The adhd student in your classroom
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The ADHD student in your classroom. April Stefaniak. Diagnosis. DSM-IV Criteria for ADHD states: Six or more of the nine criteria for inattention, present for at least six months and disruptive and inappropriate developmentally

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The ADHD student in your classroom

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The adhd student in your classroom

The ADHD student in your classroom

April Stefaniak


Diagnosis

Diagnosis

  • DSM-IV Criteria for ADHD states:

    • Six or more of the nine criteria for inattention, present for at least six months and disruptive and inappropriate developmentally

    • Six or more of the nine criteria for hyperactivity/impulsivity present for at least six months and disruptive and inappropriate developmentally

  • Three types of ADHD:

    • Combined type

    • Predominantly Inattentive Type

    • Predominantly Hyperactive-Impulsive Type


Who has it state prevalence 2007 2008

Who has it?State prevalence 2007-2008


Other diagnoses to consider

Other diagnoses to consider…

  • Students with ADHD are likely to carry other disorders/diagnoses:

    • Learning Disabilities (30-50% of diagnosed students)

    • ODD (1/3 – ½ of all students)

    • Conduct Disorder (20-40%)

    • Anxiety and Depression

    • Bipolar Disorder


Medications prescribed

Medications Prescribed


State based prevalence data of medication

State-Based Prevalence Data of Medication


Long term prognosis with adhd

Long-Term Prognosis with ADHD

  • Inattention tends to persist through childhood and adolescence and onto adulthood.

  • Teens with severe ADHD since middle childhood experience periods of anxiety or depression

  • Many are more likely to drop out of school


So what can we do

So what can we do?!

ABC’s

of a Successful Classroom

for Children with ADHD


A academic instruction

A = Academic Instruction

  • Be PREDICTABLE

    • Review the goals/objectives of the day

    • Review previous lessons

    • Set learning expectations

    • Support the student’s participation in the classroom

    • Check student performance

    • Help students correct their own mistakes

    • Lower noise level

    • Divide work into smaller units

    • Highlight key points

    • CHECK assignments

    • Preview the next lesson


B behavioral interventions

B=Behavioral Interventions

  • Praise

    • Define the appropriate behavior when giving

    • Give immediately

    • Be consistent and sincere

  • Inappropriate Behavior

    • Selectively ignore

    • Provide calming manipulatives

    • Allow escape

    • Peer mediation

    • Proximity

    • Tangible rewards

    • Self-management

    • Token economy


C classroom accommodations

C=Classroom Accommodations

  • Provide low-distraction work areas

  • Use pointers

  • Use egg timers

  • Be sure furniture fits the student

  • Utilize classroom lights for classroom management

  • Seat the student near the teacher or a student role-model


Tips for tests and worksheets

Tips for Tests and Worksheets

  • Tests

    • Frequently give short quizzes and avoid long tests.

    • Provide practice tests.

    • Using a tape recorder, have the student record test answers and assignments or give the student oral examinations.

    • Individual administration in a quiet area with frequent breaks will give a more accurate assessment than group administration.

  • Worksheets

    • Use large type.

    • Make the important points easy for the student to find.

    • Do not include visual destructors that are unrelated

    • Use buff-colored paper rather than white if the room's lighting creates a glare

    • Write clear, simple directions. Underline key direction words or vocabulary or have the students underline these words as you read directions with them.

    • Draw borders around parts of the page you want to emphasize.


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