Students with Attention Deficit Disorders

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Students with Attention Deficit Disorders
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Students with ADHD may be serviced under IDEA

• Under other health impairment
• having limited strength, vitality or
  alertness, including a heightened alertness to
  environment stimuli, that results in limited
  alertness with respect to the educational
  environment that is due to health problems such
  as.attention deficit disorder or attention
  deficit hyperactivity disorder.. That adversely
  affects a childs educational performance

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Students may be serviced under Section 504
Civil Rights Statute

• Eligibility is based on the existence of an
  identified physical condition that substantially
  limits a major life activity. If it is
  determined that the ADHD limits a students
  ability to learn, he/she meets the criteria.

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Comparison of Section 504 IDEA

• 504 focuses on equity and access in ALL areas of
  life but does not detail how services will be
  provided.
• IDEA mandates procedures for identifying students
  with disabilities and how services should be
  provided and monitored.

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How is ADHD Diagnosed?

• Only a licensed professional (pediatrician,
  psychologist, neurologist, or psychiatrist)
• However, usually, these professionals ask for
  help from the school district personnel

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Recommended Diagnostic Procedure

1. Thorough medical and family history
2. Medical examination
3. Comprehensive interview with parents, teachers of
   the child
4. Behavior rating scales (standardized)
5. Observation of child
6. IQ testing and social and emotional adjustment
   testing (check for LD)

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Connors Rating Scale

• You, as a general education teacher will be asked
  to do an assessment on the student.

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• Not all children and youth have the same type
  of ADHD. Because the disorder varies among
  individuals, students with ADHD wont all have
  the same problems. However, they will have
  problems in one of the three areas.attention,
  hyperactivity, and impulsivity.

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DSM-IV

• Breaks it down into categories
• (1) ADHD Inattentive Type
• (2) ADHD-Hyperactive-Impulsive
• (3) ADHD-Combined

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Attention Deficit Disorders

• Inattention refers to consistent (over 6 months)
  and highly inappropriate levels of the following
  behaviors Must display six or more.
• Failing to pay close attention to details, making
  careless mistakes inconsistent with the childs
  developmental level
• Failing to sustain attention to tasks and/or
  activities
• Failing to listen
• Failing to complete tasks
• Having difficulty with organization
• Resisting tasks that require sustained attention
• Losing materials and objects
• Becoming easily distracted
• Being forgetful

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Hyperactivity-Impulsivity

• Must be consistent (over six months) and highly
  inappropriate levels of the following behaviors
• Fidgeting or squirming
• Having a difficult time remaining seated during
  class
• Running or climbing excessively when it is
  inappropriate
• Having difficulty playing quietly
• Acting as though he or she is driven by a motor
• Talking too much
• Blurting out answers
• Difficulty waiting for their turn
• Interrupting others or butting into activities
• Students must display six or more of the
  preceding characteristics to be identified with
  hyperactivity-impulsivity

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ADHD-Combined

• Students who have features of both inattention
  and hyperactivity-impulsivity

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Common features that distinguish ADHD from mild
attention of hyperactive problems

• Onset in early childhood
• Chronic over time
• Generally pervasive across situations
• Deviant from age-based standards

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Remember.

• Present before the age of 7
• Shows in two (or more) settings

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Prevalence

• 3-7 out of every 100 school age children
  (American Psychiatric Association, 2000)
• Males more than females ( 4 to 1)

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Educational Interventions

• Provide organizational assistance
• Provide rewards consistently and often
• Be brief and clear
• Arrange the environment to facilitate attention
• Allow for movement and postures other than
  sitting
• Use novelty in instruction and directions
• Maintain a schedule
• Prepare students for transitions
• Emphasize time limits

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Assistive Technology

• Highlighters
• Stress balls
• Books on tape and headsets to block out
  distraction
• Play Attention Helmet
• Handheld with schedule

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Medication

• Ritalin
• Dopamine
• Concerta
• One component of the overall treatment of ADHD

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Web sites

• www.chadd.org for Children and Adults with
  Attention Deficit/Hyperactivity Disorder
• www.add.org provides information about
  individuals with ADHD, with particular empasis on
  adults with ADHD
• www.nichd.nih.gov provides information and
  research on specific learning disabilities and
  ADHD
• www.ldonline.org the ADD/ADHD section links to
  articles and resources on topics including facts
  and myths, firls with ADHD, diagnosis, treatment,
  and medications

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Source

• Information from TEACHING STUDENTS WHO ARE
  EXCEPTIONAL, DIVERSE, AND AT RISK IN THE GENERAL
  EDUCATION CLASSROOM by Sharon Vaughn, Candace S.
  Bos, and Jeanne Shay Schumm