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Heather Johnson

on 2 December 2012

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Transcript of ADD

ADHD and ADD ADD Diagnosis Rates - Tripled in the last 15 years.
- Possibly due to previous
under diagnosis.
- Possibly due to current
over diagnosis.
- Combination of both. -However, ADHD is NOT caused by
1. consuming too much sugar
2. watching too much TV or playing too many
video games
3. poor parenting Outline
1.Give 3 students cards with distracting and "normal" ADHD/ADD behaviors
2.Overview (Diane)-students answer questions and fill in the review worksheet
3.Controversies (Heather) - class quiz to see students' likelihood of having ADHD
4.504 Plan(Kayla)
5.Classroom Accommodations (Casey) ADHD or ADD? ADD - general term describing those with inattentive symptoms but not hyperactivity or impulsiveness

ADHD - the official name used by the APA to encompass those with any of the symptoms Overview/review Diane Stjern ADHD: Three types 1. Predominantly inattentive
2. Predominantly hyperactive-impulsive
3. Combined hyperactive-impulsive and inattentive Predominantly inattentive ADHD Diagnosis
ADD/ADHD: Overdiagnosis?
Treatment -also known as ADD
-impaired attention and concentration

Symptoms include:
-easily distracted
-difficulty paying attention to details
-disorganized work habits Predominantly hyperactive-impulsive ADHD -hyperactive/impulsive without inattentiveness

Hyperactive symptoms include:
-getting up frequently to walk around

Impulsive symptoms include:
-impatience in awaiting one's turn
-blurting out answers Combined ADHD -includes symptoms from both types of ADHD: Inattentive ADHD
Hyperactive-impulsive ADHD Causes of ADHD -Exact cause is not known, but possible causes
1. Heredity and genetics
2. Environmental factors
3. Food additives Causes of ADHD (con't) 1. Medications
-do not cure ADHD --> control symptoms
-have side effects
2. Behavioral Therapy
-teaches how to self-monitor behavior
-teaches social skills Treatment options 1. Use immediate consequences
-both positive and negative
2. Maintain a consistent schedule
3. Be clear and concise
-when making and maintaining rules Other helpful tips Rehabilitation act of 1973 Created to give accommodations to students who do not fall under the realm of special education
Free Appropriate Public Edcuation -Before the age of 7:
-6 + symptoms for more than 6 months
-More intense symptoms
-Symptoms interfere with daily life Diagnosis who qualifies? Student with a physical or emotional disability
Recovering from a chemical dependency
Has an impairment that restricts one or more major life activities. Different than a condition which specifically limits their learning. Examples of conditions for 504s: diabetes, food allegories, epilepsy,recovering from chemical dependency, and ADHD HOW DOES SOMEONE GET PLACED? Can be referred by anyone with authority - teacher, principal, doctor, parent/legal guardian, or student.
Before referring, try intervening techniques to see if behavior changes.
Referral goes to 504 coordinator, most often principal or counselor. HOW DOES ONE GET PLACED? Student, teacher, legal guardian meet.
Others may meet - principal, nurse, doctor, or therapist.
Plan is written.
Includes goals for after high school, self-advocacy.
Expires annually; group must meet to review plan.
Entire case reviewed every 3 years. Committee looks over the case. Takes up to 6 weeks.
Keep track of student data - test scores, write-ups. Introducing Lessons: Provide an advance organizer: Prepare students for the day’s lesson by quickly summarizing the order of various activities planned.

Review previous lessons:

Set learning expectations: Continued: Set behavioral expectations:

State needed materials:

Simplify instructions, choices, and scheduling: The simpler the expectations communicated to an ADHD student, the more likely it is that he or she will comprehend and complete them in a timely and productive manner. Conducting Lessons: Be predictable: Many students with ADHD do not deal well with change.

Support the student’s participation:

Check student performance:

Ask probing questions and also help them correct their own mistakes:

Use both oral and written directions: Continued: Keep the noise level down:

Work into smaller, less complex tasks:

Highlight key points:

Eliminate or reduce frequency of timed tasks:

Use cooperative learning strategies: Think pair share

Use technology when it’s appropriate: Technology use can benefit the whole class Concluding Lessons: Provide advance warnings:

Check assignments:

Preview the next lesson: Teaching Children with ADHD & Instructional Strategies and Practices: Instructional Practices to help children with ADHD improve their reading comprehension Have:
-Silent reading time
-Follow along reading
-Partner reading activities
-Computer games for reading comprehension.
-Recorded books Practices that will help a student with ADHD improve their writing skills Have:
-Standards for writing assignments
-Recognize parts of a story
-Visualize compositions
-Proofread compositions
-Tape recorders Practices that will help a student with ADHD improve their spelling skills Have:
-Everyday examples of how-to-spell words
-Dictionary for misspelled words
-Partner spelling activities
-Color-coded letters
-Movement activities.
-Word banks Practices that will help a student with ADHD improve their handwriting skills Have:
-Individual chalkboards
-Quiet places for handwriting
-Spacing words on a page
-Special writing paper Practices that will help a student with ADHD improve their math skills Have:
-Partnering for math activities
-Real life examples of money skills
-Color coding symbols
-Board games
-Computer games WHAT MAKES A SUCCESSFUL 504 PLAN? Clear language use - who will determine what is getting done.
All affected parties are present at team meetings.
Have information about 504 plans easily accessible. write one thing
you learned about
504 plans 504
plan Kayla Birkholz Useful resource National Institute of Mental Health
http://www.nimh.nih.gov/index.shtml Fargo partner in ADHD Education and Support

http://www.chadd.net/template.cfm?affid=336p=about Diagnosis of ADHD and ADD Activity Explanation What do you think we were trying to demonstrate
through this activity? - Health care providers, pediatricians, and child psychologists can diagnose.
- There are standard guidelines from the American Academy of ADHD.

- Gather information from school, parents, and caregivers as to students' life.

- At least 6 symptoms need to be present for at least 6 months at a greater level than others of the same age.

What are some of these symptoms? Diagnosis of ADHD and ADD cont. - Students should be given a full physical exam for diagnosis.

- Some life experiences in children may cause symptoms but are not actually ADHD/ADD.
-Sudden life change (divorce, moving)
-Undetected seizures
-Thyroid problems
-Sleep problems
-Depression Diagnosis Statistics Did any of the
miss the answers to any of the questions on
the worksheet? - 3%-7% of school aged children have been diagnosed with ADHD. That's about 1 of every 20 kids.

- 9.5% (5.4 million) of all school aged children have been diagnosed by 2007.

- Diagnosis increased an average of 3% a year from 1997 - 2006 and 5.5% from 2003 - 2007.

- Boys are more likely to be diagnosed than girls. 13.2% of boys, 5.4% of girls.

- Highest rates of parent-reported ADHD diagnosis were noted among children covered by Medicaid and multiracial children.

- Stimulant prescription to 4.4% of Caucasian children, 2.9% of black children, 2.1% of Hispanic children Why do you think diagnosis rates have been increasing in the last 10-15 years?

Do you think that ADHD and ADD are being overdiagnosed? Argument for overdiagnosis - Allen Frances: Duke University - Diagnosis rates skyrocketed after events in the late 90's.
- New ADD drugs in market, not better, but more expensive and used aggressive marketing.
-FDA allowed drug companies to have unrestrained direct-to-consumer advertising.

-It is the kids who show a little lack of focus that are often misdiagnosed.
- Many kids and adults exhibit symptoms of ADHD and ADD. That does not mean they have it. Overdiagnosis cont. - Kids once considered on the normal end of the spectrum, now diagnosed as ADHD/ADD.

- Stimulants in much higher usage and used for recreation.

- People want to be able to focus. Treatment - Medicine
- Stimulants
- Types
- Ritalin
- Adderall
- Focalin
- Symptoms
- Nausea
- Trouble sleeping
- Nervousness
-Weight loss
-Loss of appetite Treatment cont. -Non-stimulant
-Headaches Treatment cont. - Psychotherapy
- Method to teach children how to behave.
- Teaches organization.
- Helps kids keep a schedule.

- Adjusting Diet
- Less Sugar Activity!

Do you display ADHD characteristics? http://counsellingresource.com/lib/quizzes/adhd-testing/adhd-test/ References: - Counseling Resource. Mental Health Library.
- Attention Deficit Disorder Is Over-Diagnosed and Over-Treated.
Allen Frances, Huffington Post.
- Web MD. Diagnosing ADHD.
- Web MD. Drugs treatment of ADHD.
- National Institute of Mental Health. Attention Deficit
Hyperactiviy Disorder.
- Prescribed stimulant use for ADHD continues to rise steadily.
- Center for Disease Control and Prevention. ADHD.
http://www.cdc.gov/ncbddd/adhd/data.html Sources: US Department of Health and Human Services, National Institute of Mental Health. (n.d.). Attention deficit and hyperactivity disorder (adhd). Retrieved from National Institutes of Mental Health website: http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/adhd_booklet.pdf

Low, K. (2012, September 19). Adhd symptoms. Retrieved from http://add.about.com/od/signsandsymptoms/a/symptoms.htm RED RIVER VALLEY SATELLITE OF CHADD Heather Johnson
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