1. Reflection on application activity Sample reflection Reflection Rubric Your reflection time The concepts from the readings/course notes that you were hoping to apply Your contribution How your contribution successfully applied those concepts

2. Attention Deficit Disorder Diagnosis Cognitive Processes Instructional Strategies

3. Prevalence Between 3-5% Three times more likely in boys than girls Students afflicted by ADHD are more likely to:  Drop out  Be suspended  Be referred for special education  Stay away from University/College

4. Diagnosis of ADD According to the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV-TR) *Combined type, Predominantly Inattentive Type, Predominantly Hyperactive- Impulsive Type A. Inattention (6 or more in 6 month/disruptive, inappropriate) Often: B. Hyperactivity/Impulsivity (6 or more in 6 month/disruptive, inappropriate) Often: Not paying attention to details/ careless mistakes Fidgets or squirms Trouble maintaining attentionUnexpectedly gets up from seat Does not listenInappropriately runs and climbs Does not follow instructionsHas trouble playing quietly Has trouble organizing activities“on the go” Avoids/dislikes things that take sustained mental effort Blurts out answers before finished question Lose things needed for tasksTalks excessively Easily distractedTrouble waiting for turn ForgetfulInterrupts or intrudes on others

5. Is it a 'real' disorder? Social critics  Professionals have been too quick label energetic and exuberant children  Labels are an excuse for poor educational environments Response  We see significant differences in cognitive, neurological, genetic, behavioural, and social factors  ADHD is associated with significant risks in adaptive functioning, social, occupational, and school performance outcomes  A valid disorder must: (1) engender substantial harm to individual or those around them and (2) incur dysfunction of adaptation

6. Neurological Findings Reduced Dopamine production Underdeveloped Frontal Lobe

7. Cognitive Processes Dopamine  Associated with the reward system of the brain – providing feelings of desire to motivate a person to perform (incentive salience)

8. Cognitive Processes Decreased Dopamine production leads to...  Frontal lobe dysfunction Reduction in brain volume in prefrontal cortex Delay in the development of the frontal cortex and temporal lobe (average 3 years)  Thinness of the cortex

9. Cognitive Processes Frontal lobes  Responsible for executive functioning (the secretary in the brain)  Executive functioning system is responsible for managing other cognitive processes Planning, working memory, attention, problem solving, verbal reasoning, inhibition, mental flexibility, multi-tasking, initiation and monitoring of actions  In frontal lobes, dopamine disorders can cause a decline in memory, attention, and problem solving

10. Cognitive Processes Barkley's (1997) theory of ADHD  Behavioural disinhibition leads to Poor working memory, limited verbal working memory, immature self- regulation of affect, impaired reconstitution Low arousal theory  People with ADHD need excessive activity as self-stimulation because of their state of abnormally low arousal.

11. Remediation Medication – Gabor Mate video Collaborative goal-setting  ABC – Antecedents, Behaviour, Consequence  Observe what happens before the behaviour, describe behaviour, what happens immediately following behaviour?  Cognitive Behaviour Management Teach student to use cognition to manage behaviour (1) agree on problem, (2) develop steps for the student to follow - put on a cue card, (3) model steps, (4) cue student, (5) student initiates steps, (6) student monitors their performance

12. Differentiation Multiple options for representation  Highly stimulating/engaging  Active work required  Clear numbered, written, and verbal instructions  Tailored content  Leave more white space on page  Highlight key information  Cognitive credit card  Model by thinking aloud

13. Differentiation Cont'd Multiple options for expression and action  Allow students to dictate  Reduce amount of expression required Provide copies of notes/textbook pages  Allow students to demonstrate their knowledge (video, auditory)  Use graphic organizers  Chunk projects and provide checkpoints  May use cognitive credit cards to support assignments

14. Differentiation Cont'd Multiple options for engagement  Treat with respect and patience  Help them begin  Schedule frequent, but short and specific, breaks  Allow movement in the classroom  Minimize distracting factors  Make it relevant  Ensure adequate opportunities for practice  Minimize 'lecture time'

15. In-class exercise In groups/individually Write a student profile for a student with ADHD. Identify how you will support them in class  Be creative  Think about both remediation and differentiation.

16. Sharing Exercise Ideas for supporting students in class?

17. Reflection In one short paragraph outline:  The concepts from the readings/course notes that you were hoping to apply  Your contribution  How your contribution successfully applied those concepts