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SPED 5024: ADHD

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Ana Pereira

on 30 April 2013

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Transcript of SPED 5024: ADHD

Attention Deficit Disorder Hyperactivity Ana Pereira
High Incidence Disability Midterm
SPED 5024: Differentiating Instruction in the Inclusive Classroom
Professor Jeanne Stamler
Kean University, Spring 2013 High Incidence Disabilities: those involving the largest number of students; by many counts, more than 1 in 10 in the average classroom Some Facts: Usually emerges before age seven Symptoms include inattentive, impulsive and hyperactive behaviors ADHD is not a reflection of a child's intelligence nor caused by poor parenting Twice as many boys are diagnosed with ADHD as girls Is there a difference between ADD and ADHD? Sometimes used interchangeably, ADHD is the official name used by the American Psychiatric Association, and it encompasses hyperactive, impulsive, and/or inattentive behaviors.
ADD is the older term thus in some older literature you will find this term as a synonym for ADHD Prevalence The National Institute of Mental Health (NIMH) estimates that 5 million children in the United States have ADHD – that is about 5% of all children!

Studies show that up to 70% of children with ADHD continue to have symptoms as adults Children Adolescents Adults Types of ADHD Combined Type (Inattentive/Hyperactive/Impulsive) Hyperactive/Impulsive Type Inattentive Type Children show both hyperactive and impulsive behavior, but are able to pay attention. Children with this type of ADHD show all three symptoms. This is the most common form of ADHD. These children are not overly active. They do not disrupt the classroom or other activities, so their symptoms might not be noticed Children Adults Childhood ADHD is diagnosed after a child has shown six or more specific symptoms of inactivity and/or hyperactivity on a regular basis for more than six months in more than two settings. The symptoms - inattention, impulsiveness, and hyperactivity - are intrusive, which means they interrupt and seriously interfere with a teen's life. It's not uncommon for teens with ADHD to forget assignments, misplace textbooks, and become easily bored with their daily class work.
Teens may become inattentive, or excessively attentive, not waiting for their turn before blurting out answers. Teens with ADHD may also be fidgety and have a difficult time sitting still in class.

The lack of attention to what they're doing often leads to poor performance on tests and being rejected from sports teams, extracurricular activities, and peer groups. Teens During teen years, especially as the hormonal changes of adolescence are going on, symptoms of ADHD may intensify. Teens Teens Teens It is now known that these symptoms continue into adulthood for about 70% of children with ADHD.
That translates into 4% of the US adult population, or 8 million adults. Adults with ADHD are more likely to:
Change employers frequently and perform poorly at work
Have had fewer occupational achievements
Have a lower socioeconomic status
Have driving violations such as: speeding citations; suspended license; and car accidents Adults Common conditions that co-exist with ADHD: Incidental Learning Developed by a Bulgarian psychiatrist, Georgi Lozanov
“Super-learning” or “accelerative learning”
Uses a wide range of learning activities that make use of students' “incidental attention” in achieving academic gains Incidental Attention Visual Displays Rhythm and Music Drama Anything that is secondary and should not be the main focus of attention Visual displays
Music and rhythmic sounds
Drama Introduce vocabulary or spelling words to a class by putting decorative posters on the walls the week before they are "officially" introduced.
As the eyes of students wander around the classroom that week, they often focus on the posters and the spelling words (they're not supposed to be paying attention to the words that week!).
As a result, they are often more successful in learning them during the “official” week they're presented. Students listen to material recited by the teacher in a rhythmic way while listening to background music.
The students are instructed “not to listen to the teacher's voice but just to relax and enjoy the music.”
Research studies suggest that this approach to learning can be very powerful in acquiring certain kinds of knowledge, such as a foreign language A teacher may present a lesson as a puppet show, dressed up in a costume, or in a comedic way to illustrate a point about a subject The Coin Game Using games and exercises to help build attention Play Attention! Video Games for ADHD Addresses and documents progress in a variety of cognitive skills and behaviors
Each level cited in the criterion section addresses a different cognitive skill
Improves memory and sequencing as well as attention and concentration
Kids enjoy it because it’s fast-paced and fun The average young person accumulates 10,000 hours of gaming by the age of 21
It’s just 24 hours less than they spend in a classroom for all of middle and high school if they have perfect attendance. lumosity.com Sample IEP that uses games as the intervention used to reach specific student goals. Level I, Sustained Attention
Level II, Visual Tracking
Level III, Time on Task
Level IV, Short Term Memory
Level V, Discriminatory Processing "I prefer to distinguish ADD as attention abundance disorder. Everything is just so interesting... remarkably at the same time.” Works Cited Menendez, Ramon, Tom Musca, Edward J. Olmos, Lou D. Phillips, Soto R. De, Andy Garcia, Estelle Harris, and Craig Safan. Stand and Deliver. Burbank, CA: Warner Home Video, 1998.

U.S. Department of Education, Office of Special Education, Washington, D.C. 2004; Teaching Children with ADHD: Instructional Strategies and Practices; a 19 page booklet; www.ed.gov/teachers/needs/speced/adhd/adhd-resource-pt2.doc.

Chandler, J. (2000). Treating ADHD With Medications. Retrieved March 1, 2013 from http://www.addresources.org/adhd_articles_parents.php

Fowler, M. (2000). Tips for ADHD Management in Children. Retrieved March 1, 2013 from http://www.addresources.org/adhd_articles_parents.php

Goldstein, S. (2000). Helping Parents Understand ADHD: A Common Sense Approach. Retrieved March 8, 2013 from http://www.addresources.org/adhd_articles_parents.php

Leigh, A. (2000). Parenting a Child with ADHD. Retrieved March 1, 2013 from http://www.addresources.org/adhd_articles_parents.php

Rabiner, D. (2000). Two Questions: How Old Does A Child Need to be for ADHD to be Diagnosed? How Can I Help My Child Not to be Discouraged by ADHD? Retrieved April 8, 2008 from http://www.addresources.org/adhd_articles_parents.php Concentration building technique “Cognitive exercises have been found to produce desired changes in not only how the brain works, but how it looks. What this means is that you have the ability to work with your [student] to help improve their ADHD symptoms.” 5 quarters
3 dimes
3 nickels
4 pennies Any questions?
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