GPC 355 Gizem Şamdan 28.04.2014

1. GPC 355 Gizem Şamdan 28.04.2014

2. Outline

3. ADHD • one of the most common childhood disorders • affects about 6–7% of children • diagnosed approximately three times more in boys than in girls • about 30–50% of people diagnosed in childhood continue to have symptoms into adulthood

4. Subtypes: a. Predominantly hyperactive-impulsive b. Predominantly inattentive c. Combined hyperactive-impulsive and inattentive !!! Most children have the combined type of ADHD.

5. Children who have symptoms of inattention may: • Be easily distracted, miss details, forget things and frequently switch from one activity to another • Become bored with a task after only a few minutes • Have difficulty focusing attention • Have trouble completing or turning in assignments • Have difficulty processing information as quickly and accurately as others • Not seem to listen when spoken to • Struggle to follow instructions

6. Children who have symptoms of hyperactivity may: • Squirm in their seats • Talk nonstop • Dash around, touching or playing with anything and everything in sight • Have trouble sitting still (Ex: during dinner, school time) • Be constantly in motion • Have difficulty doing quiet tasks or activities.

7. Children who have symptoms of impulsivity may: • Be very impatient • Makeinappropriate comments, show their emotions without restraint, act without regard for consequences • Have difficulty waiting their turns • Often interrupt conversations or others' activities.

8. Causes • Genes: Twinstudiesshow that ADHD often runs in families. - If a parent has ADHD, the risk of theirchildtohave ADHD is 54%. - Researchers are looking at several genes that may make people more likely to develop the disorder.  • Environmental factors:Link between cigarette smoking and alcohol use during pregnancy and ADHD in children. • Brain injuries: Children who have suffered a brain injury may show some behaviors similar to those of ADHD. • Food additives: Possiblelink between consumption of certain food additives like artificial colors or preservatives, and an increase in activity.

9. ADHD in the classroom https://www.youtube.com/watch?v=2-5W_UBJA-Y

10. Challenges of ADHD in the classroom • demandattention by talking out of turn or moving around the room • troublefollowing instructions • forget to write down homework assignments, do them, or bring to school. • lack fine motor control, which makes note-taking and handwriting difficult. • have trouble with operations that require ordered steps, (Ex: long divisions,solving equations) • have problems with long-term projects • do notpull their weight during group work

11. Classroom accommodations for students with ADHD A) Seating • Seat the student with ADHD away from windows and away from the door. • Put the student with ADHD right in front of teacher’sdesk • Seats in rows with focus on the teacherwork better than seatingaround tables or facing one another.

12. B) Information delivery • Give instructions one at a time and repeat as necessary. • Work on the most difficult material early in the day. • Use visuals: charts, picturesetc. • Create outlines for note-taking that organize the information.

13. C) Student work • Create a quiet area free of distractions for test-taking • Create worksheets and tests with fewer items; give frequent short quizzes rather thanlong tests. • Reduce the number of timed tests. • Test the student with ADHD in the way he or she does best, such as orally or fillingin blanks. • Show the student how to use a pointer to track written words on a page. • Divide long-term projects into segments. • Accept late work and give partial credit for partial work.

14. Teacher attitude • supportive classroom environment • provide support and encouragement • establish a caring relationship • warmth & patience • positive attitude toward inclusion • knowledge and willingness to work with students with exceptional needs • willingness to work collaboratively with other teachers, schoolcounsellorandparents

15. Teaching techniques for students with ADHD • Starting a lesson • Signal the start of a lesson with an aural cue, such as a cowbell or a horn. • List the activities of the lesson on the board. • In opening the lesson, tell students what they’re going to learn and what yourexpectations are. • Tell students exactly what materials they’ll need. • Establish eye contact with any student who has ADHD.

16. 2) Conducting the lesson • Keep instructions simple and structured. • Includedifferent kinds of activities. Studentswith ADHDdo betterwith competitive games or rapidandintenseactivities. • Use charts and other visual aids. • Have an unobtrusive signalset up forthe student who has ADHD, such as a touchon the shoulder or placing a sticky note on the student’s desk, to remind him/her tostay on task. • Allow thestudent with ADHD frequent breaks. • Try not to ask a student with ADHD perform a task or answer a question publiclythat might be too difficult.

17. 3) Ending the lesson • Summarize key points. • If you give an assignment, have different students repeat it, then have the class sayit in unison, and put it on the board. • Be specific about what to take home.

18. Brad's Story: A 12 year-old with ADHD https://www.youtube.com/watch?v=z2hLa5kDRCA

19. References • AlbertaEducation. (2006). Focusing on Success. https://education.alberta.ca/media/513151/e_chap4.pdfAccessed April, 22, 2014. • NationalInstitute of MentalHealth. (2014). What is Attention Deficit Hyperactivity Disorder?http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtmlAccessed April, 22, 2014. • Pfiffner, L. J., Barkley, R. A., & DuPaul, G. J. (1998). Treatment of ADHD in school settings. Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment, 2, 458-490. • Vile Junod, R. E., DuPaul, G. J., Jitendra, A. K., Volpe, R. J., & Cleary, K. S. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology,44(2), 87-104.

20. QUESTIONS?