Guide to ADHD | |
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^ This guide outlines the main characteristic of ADHD. It is very useful for teachers as a starting point in trying to understand ADHD.
CHARACTERISTICS OF THE SPECIAL NEEDS GROUP WHICH MAY IMPACT ON THEIR ABILITY TO ACCESS THE CURRICULUM
Attention Deficit Hyperactive Disorder affects more than 50,000 Australian children in varying degrees of severity. (kidsinaustralia, 2012)
There are three sub type of ADHD:
Hyperactive
The child will be fidgety, run around the classroom, ditract other students and tack excessively.
Predominantly Inattentive
This child seems to be daydreaming and not paying attention. They will make mistakes that make it seem as though they are clumsy. They do not complete tasks or listen to instructions.
Impulsivity
What causes ADHD?
Biological factors
Environmental factors
There are three sub type of ADHD:
Hyperactive
The child will be fidgety, run around the classroom, ditract other students and tack excessively.
- Student finds it hard to relax or sit still to work, read or watch TV
- Many different thoughts jump into and out of student's head
- Student always feel as though you're running to do things
- Student doesn't need as much sleep as other people seem to
- Student's hands and feet fidget constantly
- Student needs to be on the move in order to think
- Student talks excessively
- Student can feel nervous or anxious
Predominantly Inattentive
This child seems to be daydreaming and not paying attention. They will make mistakes that make it seem as though they are clumsy. They do not complete tasks or listen to instructions.
- Student finds tasks that require a lot of concentration a real challenge - and it's difficult to pay attention
- Student is easily distracted from tasks by things that are happening around them
- Reading is a challenge as student tends to skip around the page and often read the end first
- Student often lose important items
- Student is easily bored and can find it difficult to complete tasks
- Student finds it difficult to follow lengthy instructions
- Student is prone to making careless mistakes if rushed
- Student can find themselves tuning out when being spoken to directly
Impulsivity
- Student disrupts other people's conversations
- Student blurts things out without thinking first
- Student answers questions before the question is finished
- Student engages in things without first considering them properly
- Student finds it hard to wait your turn in queues
- Student may participate in risky behaviours and activities without considering the consequences
- Student frequently change their mind spontaneously
- Student frequently embarrasses other people
What causes ADHD?
Biological factors
- The child's temperament, as this contributes to their attitude and personality.
- Studies of twins suggest a genetic link to ADHD. In 80-90 per cent of identical twins where one has ADHD so does the other. Recent research also suggests there is a greater chance of inheriting the condition from male relatives such as grandfathers.
- Brain injuries due to birth trauma or pre-birth problems. The brain structures believed to be linked to the development of ADHD are vulnerable to hypoxic damage during birth. The damage is caused by inadequate oxygen reaching parts of the brain while blood flow is reduced.
Environmental factors
- Family stress.
- Educational difficulties. (Likierman, 2005)
THE IMPLICATIONS FOR CLASSROOM TEACHERS OF THE FINDINGS OF RECENT RESEARCH ABOUT THIS AREA OF SPECIAL NEED
According to new research conducted at Oregon Health & Science University, Attention Deficit Hyperactivity Disorder is more than one disorder. It's an entire family of disorders, much like the multiple subtypes of cancer. According to new OHSU research, there are many subtypes of the disease meaning we need to study it at great length to identify all the variations and help develop better treatments."Traditionally, physicians and psychologists have diagnosed patients through the use of the Diagnostic and Statistical Manual of Mental Disorders, commonly known as the DSM, the problem with this approach is that it often relies on secondary observations of parents or teachers, where even if the descriptions are accurate, any given child may be behaving similarly, but for different reasons. Just as if there might be many reasons why someone might have chest pain, there might be many reasons why a child presents with ADHD. However, unlike diagnosing countless other well-understood diseases, there is no one test that can differentiate individuals when it comes to psychiatric and developmental conditions like ADHD. The data here highlights ways to recognize such individual variability and shows promise that we might be able to identify why any given child presents with ADHD, thus allowing for future examinations of more personalized treatments." (Fair, 2012)
"We have known for some time that there is wide performance variation in both the ADHD group and the control group, but this has never been formally described." (Nigg, 2012)
For teachers, this means that they will have to meet with the student and their family to discuss the best plan for that student in particular, because each student will have invdivual needs.
"We have known for some time that there is wide performance variation in both the ADHD group and the control group, but this has never been formally described." (Nigg, 2012)
For teachers, this means that they will have to meet with the student and their family to discuss the best plan for that student in particular, because each student will have invdivual needs.
STRATEGIES WHICH WOULD BE BENEFICIAL TO STUDENTS
Helpful Tips | |
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^ This is a selection of helpful hints from Brenton Prosser from his book ADHD: Who's Failing who?
Strategies | |
File Size: | 153 kb |
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^ This document provides a number of strategies for classroom teachers when dealing with student with ADHD
The American Academy of Pediatrics offer suggestions on what teachers can do in the classroom to help students who have ADHD:
- Display classroom rules. Classroom rules must be very clear and concise.
- Provide clear and concise instructions for academic assignments.
- Break complex instructions into small parts.
- Show students how to use an assignment book to keep track of their homework and daily assignments.
- Post a daily schedule and homework assignments in the same place each day. Tape a copy on the child's desk.
- Plan academic subjects for the morning hours.
- Provide regular and frequent breaks.
- Seat the child away from distractions and next to students who will be positive role models.
- Form small group settings when possible. Children with ADHD can become easily distracted in large groups.
- Find a quiet spot in the classroom (such as a place in the back of the room) where students can go to do their work away from distractions.
- Train the student with ADHD to recognize "begin work" cues.
- Establish a secret signal with the child to use as a reminder when he or she is off task.
- Help the child with transitions between other classes and activities by providing clear directions and cues, such as a five-minute warning before the transition.
- Assign tutors to help children with ADHD stay on task. Tutors can help them get more work done in less time and provide constant reinforcement.
- Focus on a specific behavior you wish to improve and reinforce it. Teachers can reinforce target behaviors by paying attention to the behavior, praising the child, and awarding jobs and extra free time.
- Offer more positive reinforcements than negative consequences.
- Explain to the student what to do to avoid negative consequences.
- Reward target behaviors immediately and continuously.
- Use negative consequences only after a positive reinforcement program has enough time to become effective.
- Deliver negative consequences in a firm, business-like way without emotion, lectures, or long-winded explanations.
LIST OF SUPPORT NETWORKS WITHIN SCHOOLS/ SCHOOL SYSTEMS
Dr. Chris Steer lists some professionals that may be able to offer support for a student with ADHD.
Your GP can agree to 'share care' with the specialist. This means your GP will:
The occupational therapist will work with your child, usually in liaison with the school team, to develop these skills and improve coordination.
- GPs
Your GP can agree to 'share care' with the specialist. This means your GP will:
- prescribe the drugs chosen by the specialist
- monitor your child's progress on treatment
- contact the specialist if concerned about any aspect of treatment.
- The Specialist
- Teachers
- Speech and language therapists
- Occupational therapist
The occupational therapist will work with your child, usually in liaison with the school team, to develop these skills and improve coordination.
- Educational psychologists
- Clinical psychologist
LIST OF SUPPORT NETWORKS WITHIN THE COMMUNITY
- http://home.vicnet.au/~addvic/ - ADDvic holds support groups throughout communities in Victoria.
- http://www.adders.org/ausmap.htm - This website lists support groups throughout the country as well as websites that offer support for teachers and families.