601 Presentation

Hi everyone.

My topic is how students are affected by 80 HD.

As psychology majors we are taught that just of what

attention deficit hyperactivity disorder is and what symptoms are associated

with it.

But without knowing someone who has A.

D. H.

D. Or having it ourselves.

We like important information on how the symptoms of A.

D. H.

D. Manifest in people's lives.

But in this presentation I'm aiming to give a deeper

understanding of A.

D. H.

D. Exactly how are people actually affected by A.

D. H.

D. Specifically students today I'm going to discuss the behavior

students struggle with in school biases around surrounding A.

D. H.

D. And how having a student or child with A.

D. H.

D. Also impacts teachers and families.

But what is difficult about being in a school setting?

Specifically students with A.

D. H.

D. Are required to learn follow rules, interact appropriately, participate

in educational lessons and minimize distractions at the same rate

as their counterparts without attention deficit hyperactivity disorder.

Without any interventions, the student with A.

D. H.

D. Will fall behind their peers In a school setting

80 HD is overtly apparent as poor social skills like

interrupting peers, struggling to understand consequences such as being rejected

by peers after talking over them.

Lower rates of comprehension, difficulty organizing, forget fullness and difficulty

generating intrinsic motivation.

Students with A.

D. H.

D. Generally have a lower reading comprehension due to a

slower due to slower processing speeds compared to their peers.

Students with A.

D. H.

D. Also suffer from listening problems.

Teachers frequently notice that they do not listen when spoken

to, which may result in the student for getting instructions.

These students also tend to interrupt others due to impulsivity

but also not wanting to forget their thoughts, excessive motor

activity is also a difficulty students with A.

D. H.

D. Face they may fidget a lot leave their seat

unexpectedly or be unable to complete necessary tasks in a

quiet manner.

Another difficulty that students with A.

D. H.

D. Face while being in a school setting is staying

on track.

They may have trouble sustaining their attention, resisting short term

interests and generating intrinsic motivation.

Students with A.

D. H.

D. Also tend to have negative self thoughts.

For instance, they perceived themselves as doing less well than

their peers, biases towards a PhD.

Also make school more difficult for students with the diagnosis.

The label of 80 HD allows the teacher to develop

preconceived notions of the student based on previous negative experiences

before even meeting the child.

This takes away the student's rights to be viewed as

a whole rather than their diagnosis because of this, it

is better better to think of A.

D. H.

D. As different traits rather than a disorder.

For instance, this could be framing the teachers thought of

the student from bad student too good student who struggles

with some some specific behaviors in school or reframing the

students self thought as this as well.

This way teachers stigma and biases removed, making them more

likely to use effective multi model strategies.

Teachers are also affected by having students with A.

D. H.

D. Teachers report that significantly more stresses cause to them

when they are teaching students with A.

D. H.

D. Compared to their counterparts without the disorder.

Teacher education is important as lack of teacher knowledge about

the best practices for teaching students with A.

D. H.

D. Impacts not only the diagnosed students but every learner

in the classroom.

As classroom disruptions take away valuable time from teaching and

learning for every student being educated about 80 HD also

reduces the bias and leads to teachers having a higher

confidence teaching their students with A.

D. H.

D. Because of this, there are some recommendations for teachers

such as any form of project professional development to learn

about A.

D. H.

D. Build a classroom that values both structure and relationships

provides students with A.

D. H.

D. Opportunities to make their own decisions and choices, seek

ongoing support from others and build strong partnerships with parents

as well.

Additionally, the entire family of the student within 80 HD

can be impacted adversely as well.

For instance, younger students with A.

D. H.

D. Often require constant supervision due to needing extra support

in the areas of academic, social and even extracurricular activities.

There are often medical and treatment costs that have the

potential to burden the family.

Additionally, a study of mental health in a family with

a child diagnosis of 80 HD.

Showed that 40% of the mothers were shown to be

seeking their own mental health support.

Within my semester paper I researched many school based interventions

that are helpful for students with A.

D. H.

D. So I thought I would share the one I

found the most interesting on top of traditional 80 HD

interventions. Physical activity interventions have been shown to be beneficial

for students with A.

D. H.

D. Yoga and other meditation exercises.

Improved impulsive and restless behaviors helped students gain more control

over their attention and reduced negative social interactions and classroom

misbehaviors. On the other hand, short term aerobic exercises were

also beneficial.

Short term aerobic exercises such as jump roping, dancing or

walking had additional different benefits.

These exercises had the impact of mitigating symptoms associated with

A. D.

H. D.

Such as inattention, hyperactivity, anxiety and social disorders.

They also improved control over the students.

It's executive functioning here.

You can see the here.

You can write down your worksheet answers quick.

I hope you learned something new during this presentation.

And I wanted to say, thank you for listening and

learning with me this semester.

601 Presentation_Hubbard

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