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Steve Crawford

on 19 August 2013

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Transcript of ADHD

It's Effects in
the Classroom
Stephen Crawford
Concordia University
There are three patterns of behavior according to Davies (2004) that indicate ADHD disorder:
1. Inattentive ADD - Attention Deficit Disorder
3. Hyperactive - impulsive without inattention
2. Combined hyperactive-impulsive and inattention.
a. Child is easily distracted and forgetful
They are the "space cases" in your class.
a. This child is fidgety and in constant motion. They have trouble focusing and they seem to be bouncing off the walls.
How to recognize symptoms
Is Meditation the Answer?
Is medication the answer?
Many experts believe that we are over-medicating our children. Dunne (2000) reports that the number of prescriptions to treat ADHD has increased 500% since 1991. For many parents and teachers, medication has become a quick fix or easy way to keep the child calm. The problem is most young children especially boys are naturally active. Therefore, diagnosis of ADHD needs to be more structured and consistent from school district to school district.
The most common treatment is the use of a psychostimulant drug such as methylphenidate or dextroamphetamine (Davies, 2004).
Methylphenidate (Concerta, Daytrana, Metadate) modulates the levels of dopamine, a nuerotransmitter in the frontal lobe where it affects self regulation.
Dextroamphetamine (Dexedrine, Vyvanse, Adderall) a form of amphetamine that increases the release of dopamine.

Daily doses of the ADHD medication methylphenidate significantly reduces ADHD symptoms and was well tolerated by the subjects according to Wilens (2006).
Classroom accommodations, school and family counseling, and biofeedback have been shown to help students improve their self-confidence, social interaction skills and academic performance (Davies, 2004)
Medicate or not to medicate
Are we over-medicating?
Could it be the chemicals in our food?
He's overly active and unable
to focus on one thing
What is ADHD ?
Look familiar?
Teaching Strategies for students with ADHD
by Leah Davies, M.Ed.
Understand ADD and ADD
Establish a relationship with the parents
Make time to speak with the student
Decide on a cue for the child to use to get back on task
Design clear and concise rules
Use a point system to reinforce behaviors
Provide positive feedback
Simplify directions, tasks and assignments
Divide lessons into smaller segments
Let the student display their skills
Prepare for transitions and play classical music
Have all students stand and stretch when necessary
Color code paper for each subject
Create schedules, and lists to help students keep organized
Modify homework. Avoid busy work
Pause before asking questions
Walk around the room and tap the child's desk to remind them to stay on task.
Seat the child away from distractions
Watch for signs of increased stress
Provide opportunities for physical activity.
Give them a ball to squeeze or a fiddle toy.
Dim the classroom lights.
Be flexible and allow the child to move around
Provide quiet area for when the child is overwhelmed by classroom activity.
Have older students act as tutors.
Establish collaborative relationship with the child's special education teachers, counselor, and administrators.

Davies, L. (2004). Attention deficit/hyperactivity disorder in children. Retrieved from http://kellybear.com
Davies, L. (2004). 30 Ideas for teaching children with attention-deficit/hyperactivity disorder. Retrieved from http:kellybear.com
Dunne, D. (2000). Statistics confirm rise in childhood ADHD and medication use. Education World. retrieved from http://www.educationworld.com/a_issues/issues148a.shtml
Wilens, T. (2006). Multisite controlled study of OROS methylphenidate in the treatment of adolescents with attention-deficit/hyperactivity disorder. Retrieved from http://archpedi.jamanetwork.com
ADHD kids before and after. TM meditation
(2009). http://www.youtube.com
How to recognize ADHD symptoms in children
(2010). http://www.youtube.com/watch?v=
Full transcript