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ADHD Myth vs. Fact. Understanding and Helping Students with ADHD. MYTH #1 ADHD isn’t a real medical disorder. - PowerPoint PPT Presentation
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ADHD Myth vs. Fact
Understanding and Helping Students with ADHD
MYTH #1ADHD isn’t a real medical disorder
ADHD has been recognized as a legitimate diagnosis by major medical, psychological, and educational organizations, including the National Institutes of Health and the U.S. Department of Education.
The American Psychiatric Society recognizes ADHD as a medical disorder in its Diagnostic and Statistical Manual of Mental Disorders (DSM-IV).
Research shows that it's a result of an imbalance of chemical messengers, or neurotransmitters, within the brain.
MYTH #1ADHD isn’t a real medical disorder
Students with ADHD demonstrate significant impairment related to inattention and/or hyperactivity and impulsivity
3 - 5 % of the school-aged population
Myth #2Children with ADHD eventually outgrow their condition
Some children stop suffering from the effects of ADHD in adolescence, however, roughly 50 percent will continue to experience symptoms in adulthood.
Six percent of the adult population has ADHD, but only one in four adults seeks treatment.
Adults with ADHD are highly vulnerable to depression, anxiety, and substance abuse. They often experience career difficulties, legal and financial problems, and troubled personal relationships.
MYTH #3Only kids who are hyper have ADHD
There are 3 sub-types of ADHD Predominantly inattentive Predominantly hyperactive Combined
Inattention Work often appears messy or seems performed
carelessly Does not seem to listen when spoken to directly Does not follow through on instructions Has difficulty organizing tasks and activities. Avoids, dislikes or is reluctant to engage in tasks
that require sustained mental effort Loses things necessary for tasks or activities Is easily distracted by extraneous stimuli that are
usually easily ignored by others Forgetful in daily activities – can’t remember class
schedule, forgetting to bring lunch
Hyperactivity
Fidgets with hands or feet, taps, or squirms
Leaves seat in situations in which remaining seated is expected
Runs about or climbs excessively in situations in which it is inappropriate
Acts as if "driven by a motor" Talks excessively
Impulsivity
Blurts out answers Has difficulty awaiting turn Difficulty delaying gratification Interrupts or intrudes on others -
butts into conversations or games Wild mood swings
Professional Responses
Acknowledge that students who have ADHD can be successful. They will probably need extra help from you to manage their behaviors.
Acknowledge that ADHD is a real disorder; it is the manifestation of a real difference in brain function. Children with ADHD may need to use a different strategy or approach to learning.
In planning, make be purposeful in sequencing and making accommodations so that students with ADHD can be successful.
Tips for managing symptoms
Distractibility Seat students with ADHD away from
doors and windows. Plan for movement. Alternate seated
and not-seated classroom activities. Allow student to use headphones to
listen to taped material (instrumental). Reduce the frequency of timed tests or
give extended time.
Tips for managing symptoms
Impulsivity Develop a behavior plan and place it
where the student can see it during class. Give immediate consequences, and be
clear about each specific infraction. Give praise publicly and be specific about
the behavior you are praising. Post an agenda. Check off items as they
are accomplished. Provide social skills instruction in and
opportunities to role play and transfer appropriate social skills.
Tips for managing symptoms
Fidgeting/Movement Give the student an errand or
classroom job to do – a way to move that is helpful and teacher approved.
Provide a stress ball, touch tabs or other manipulative for the child to use quietly at his seat.
Provide appropriate alternative seating. Allow the student to chew gum.
Tips for managing symptoms
Difficulty following directions Grab students’ attention by using a bell or
chime. Be brief. Don’t say more than you have to. Be sequential. Rehearse your directions so
that you are sure about their order. Give printed directions. Give only one step at a time. Allow the
student to come back to you after each step to receive further instructions.
Tips for managing symptoms
Difficulty completing assignments Enable students to word process, rather
than write, assignments Permit students to record their answers
on tape or to dictate their stories, essays and other long writing assignments
Tools to Consider
Disc-o-sit - $13Disc-o-sit - $13Wobble Board - $45Wobble Board - $45
Stress balls - <$1Stress balls - <$1
Resources http://helpguide.org/mental/adhd_add_teaching_strategies
.htm http://www.bced.gov.bc.ca/specialed/adhd/what.htm http://www.ldonline.org/article/8797 http://www.ldonline.org/article/Attention_Deficit/
Hyperactivity_Disorder_Fact_Sheet http://www.additudemag.com/adhd/article/1033.html http://www.additudemag.com/adhd/article/873.html http://www.isokineticsinc.com/category/balanceproducts