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EEC 424 ADHD 10 /6/17 (Willems, M Anna) By: Anna Willems & Mackenzie Mrkvicka Visit the link for an introduction to ADHD: http://www.youtube.com/watch?v=0Wz7LdLFJVM 2 “Every child is a different kind of flower, and all together make this Definition- “A world a beautif
  EEC 424 10 /6/17 ADHD (Willems, M Anna) By: Anna Willems Mackenzie Mrkvicka   Visit the link for an introduction to ADHD: http://www.youtube.com/watch?v=0Wz7LdLFJVM    2 Definition - “  A condition characterized by hyperactivity, impulsivity, and inattention; included in the ‘other health impairments’   category in DSM-IV-TR .”  (Bryant and Smith, 2017) Every child is a different kind of flower, and all together make this world a  be utiful garden  ”   Common characteristics of ADHD:    Daydream a lot    Forget or lose things a lot    Squirm or fidget    Talk too much    Make careless mistakes or take unnecessary risks    Have a hard time resisting temptation    Have trouble taking turns    Difficultly getting along with others    Running or climbing excessively in situations where it is inappropriate    Appearing to be “on the go” or as if “driven a motor”       Not remaining seated when expected to do so (Bryant & Smith, CDC, 2017)    Video of a student who has the disability   Causes Unfortunately, the causes of ADHD have not been identified. There has been a break through in research that shows that genetics might  be linked as an important factor. In addition, there are other studies that are identifying other risk factors. Here are a few other risk factors in study:    Brain injury    Exposure to environmental (e.g., lead) during pregnancy or at a young age    Alcohol and tobacco use during pregnancy    Premature delivery    Low birth rate (Bryant & Smith, CDC, 2017)  3 Misconceptions: Myth 1: ADHD isn’t a real medical condition. Myth 2: All kids with ADHD are hyperactive. Myth 3: ADHD is the result of bad parenting. Myth 4: Only boys have ADHD. Myth 5: Kids with ADHD will grow it out . (Morin, 2017) Range of Severity and Prevalence/Statistics According to the American Psychiatric Association, 5% of students are affected by ADHD (Bryant, p.64). ADHD often coexists with other disabilities, therefore the range of severity and interventions may vary depending on each student’s specific needs (Bryant, p.66). Since the federal government does not require separate reports on students with ADHD, there is not a significant amount of data/reports concerning ADHD prevalence that is current. For example, if s student has a learning disability first, and ADHD as a secondary disability, their second disability (ADHD) is not reported. Interventions As far as addressing interventions in the classroom, routine is very important for those of have ADHD, and even those that don’t. Giving the students predictable schedules reduces the amount of triggers or implications throughout the day. Other things we can do is give students direct instruction, hold our students to high expectations, and encourage appropriate academic and social  performance. Many interventions focus on behavior. For instance, self-monitoring through content areas is one to address behavioral issues. Here are a few interventions that could be assistive in the classroom in regards to ADHD:    Behavior contract -   Inhibits motivation -   Sets student/teacher expectations -   Defines behavior targets -   Positive goal setting -   Troubleshooting issues http://www.interventioncentral.org/behavioral- interventions/challenging-students/behavior-contracts    What does it feel like to have ADHD? Experience it! Visit this link and see what it’s like to experience attention issues on a daily basis: http://www.understood.org/en/tools/through-your-childs-eyes/player?simq=66dc223a-29e3-4956-ae1e-e7b1beff3584&standalone=true&simulation=true  4    RTI is for Behavior Too! Research-Based Interventions for Emotionally Unpredictable & Disruptive Students”   -   Schoolwide strategies for managing hyperactivity  -   Communication tools for teachers  -   Strategies for working with emotionally unpredictable students     Multiple strategies for each of the three stages: stage 1-frustration, stage 2-defensiveness, stage 3-agression  -   10 academic management strategies to reduce behavior problems -   Teacher commands to establish classroom management:    Self-monitoring sheet    Behavior report card http://www.jimwrightonline.com/pdfdocs/cssp_apr_06_wright.pdf    Antecedent teaching strategies through cuing  -   Simple strategies for math, reading and writing:     Students who are inattentive or impulsive can improve their accuracy and fluency on math computation problems through student-performed highlighting (color-coding problems).    Students who have difficulties with inattention or impulsivity can increase rates of on-task behavior and accuracy on math word problems through highlighting of key terms.    Students with attention or impulsivity issues may improve the legibility of handwriting for spelling and writing tasks through use of colored writing paper.    To boost student comprehension of a passage, use a verbal prompt before the reading paired with an incentive at the discretion of the teacher. http://www.interventioncentral.org/blog/instruction/how-focus-students-adhd-through-antecedent-teaching-strategies-cuing     Other considerations: -   Utilizing schoolwide Positive Behavior Intervention System for support -   Zones of Regulation -   DIBELS interventions to assist with focusing: http://teachers.cr.k12.de.us/~galgano/dibel2.htm  -   GoNoodle
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