, state the infringement, and avoid arguing with the student. Discipline with dignity ( and count to 10 �and maybe 20 !)

44. Hang in there and be patient�

45. When working with ADHD students teachers should: Set consequences for misconduct (time-out ,etc.) which provides a means of security. Try not to take away recess. Children with ADHD need this time to release energy .

46. When working with ADHD students teachers should: Deliver consequences immediately !

47. When working with ADHD students teachers should: 5) Post classroom rules and invoke rules consistently. Students will ADHD generally need extra positive reinforcement- verbal ? and nonverbal ?

48. When working with ADHD students teachers should: Make sure the consequence fits the crime !

49. 7) Avoid ridicule and criticism . Keep in mind that children with ADHD have trouble staying in control. When working with ADHD students teachers should:

50. When working with ADHD students teachers should: Clearly state the rules for unstructured time such as cafeteria, hallways, library, recess, gym class, camp experiences. children with hyperactivity must be monitored closely as these children are often risk takers.

51. When working with ADHD students teachers should: Be realistic about Murphy�s Law � accidents can and do happen !

52. When working with ADHD students teachers should: 9. Reward More than you punish ! Catch the student being good �to build self-esteem and a positive student -teacher relationship.

53. When working with ADHD students teachers should: Immediately praise all positive behavior and performance and acknowledge improvements no matter how small ?

54. When working with ADHD students teachers should: Replace rewards if they are not stimulating enough to change behavior and/or have become mundane. Be creative with new rewards monthly.

55. Look for ways to encourage and support your ADHD students during group work . Use the Constructivism Teaching Approach when appropriate and relevant . ADHD students are very likely to question their belonging and purpose of the class lesson. When working with ADHD students teachers should:

56. It is obvious that all learners appreciate positive and genuine acknowledgement, especially the ADHD Learner.

57. Stop any negative reinforcement�and start using the student�s energy by providing choices in learning tasks.

58. Right to a Free and Public EDUCATION

59. Children who do not qualify for services under IDEA can: receive help under an earlier law, the National Rehabilitation Act, Section 504, which defines disabilities more broadly. qualifying for services under the National Rehabilitation Act is referred to as �504 eligibility�

60. Significantly, because ADHD is a disability that affects children�s ability to learn and interact with others, it can certainly be a disabling condition. Under one law or another, most children can qualify and receive the education services they need.

61. Piece by piece, through studies of human and animals, scientists are beginning to understand the biological nature of attentions disorders. New research is allowing us to better understand the working of the brain as the medical field develops new medications and assess new forms of treatment and diagnostic procedures.

62. Because many educational programs and schools require that children sit still, pay attention, and stick with a task, it�s no surprise that many children with ADHD have problems in class. Parents can help children learn to focus by reading aloud to them each day, routinely.

63. Multicultural classrooms provide opportunities for children to appreciate the talents and gifts of all of their classmates, including their own talents .

64. Would Albert Einstein be identified at a student with ADHD, today ? He did possess endless energy and experienced reading disabilities!

65. Relax and enjoy your students and appreciate the varying degrees of student energy levels in your classroom ! Remember to incorporate student helpers?

66. SCUBA DRIVING requires training and special equipment to explore underwater life and hidden treasures.

67. Teaching children to learn, especially our ADHD students , requires special training and special resources.

68. All teachers can acquire new teaching strategies to support and assist their student�s learning with time, commitment and dedication.

69. Juggling Acts, such as ensuring that all �504 Eligibility � special accommodations are in place can be frustrating in the beginning�.

70. But through a mosaic of practice, practice, practice�

71. �all teachers who care and are compassionate about their students� development and learning in -cognitive -social -psychomotor -affective - linguistic development can provide best classroom practices to assist and support students endlessly !

72. Through the implementation of special accommodations and effective teaching strategies, teachers can assist ADHD learners to succeed everyday in the classroom.

73. I�ll never forget my cool year with Mr. Santos ! He helped me even though all my other teachers gave up on me !

74. State Standards may place teachers under a microscope, in terms of achieving a higher level of student performance, however, our students� needs must come first �

75. How can California teachers measure their success in the classroom with an increasing numbers of medically diagnosed ADHD students each school year ?

76. Priorities in Teaching Be child-centered Be caring Be compassion Be concerned for the welfare of your ADHD students, especially those with additional learning disabilities. Be positive, playful and happy to nurture them at all times ? even if you think there is no hope. Be willing to go beyond the norm! Live the Golden Rule with your student to model a high level of respect and dignity .

77. What Hope Does Research Offer? Although no immediate cure is in sight, a new understanding of ADHD may be just over the horizon as medical technology advances! Using a variety of research tools and methods, scientist are currently uncovering new information on the role of the brain and neurotransmitters in ADHD and effective treatments for the disorder. Importantly, such research will ultimately result in improving the personal fulfillment of people with ADHD.