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Parent to Parent:Family Training on AD/HD
Additional Module C
AD/HD-Friendly TeachingPart 1
Linda Smith, B.A. Linda Sorensen, M.Ed.
CHADD Parent to Parent: © 2010
Agenda-Part 1
• Welcome, Objective
• AD/HD – Introductory Information
• AD/HD-Friendly Teaching: Table of Symptoms – Activity 1
• Key Concept:
--Weak Executive Function Skills
• AD/HD-Friendly Teaching Table of Symptoms –Activity 2
8C-211-2010CHADD Parent to Parent: © 2010
Objective-Part 1
Class Members Will:
Be invited to re-think AD/HD from a Cognitive Perspective
Describe how Weak Executive Functions might impact the learning of a student with AD/HD.
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What does AD/HD look like in today’s classroom? Teachers will see one or more of the following:
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distractible, forgetful,
spacey, procrastinating
incessantly talking, blurting out,
making inappropriate remarks
anxious
fidgety
impulsive restless
losing things, disorganized
CHADD Parent to Parent: © 2010
Role of the Classroom Teacher Regarding Students with AD/HD
• Know and understand what AD/HD is.
• Describe classroom behaviors that are limiting a student’s access to the general curriculum.
• Employ behavioral interventions and educational techniques to best meet the student’s needs.
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It’s a FACT!
• AD/HD is a real disorder that has been scientifically researched and documented.
• It is recognized as an impairing disorder by:– U.S. Department of Education– National Institutes of Health– U.S. Congress– U.S. Centers for Disease Control and Prevention– U.S. Surgeon General– All major medical, psychiatric, psychological and
educational associationsCHADD Parent to Parent: © 2010
* Alterations in Brain Structures
* Alterations in Neurotransmitter FunctionAlterations in Neurotransmitter Function
It’s a FACT! Students with AD/HD are at Risk!
• AD/HD affects at least 5 to 8% of school-age children
• 25-50% have learning disabilities and co-existing disorders (anxiety, depression, OCD, ODD)
• 90% will struggle academically
• 30-50% may be retained in a grade• 35% have quit school before completion• 95% do not complete college
References: Froehlich (2007); CDC (2005); CHADD WWK#1 (2004); Russell Barkley
CHADD Parent to Parent: © 20108C-11
11-2010
It’s a FACT!Students with AD/HD often Suffer Debilitating Effects
…can arise from the constant
demoralization caused by failure
to meet expectations day after day,
after day.
Anxiety
Low Self-Esteem
Dep
ress
ion
8C-1211-2010CHADD Parent to Parent: © 2010
AD/HD Diagnostic Subtypes Specified by the DSM-IV-RDiagnostic and Statistical Manual, 4th Edition
American Psychiatric Association
• Primarily Inattentive Type • Primarily Hyperactive/Impulsive Type • Combined Type
(Handout: AD/HD Friendly Teaching: Table of Symptoms)
CHADD Parent to Parent: © 20108C-13
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AD/HD-Friendly Teaching: Table of Symptoms
Activity 1 (5 Minutes)RallyRobin®
With a class member neighbor, find the answers to the questions listed below by taking turns orally reading the information listed in the first two columns of this table.
1. What are the AD/HD symptoms listed in the DSM-IV-R for the Primarily Inattentive and Hyperactive-Impulsive types of AD/HD?
2. What are related behaviors these students might exhibit at school? Put a check by any of the information that
applies to your “selected student.” 8C-1411-2010CHADD Parent to Parent :© 2010
HYPERACTIVITY
HYPERACTIVITYIMPULSIVITYIMPULSIVITYINATTENTION
INATTENTION
30 PERCENT DEVELOPMENTAL DELAY
SLEEP DISTURBANCES
POOR WORKING MEMORY AND RECALL
POOR JUDGMENT OF TIME PASSING – CAN’T PLAN AHEAD
SLOW MATH CALCULATION
DISORGANIZATION
IMPULSIVE LEARNING STYLE
REPEATS MISBEHAVIOR
DIFFICULTY REGULATING MOODS, EMOTIONS AND BEHAVIOR
TIP OF THE ICEBERG!TIP OF THE ICEBERG!
Rethinking AD/HD…
…From a Cognitive Perspective• Executive functions refer to a set of cognitive processes that
enable us to:– Get started – make and carry out plans – Direct our attention– Focus – Organize school possessions and academic material– Manipulate information in our heads– Be able to switch from one task to another– Control our impulses and emotions
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Executive Functions are essential learning tools that must function for any student to successfully…
solve problems
read
hear
thinkprioritize
plan
understand
remember
CHADD Parent to Parent : © 2010
Rethinking AD/HD…
…From a Cognitive Perspective (cont’d.)
• Executive functions play a key role in our ability to self-regulate our behavior, our thoughts and our emotions.
• Weaknesses in the cognitive processes (executive functions) can cause:
of behavior, thoughts and emotions.
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Poor Self-Regulation
CHADD Parent to Parent : © 2010
Role of Executive Functions as Conductor of the Brain
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Executive Functions
Behavior
Thoughts
Emotions
regulate the volume, tempo, pitch and timing of our behavior, thoughts and emotions
CHADD Parent to Parent : © 2010
22
Poor
Self-Regulation
Environment
We Knew You’d Fail
Kent Smith Jeff Houghton
CHADD Parent to Parent : © 2010
Class Activity: Making a Foldable Reporter Notebook
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2. Fold the top half down to make 8 sections. Staple 2 times.
1. Layer 4 sheets of paper ½ inches apart
Executive Functions regulating actions
focusing, shifting controlling emotions
getting started
accessing working memory
organizing/planning
Lift each flap to write pertinent information above the listed topic.
self-monitoring
CHADD Parent to Parent: © 2010
1. Regulating Actions
Managing and regulating one’s
actions by inhibiting impulsive behaviors
Indicators of Weak E F Skills
• Jumps to conclusions• Says things without
thinking• Unaware of the impact of
his behavior on others• Begins worksheet without
reading instructions• Believes work is good
despite evidence to the contrary
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2. Focusing, Shifting Attention to Tasks
Tuning in, resisting distractions, sustaining focus, shifting attention
when appropriate
Indicators of Weak E F Skills
• Loses track of activities• Easily distracted by
environment • Difficulty shifting attention
when school subject changes
• Poor reading comprehension
CHADD Parent to Parent: © 20108C-2711-2010
3. Getting Started
Organizing, prioritizing and starting work tasks
Indicators of Weak E F Skills
Difficulty:• Initiating work tasks• Generating ideas and
beginning work• Finding the main idea• Starting work requiring
mental effort• Organizing verbal output and
often changing topics mid-sentence
CHADD Parent to Parent: © 2010 8C-2911-2010
4. Accessing Working Memory and and Recall
Holding information in mind for the purpose of completing a
task
Indicators of Weak E F Skills
Difficulty:• Remembering and following
verbal directions• Retrieving information from
memory when taking tests• Retaining Information in the
brain to complete complex math problems or lengthy writing assignments
• Recalling what was read to be able to summarize.
CHADD Parent to Parent: © 2010 8C-3011-2010
5. Organizing and Planning Schoolwork & Life
Organizing schoolwork and personal space
Planning and executing schoolwork and planning for the future
Indicators of
Weak E F Skills
Difficulty :• Organizing possessions
and materials• Knowing, understanding,
organizing and turning in school assignments
• Managing or pacing time• Sequencing a complex task• Analyzing and problem
solving
CHADD Parent to Parent: © 20108C-3111-2010
6. Self-Monitoring
Monitoring one’s own performance and
measuring it against some standard of what is needed or
expected
Indicators of Weak E F Skills
Difficulty : • Reviewing school work to
check for errors• Understanding that the rough
draft is not the final draft• Persisting or following through
on a task because it requires so much effort
• Failing to adjust behavior based on feedback.
CHADD Parent to Parent: © 2010 8C-3211-2010
7. Controlling Emotions
• Poor control of emotions• Low threshold for frustration • May lash out when frustrated
by peers • Emotionally over-reacts to
difficult situations• Gives up easily and has
excessive worry
Managing frustration and regulating
emotions(Not in DSM-IV Criteria)
Indicators of Weak E F Skills
CHADD Parent to Parent: © 20108C-3311-2010
Like poor vision, or diabetes, the disabilities caused by ADHD are real and cannot be improved simply by “will” or better “effort”
Must adjust Must adjust EXPECTATIONSEXPECTATIONS to to skillskill levellevel, , not not chronology (age)!!!chronology (age)!!!
AD/HD-Friendly Teaching: Table of Symptoms
Activity 2 (5 minutes)
Team Discussion Activity
– Discover how the Executive Functions, listed in the fourth column, coincide with the DSM-IV-R symptoms and /or related behaviors in the first two columns.
– Your team might be asked to share one thing you learned from the activity.
CHADD Parent to Parent: © 20108C-38
11-2010