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ADHD and Early childhood. Incidence and Interventions. Interventions that Work for ADHD. ADHD Statistics. 4.5 million children have been identified as ADHD (2006 data from CDC) 3%-7% of the school population boys (9.5%) are more likely than girls (5.9%) to have been diagnosed with ADHD.

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Adhd and early childhood

ADHD and Early childhood

Incidence and Interventions



Adhd statistics
ADHD Statistics

  • 4.5 million children have been identified as ADHD (2006 data from CDC)

  • 3%-7% of the school population

  • boys (9.5%) are more likely than girls (5.9%) to have been diagnosed with ADHD.


Birthday
Birthday

There is a huge difference between a 5 year old and a 6 year old in ability to attend to task. At the beginning of a first grade year- there are children who are almost 7 and children who are almost 6 depending on the cut-off for Kindergarten in your state.

Research indicates grouping children by birthdays in classes would be best.

August-October

November-January

February-April

May-July


Consider this
Consider This

  • Kindergarten cut-off date in Pittsburgh is September 1.

    • Johnny’s birthday is September 24

  • Kindergarten cut-off date in St. Louis is July 1.

    • Kallie’s birthday is June 30

  • They both start first grade at the same school in Bethel, PA after being in their previous cities.

Just turned six years old 3 weeks before school started.

3 weeks from being 7



State prevalence
State Prevalence

Center for Disease Control-2003


I don t have time to do all this
I don’t have time to do all this…

Which fits your busy schedule better, exercising one hour a day or being dead 24 hours a day?





The gift of adhd by lara honos webb ph d
The Gift of ADHD by Lara Honos-Webb, Ph.D.


Functional differences
Functional Differences

  • Power performance on timed tasks

  • Slower reaction time

  • Slower processing time

  • Lower problem solving abilities

  • Less fine motor control

  • Less gross motor control

  • Problems with inhibitions


Brain structural differences
Brain Structural Differences

  • Smaller frontal lobe and right hemisphere is about 5% smaller than students who do not demonstrate ADHD symptoms.


Living with adhd a demonstration
Living with ADHD:A Demonstration

  • Follow along as a volunteer reads from the

  • following screens and reports any challenges.

  • The text is from a 6th grade-level source, with

  • no foreign words.

  • Credit: Emily Chase, Do you use hand sanitizer?, Academic

  • Advocate, Sun Journal, Lewiston, Maine, January 9, 2008


Part 1 read the text
Part 1: Read the text

  • Use of hand sanitizers has become

  • increasingly popular in hospitals,

  • schools, day care centers, and even on

  • the gangways of ships. They work well

  • when soap and water are not available,

  • and are a quick way to disinfect one’s

  • hands.


Let’s use a Likert Scale to rate of the

difficulty reading the previous passage.

Now….Part 2:

Read the text and do NOT

include italicized words


Part 2: Read the text and do NOT include italicized words

Hand sanitizers often stop it you are bugging

me include among their ingredients 60% or

more what he she doing there of ethyl

alcohol, isopropanol, look at that, or ethanol,

or other similar compound

If a hand where’s my pencil sanitizer contains

less shoot – I dropped it - than 60% of one of

these ingredients, it this is stupid, I quit will

not be effective in killing germs.


Let’s use a Likert Scale to rate of the

difficulty reading the previous passage.

Now….Part 3:

Read the text and do NOT

include italicized words


Part 3: Read the text and do NOT include italicized words

A study conducted conducted recently

demonstrated the effect of of using

hand sanitizers with less than 60%

alcohol content. Students had one

hand hand covered in sanitizer with

60+% alcohol 50%? and the other hand

with less than 60% alcohol. Then each

each hand was placed in a culture plate

with germs.


Let’s use a Likert Scale to rate of the

difficulty reading the previous passage.

Thanks go to our demonstrator!






Break up activities
Break up activities 30ish)

  • Complex assignments into smaller parts.



Post a daily schedule and stick to it
Post a Daily Schedule and Stick to It 30ish)

  • Tape it on the child's desk.

  • Have them mark of activities as they complete them.


Kinesthetic activities
Kinesthetic Activities 30ish)

Connect visual and auditory

  • Take an ordinary rubber ball and a permanent marking pen.

  • Divide the ball into sections.

  • Write questions all over the ball.

  • The students toss the ball and where their right thumb lands- that is the question they must answer.

  • The child can “phone” a friend if needed.

  • The student then chooses to toss the ball to someone else.



Watch for fatigue
Watch for fatigue 30ish)

  • Send on an errand if they look like they are straining.

  • It is very hard work to read something three times and still not know what you read.

  • Be there figit monitor



http://www.benchmonster.com/yoga.htm

$16.00




Two desks
Two Desks 30ish)

Permission to move with parameters












Provide an appropriate foot rest
Provide an 30ish)appropriate foot rest


Provide an appropriate foot rest1
Provide an 30ish)appropriate foot rest

$30.00

Make sure the custodian clamps the ends so they can not come loose.

$1.00 for three



ADHD 30ish)

  • Encourage Acceptable channels for Motor Behavior (U.S. Department of Education, 2004).

    • Koosh ball on a keychain

    • Velcro on bottom side of desk to rub

    • Bungee cord on desk legs to bounce with foot


Transitions
Transitions 30ish)


Assign tutors
Assign tutors 30ish)

  • Pair students who have patience and social skills to be their academic partner.


Negative consequences
Negative Consequences 30ish)

  • Use negative consequences only after a positive reinforcement program has enough time to become effective.

  • Deliver negative consequences in a firm, business-like way without emotion, lectures, or long-winded explanations.


Questions
Questions 30ish)


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