1. ARMY POLYTECHNIC SCHOOL
DEPARTMENT OF LANGUAGES
APPLIED LINGUISTICS IN ENGLISH PROGRAM
VIVIANA A. VALLEJO DEL CASTILLO

2. TITLE:
ANALYSIS, DESIGN AND APPLICATION OF AN APPROPRIATE TEACHING ENGLISH METHODOLOGY FOR
PRE-SCHOOL CHILDREN WITH ADHD (ATTENTION DEFICIT HYPERACTIVITY DISORDER) IN THE BILINGUAL KIDS CENTRE “BLUE SKY”

3. MENU GENERAL ASPECTS OF ADHD PROBLEM STATEMENT
PEOPLE INVOLVED IN THE ADHD DIAGNOSTIC
ACTUAL SITUATION
LEARNING PROBLEMS
ADHD STUDENT SYMPTOMS
METHODOLOGIES
RESEARCH TYPE AND DESIGN
SAMPLE CLASSROOM MANAGMENT
RESULTS
CONCLUSIONS AND RECOMMENDATIONS

4. SUB MENU ADHD HISTORIC OUTLINE WHAT IS ADHD ADHD CAUSES ADHD EFFECTS
TYPES OF ADHD
METHODOLOGY RECOMPILATIONS
DESIGNED METHODOLOGIES
RESULTS
ANALISIS OF THE RESULTS

5. INTRODUCTION
ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it is not yet understood why.

6. ADHD HISTORIC OUTLINE GEORGE STILL VIRGINIA DOUGLAS RUSELL BARKLEY
1902
GEORGE STILL
1960
VIRGINIA DOUGLAS
1990
RUSELL BARKLEY

7. WHAT IS ADHD ADHD is a neurological disorder that is
characterized by three key symptoms:
Inattention
Hyperactivity
Impulsivity

8. ADHD CAUSES Allergies Imbalance in the Nervous System
The neuron function comes off a small amount
of chemical substance called Neurotransmitter
Allergies
Explained like an allergic reaction

9. ADHD CAUSES Education Mother’s Pregnancy Disorganized atmosphere
Use of drugs, alcohol, cigarettes

10. ADHD EFFECTS
SCHOOL
LOW SELF - STEM
HEALTH
FAMILY

11. “Predominantly Inattentive Type”
TYPES OF ADHD
ADHD IT
“Predominantly Inattentive Type”
Seems not to be listening
Get distracted for irrelevant noise
Passive
Disorganized

12. “Predominantly Hyperactive”
TYPES OF ADHD
ADHD HI
“Predominantly Hyperactive”
Impulsive
Moves from a place to another
The behavior is annoying
Seems aggressive
Talks in excess

13. TYPES OF ADHD ADHD CT “Combined Type” It is the most common type
Combination of the inattentive and the hyperactive-impulsive type

14. PROBLEM STATEMENT The scholastic evolution
Parents and teachers do not know how to treat them
Problem teaching a second language

15. PEOPLE INVOLVED IN THE ADHD DIAGNOSTIC
Is the first one detecting the disorder
TEACHER
ADHD Diagnostic Teacher Rating Scale
PARENTS
Attitude problems
ADHD Diagnostic Parents Rating Scale

16. PEOPLE INVOLVED IN THE ADHD DIAGNOSTIC
NEUROLOGIST
Cartography technique
Clinical treatment
PEDIATRICIAN
ADHD is treatable

17. 1. REFLECTION AGAINST IMPULSIVENESS
ACTUAL SITUATION
Several tests were made by these professionals; the ones relationated with the English learning problem were made by the psychologist in relation to the cognitive styles:
1. REFLECTION AGAINST IMPULSIVENESS

18. ACTUAL SITUATION 2. DEPENDENCY AGAINST THE INDEPENDENCE FIELD
3. FLEXIBILITY AGAINST THE REFLECTION

19. LEARNING PROBLEMS AUDITORY DIFFICULTIES Does not follow directions
VISUAL PERCEPTION DIFFICULTY
Difficult recognition of the objects

20. LANGUAGE DIFFICULTIES
LEARNING PROBLEMS
MOTOR DIFFICULTIES
Frequent falls
Abrupt games
For writing adopts extreme positions
LANGUAGE DIFFICULTIES
The hearing is fine, but they cannot make sense of certain sounds

21. LEARNING PROBLEMS
MEMORY
Memory difficulties

22. ADHD STUDENT SYMPTOMS Does not give close attention to details
Has trouble keeping attention on tasks
Does not follow instructions
Avoids doing mental effort activities
Loses things needed for task
Easily distracted
Fidgets with hands or feet
Blurts up answers
Trouble waiting turn
Talks excessively

23. METHODOLOGY RECOMPILATIONS
1. SOCIAL – FAMILIAR ENVIROMENT METHODOLOGIES
2. BEHAVIORAL INTERVENTIONS METHODOLOGIES
3. BEHAVIORAL – MEDICAL METHODOLOGY

24. METHODOLOGY RECOMPILATIONS
4. IMPROVING SELF-ESTEEM METHODOLOGY
5. METHODOLOGIC STRATEGIES FOR THE SCHOOL
6. PARENTS HELPING THEIR CHILDREN IN THE SCHOOL

25. METHODOLOGY RECOMPILATIONS
7. PARENTS HOUSE METHODOLOGY
8. PENALTY AND REWARDS SYSTEM METHODOLOGIES

26. DESIGNED METHODOLOGIES
1. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER - PARENTS
ACTORS
English Teacher
Parents

27. DESIGNED METHODOLOGIES
2. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER – PARENTS – MEDICAL TREATMENT
ACTORS
English Teacher
Parents
Pediatrician (Medical Treatment)

28. DESIGNED METHODOLOGIES
3. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER – PARENTS – MEDICAL TREATMENT - PSYCHOLOGIST
ACTORS
English Teacher
Parents
Medical Treatment
Psychologist

29. RESEARCH TYPE AND DESIGN
The analyzed variables are:
Grammar
Vocabulary
Class participation
100% 5
80% x 4
60% 3
40% 2
20% 1

30. SAMPLE CLASSROOM MANAGEMENT

31. 1. TEACHING ESL FOR ADHD CHILDREN INTERACTING
RESULTS
1. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER - PARENTS
Variables
Punctuation
Grammar 2
Vocabulary 3
Class participation 1
TOTAL 6
Having a 40% the results are that the student acquired a D+
which belongs to the “Low Level”.

32. GRAPHIC

33. RESULTS 2. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER – PARENTS – MEDICAL TREATMENT
Variables
Punctuation
Grammar 3
Vocabulary 4
Class participation 2
TOTAL 9
The final results where that the child acquired a 60% which means he is now in the “Standard Level” with a C+.

34. GRAPHIC

35. RESULTS 3. TEACHING ESL FOR ADHD CHILDREN INTERACTING
TEACHER – PARENTS – MEDICAL TREATMENT - PSYCHOLOGIST
Variables
Punctuation
Grammar 4
Vocabulary
Class participation
TOTAL 12
We can see here that the student has increased the punctuation of the
three variables; he had acquired the 80% which means he is now in the
“High level” with a B+.

36. GRAPHIC

37. ANALYSIS OF THE RESULTS

38. CONCLUSIONS
ADHD is a real deficit that starts in childhood. It can change the way children act, think, and feel.
Teaching children over a period of time to recognize their behavior and to self manage is the ultimate goal
This type of children need specialized teachers, people who understands about the problem and treat then differently than normal children.

39. RECOMMENDATIONS
It is important to be sure when teachers tell parents that their child may have ADHD, because maybe the professor confuses some symptoms with bad behaved children and they only need to put on some rules.
If the child is taking a medical treatment is important to be sure and conscious of its benefits and its damages to the child health; choosing an appropriate medicine can change the ADHD child life.
I recommend teachers and parents to keep in contact and maintain a communicative relationship by going constantly to school and ask the achievements of the boy, his necessities, so both can be aware of the child achievements or the problems he can present while he is growing.

40. IMPOSSIBLE IS NOTHING
THANK YOU