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Professional Experience 5: Jenny Ly, Maiza Espiritu, Ellen Shaw

Jenny Ly

on 28 May 2013

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Transcript of ADHD

Attention Deficit Hyperactivity Disorder (ADHD) Description of ADHD Guess who? Guess who? Attention Deficit Hyperactivity Disorder (ADHD)
Attributed to problems of impulse control, hyperactivity and difficulty in sustaining attention.
Biological, brain-based condition caused by a minor difference of fine tuning in the normal brain and by dysfunctions in the frontal lobes of the brain.
Arises from an interaction between genetic vulnerability and the child’s developmental experiences. However there are two rare exceptions where: what is ADHD? Guess who? Behaviours related to
INATTENTION Ignores teacher’s instructions or orders
Disorganised and forgetful
Deviates from class work
Being oblivious and day dreaming
Difficulties in starting and finishing school work
Difficulty waiting for a turn in tasks, games, or group situations
Great difficulty in delaying gratification
Failure to give close attention to details
Losing things necessary for tasks or activities
Handing in homework late or not at all
Handing in rushed and incomplete or untidy work
Difficulty in listening to others without being distracted or interrupting Successful people with ADHD Guess who? Guess who? gf Behaviours related to
HYPERACTIVITY Strategies for managing children with ADHD Behaviours related to IMPULSIVITY Strategies for managing
children with ADHD 35th President of the United States of America Artist Actor "King of Rock" Singer Early environmental factors that could trigger the onset
of ADHD include:
adverse events in pregnancy and childbirth
maternal smoking greater than 10 cigarettes per day during pregnancy
maternal depression.
Environmental factors that can modify the severity and
course of ADHD include:
parenting style
family stress
quality of the school environment Setting learning expectations
Structured and predictable routines, classroom organisation and instruction. Setting behavioural expectations
Use a behavioural chart or a 'Noise-o-meter' to manage classroom noise. Use minimal rules and minimal choices

Support the student's participation in the classroom with frequent positive reinforcement . Use a rewards chart and/or verbal praise.

Use a variety of assistive technology/audiovisual resources for more active participation in teaching and learning.

Teach the student to organise time, workspace and tasks using interactive teaching strategies.

Present work in modules of no more than 10 minutes to avoid overtaxing
the attention capacity of the child. Use a "Brain break Activity" Allow an adjustment of time for the tasks to be completed.

Highlight keywords in the instructions on worksheets to help the child with ADHD focus on the directions.

Use subtle cues to alert the student that he or she is off task. eg. gestures or small cue cards with simple messages

Ensure appropriate seating placement in the classroom e.g. seating the student close to the teacher or near students with good concentration skills.


Regular communication between school, parents/carers and other professionals will support the student’s wellbeing and learning.

Teachers can increase their knowledge and understanding of students with ADHD and further their skills to meet students’ specific learning needs, through ongoing professional learning. Being out of seat too frequently
Excessive running about or climbing
Difficulty in playing or engaging in leisure activities quietly
High levels of fidgeting and unauthorised movement
in the classroom.
Wide range of mood swings
Being aggressive toward classmates
Often noisy and over talkative compared to peers Interrupting others or interfering conversations and have difficulty
in waiting for their turn in games or to answer questions in class
Poor self- monitoring behaviours
Bothering classmates by talking to them and intruding on their work efforts
Blurting out answers to questions before the questions have been completed
Difficulty in listening to others without being distracted or interrupting
Shifting from one unfinished activity to another ADHD - What does it look like? Have a short attention span and being easily distracted Talking out of turn or calling out
the child develops ADHD symptoms after a serious head injury or brain infection
the child displays ADHD-like symptoms in the context of extreme emotional neglect.
Full transcript