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Understanding_ADHD

ADHD presentation

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Understanding_ADHD

ADHD presentation

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Profe Profe
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Understanding

ADHD
In All Students
(Not just ESL)
Specialist Teacher
Training ( Highschool)
Presentation
Dr B.
Gosiewska-Turek
Understanding ADHD in Students
• ADHD- Attention Deficit Hyperactivity Disorder is a
recognised medical problem with a number of
different symptoms.
• Common condition described over 100 years ago.
• There is clear evidence that ADHD is not caused by bad
parenting skills.
• The condition can be inherited and run in families.
Other risk factors
• Low birth weight
• Maternal smoking/alcohol/drug use
• Meningitis and brain injury.
• Chemical imbalance
Core ADHD Symptoms
Inattentiveness:
Having a short attention span/does not pay
attention.
Doesn’t seem to listen when spoken to
Fails to finish tasks/Avoids sustained effort
Easily distracted.
Can’t organise/loses things
“Forgetful”
The cycle of inattentiveness
Core ADHD Symptoms
Hyperactivity
Fidgets eg: touching others, chewing, twiddling,
tapping. These can be small or large
movements.
Always on the go, unable to sit still eg: leaves
seat in class, or unable to remain seated when
at the cinema, dinner table, assembly.
Run and climbs excessively
Talks excessively (verbally hyperactive)
Busy Minds
Core ADHD Symptoms
Impulsivity
• Unable to wait their turn eg: table games, computer games.
• Impatient
• Needs to be first.
• Shouting out answers before the question is complete.
• Finishes others sentences.
• Interrupting other peoples conversation or games.
• Intrudes on other eg: games at school in the playground.
• Invading others space.
Impulsivity
ADHD
• ADHD is like a TV set that isn’t receiving a
perfect signal .For the child it’s as if the
channels keep changing.
• Their world is a constant stream of changing
images and messages. It’s difficult to focus on
one thing at a time because something new is
always coming along.
• It’s all rather bewildering and it’s hard to keep
pace.
Extremes
Feeling overwhelmed
Brain Function
• Chemical messengers(Neurotransmitters) pass
information across the brain.
• Dopamine/Noradrenaline is needed to help
support this, people with ADHD do not
have enough of this chemical to get the
message across
• We need this to help to process our Executive
Function effectively.
• The following video will help explain this
• You Tube Flynn ADHD Information video
https://vimeo.com/68604218
Executive function
• Children and young people with ADHD can have difficulties in these areas
which in turn can have a impact on their ability to perform tasks, pay
attention, remember detail and organise themselves.
• Focusing
• Weighing the pros and cons of a situation
• Planning and carrying out best response
• Thinking ahead
• Waiting and not rushing
• Organising self
• Controlling emotional reactions
• To remain motivated
• Processing speed
ADHD from student’s
perspective: School
subject vs Other

https://www.youtube.com/watch?v=167se17R
NHw

A short video to share.


What’s good about having ADHD?
• Children with ADHD may be very creative.
• They may be funny/kind/thoughtful
• They may be talented with sports/music/IT

Michael Phelps Emma Watson Will.i.am


Super Power
Find you student’s super power, encourage
and engage them to achieve in the skills they
are good at.
This will raise their self esteem, their confidence
and build resilience.
Quick note!! On Mild &
annoying behaviour!!
• Ignore it!!!!
• Mild annoyances are irritating and at the end
of a long day they might push teachers over
the edge of patience, but they are part of
dealing with anybody and you are role
modelling the following:
• Tolerance, Resilience and understanding in
the class setting.
Help in the classroom

• Be sure you are dealing with ADHD


• Seek assistance to clarify the diagnosis
• Communicate with other teachers/parents
• Depending on the teenage student, you
could include the child in making a plan
• Ask him/her what would help? ( case by
case basis)
Help in the classroom

• Avoid being punitive


• Set positive goals
• Attempt to reinforce effort and not just
accomplishment of goals ( Sometimes these
young learners try their best and still don’t
meet basic goals for behavior)
• Remember all ADHD is not alike
Help in the classroom

• Use a “firm-flexibility” approach with the


student-combination of support,
accommodations, clear limits and
expectations
• Use Visuals in class when possible
• Be cognizant of “high risk” times (
Anything happening at home, personal
life, etc.
Help in the classroom

• Keep in mind that behaviors may reflect


coping with frustration/anxiety
• Structure in the classroom and clear
expectations are vital for success
• Need for cues, reminders and repetition
• Be aware of and avoid “helping”
strategies that may humiliate the child.
Help in the classroom

• ANY approach one takes should strive to


minimize penalizing the student for struggles
that are a direct result of ADHD. That it,
attempt to differentiate behaviors that are
much harder for the child due to ADHD versus
those that may occur by choice.
Help in the classroom

• If the student is clearly falling behind, take the


initiative to notify parents
• Be careful not to assume that problem
behaviors are intentional
• Try to stay positive
• Work with the student to set goals( but not
too many at once)
Help in the classroom: Distraction

• Remember a student may be “listening” to


you but not attending to what you are saying
• Provide extended time as needed
• Emphasize quality over quantity with
assignments and homework
Help in the classroom: Distraction

• Have the student repeat directions and/or


demonstrate understanding
• Monitor student’s progress in completing
work so it doesn’t pile up
• Provide cues to help the child stay on task (
i.e. agree on “secret: cues ( U.S. approach)
Help in the classroom: Disorganization

• Make sure that the student has correctly


recorded homework assignments
• Specifically request their homework and/or
find a system that works
• Suggest simple ways to organize papers
Help in the classroom:
Hyperactivity/Impulsivity
• Provide adequate breaks and opportunities to
move or “reset”
• Use visual cues to help the student remember
To “STOP & THINK”
• When entering into a “high risk” situation, talk
through successful behavior with the student
beforehand.
Help in the classroom:
Working Memory
• A skill learned today is not necessarily
remembered tomorrow
• Note taking is often harder- be sure they have
relatively complete notes
• Suggest strategies that help the child
compensate for this weakness
ADHD Recommended Reading
•Nadeau, K. A Survival Guide for High School and College
Students with ADHD, New York: Magination.

•Kelly, K. and Ramundo, P. (1993), You Mean I'm Not Lazy.


Stupid. or Crazy?! Cincinnati: Tyrell and Jerem Press.

•Murphy, K. and LeVert, S. (1995). Out of the Fog:


Treatment Options and Coping Strategies for Adult
Attention Deficit Disorder. New York: Hyperion.

Quinn, P.O. (1994). ADD and the College Student: a Guide


•

for High School and College Students with Attention


Deficit Disorder. New York: Magination.

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