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The ADHD student in your classroom

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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  1. The ADHD student in your classroom April Stefaniak

  2. 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

  3. Who has it?State prevalence 2007-2008

  4. 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

  5. Medications Prescribed

  6. State-Based Prevalence Data of Medication

  7. 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

  8. So what can we do?! ABC’s of a Successful Classroom for Children with ADHD

  9. 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

  10. 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

  11. 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

  12. 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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