1. By: Nikole Larsen

2.  I will most likely deal with many ADHD students in my teaching career.  I personally know people with ADHD.  I want to be able to support all students in my class to the best of my ability.  I read 3 articles, talked to the learning assistance teacher at my practicum school and watched a video from the VIU curriculum lab.

3.  Neurobiological disability  Characterized by the National Information Center for Children and Youth with Disabilities as “Developmentally inappropriate levels of inattention, impulsivity and hyperactivity.”  A 4:1 ratio of boys to girls have ADHD  Usually can trace a relative with ADHD. Attention Deficit Hyperactivity Disorder

4.  Hyperactivity, impulsivity, inattention  Bedwetting, sleep problems, temper tantrums, poor planning, poor test taking, poor organization, messy desk and poor time management.  Often described as bossy, show-offs, defiant and unable to maintain friendships  Prefer gross motor tasks, writing can be frustrating  Often were difficult temperament babies

5.  Talk to prior teachers, find out medications and diet  Note when students have trouble focusing, time of day and subjects, also when they can focus and have no issues.  Talk to parents, doctors and school psychologist  No simple test to determine if a child has an attention problem  Medications are on a trial basis: stimulants, antidepressants and antihypertensives

6.  Characteristics do have a positive spin! Not every child will exhibit all Characteristics.  Children are naturally active and learn by sensing stimuli.  View impulsivity as a teaching opportunity, not “bad”  Many students who have ADHD suffer from low self esteem in adolescence.

7.  Incorporate MOVEMENT in the classroom  Positive peer attention  Frequent teacher monitoring

8.  Seat the child by positive role models, near teacher’s desk, front row edge, near token chart if applicable, not near distractions (windows, pencil sharpeners)  Parallel row seating still remains the ideal layout for ADHD students.  Provide an additional desk for students.  Set up a quiet area at the back of the room.  Set up fine motor centers around the room.

9.  Be sensitive to decorating work and walls  Use equipment that allows you to watch student while teaching  Set up a listening center * Noise can be detrimental during complex or new tasks and can be beneficial during repetitive or familiar tasks.  Set up individual student mail boxes  Have students keep only two pencils in desk, supplies should be kept in colour coded bins. *Provides movement during transitions

10.  Provide clear directions  Plan frequent breaks  Post daily schedules and assignments

11.  Cognitive-behaviour therapy, self assessment and metacognition does not work  Timeouts-criticized for being psychologically damaging, can be misinterpreted as a reinforcement  Positive reinforcement is encouraged!  ADHD children respond better to secondary reinforcers.  A mix of positive reinforcement and response cost programs appear most effective.

12.  What will be rewarded, how much and when.  What behaviours will the teacher remove tokens for, how many and when.  Ensure that the reinforcer outweighs the fine!  Visual token chart, all students take part.

13.  Give them small chunks of work.  Turn off lights and read with a flashlight.  Put different colour paper on desk.  Cut a whole out of a sheet to focus on one question at a time.  Let them have a fidget with rules, gum?  Use highlighters.  Get them moving!!!

14. MAKE THE PULL OF THE TASK STRONGER THAN ANY DISTRACTOR IN THE PHYSICAL ENVIRONMENT!!!

16.  Think in your heads for a minute and picture your practicum class.  Which strategies that I have presented today would you try in your practicum classroom?  Which strategies are already present?  Do you have any additional strategies you would like to share that have not been presented here?

17. “ADHD What it is. What it isn’t. What To Do…” Kinetic video. (1997). Bender, William N., and Mickie Y. Mathes. "Students With ADHD In The Inclusive Classroom: A Hierarchial Approach To Strategy Selection." Intervention In School & Clinic 30.4 (1995): 226. Academic Search Premier. Web. 21 Apr. 2012. Carbone, Eric. “Arranging The Classroom With An Eye (And Ear) To Students With ADHD.” Teaching Exceptional Children 34.2 (2001): 72. Academic Search Premier. Web. 20 Apr. 2012. Learning Assistance Teacher. Staff, Healthwise., “ADHD Myths and Facts: Topic Overview.” http://www.healthlinkbc.ca/kb/content/special/hw164660.html. (2010) Web. 22 Apr. 2012.