Attention Deficit Disorder Melissa Homakie, Sarah Keenan Haley Martin, Kristina Morris

Sarah Keenan Kristina Morris Melissa Homakie Haley Martin

ADD or ADHD?  “Official” clinical diagnosis is Attention Deficit Hyperactivity Disorder, or ADHD  ADD used as generic term for all typ0es of ADHD  Basically talking about the same thing, whether you say ADD or ADHD  ADD affects approximately 5% of children and adolescents and 2% or adults  Impacts about 2 students in every classroom across America

Definition ADD is a diagnostic label given to children and adults displaying certain characteristic behaviors over a period of time. The most common core features include:  Inattention/distractibility  Impulsivity  Hyperactivity  Boredom * To meet diagnostic criteria:  Behaviors must continue for at least 6 months  Problems apparent before age of 7  Impairment from symptoms present in 2 more more settings

Common Symptoms Failing to give close attention to details or making careless mistakes Difficulty sustaining attention to tasks Does not seem to listen when spoken to directly Failing to follow instructions carefully and completely Losing or forgetting important things Feeling restless- fidgeting with hands and feet or squirming Running or climbing excessively Talks excessively, blurts out answers Difficulty awaiting turn * Nature and severity of symptoms varies widely between cases * 1/3 of those with ADD do not have hyperactivity component

Effects on Education  Classroom setting probably the worst possible setting for ADD children Many distractions Told to sit still and not talk Need to pay attention to boring, repetitive worksheets, etc. Need to keep on task until work is finished  Many students “hit a wall”  Continual struggles

Attention Deficit Disorder and Ritalin have become almost synonymous. (Dexedrine, Ritalin, and Cylert) Children do not out grow ADD symptoms, so other methods of treating ADD besides medically must be used. Maintain a healthy diet…encourage fruits and vegetables and eliminate caffeine and sweets. Get proper rest and exercise daily!

Teachers and parents need to deal with and work on improving children’s attention skills, impulsivity, and hyperactivity. Effective reinforcement systems need to be found. Stop and think before they answer or begin work. Appropriate behavior modeled by adults. Ear plugs!!!

Classroom Techniques for Students with ADD/ADHD… General classroom teachers being faced with increasing responsibilities for students with ADD At first, teachers are likely to feel burdened, overwhelmed and unconfident in tackling ADD Many proactive steps teachers can take to help prevent the problem from becoming overwhelming.

Top 10 Ways to Alter a General Education Classroom in ways that Support the Strengths of Children with ADD!!!

# 10… Incorporate movement into classroom life, in the form of role play and other active curricular responses.

Arrange Classroom in a traditional row-seating pattern # 9…

# 8… Student with ADD should be positioned in the front row, where he/she is less likely to be distracted.

Remove child from potentially distracting areas, such as near windows or pencil sharpeners # 7…

# 6… Surround child with ADD with well-behaved, attentive classmates as desk neighbors.

# 5… Because children with ADD are often self-conscious about their need to take medication, provide children with a secure place to keep and take pills.

# 4… Teach students with ADD to break down assignments into smaller, less overwhelming components.

# 3… For over stimulated children, designate a stimuli reduced area of the room, where a child who is fidgety and overly aroused can complete his or her assigned task.

# 2… To address the hyperactive child’s reluctance to tackle fine- motor skills, create small interactive centers requiring fine muscle control (art center, map skills area) in the classroom setting.

# 1… View and treat the student with ADD as a whole person, and not a person with ADD, or an “ADDer” but a complete and unique individual.

Devin…

Devin at East Academy