1. JENNAFER WALSH MICHIGAN STATE UNIVERSITY CEP841-SUMMER 2013 ADHD in the Classroom: Accommodations for Students with ADHD

2. Rationale: Attention Deficit Hyperactivity Disorder is one of the most common childhood disorders. Thus, as a teacher, the chances of having a student in our classroom who is struggling with one of the symptoms is very high. I can’t even count how many parents have asked me, “Do you think my child has ADHD?” Whether it was because they weren’t doing homework, because they were a “busy-body”, or because of they were extremely disorganized, parents and teachers are constantly seeking advice in hopes of an answer and strategies to help. Thus, I have decided to research ADHD a little more in-depth as well as look for simple, but specific strategies that teachers can do in the classroom to help these students.

3. Problem Statement What is ADHD and what are simple accommodations teachers can make to best meet these students’ needs?

4. What is ADHD? Attention Deficit Hyperactivity Disorder One of the most common neurobehavioral disorders Symptoms include difficulty controlling behavior, hyperactivity, and difficulty staying focused. Symptoms of ADHD usually arise during early childhood before the age of 7. Despite, early symptoms ADHD is life-long disease and many adults have and face symptoms of ADHD The severity of ADHD also varies from mild to impairing daily tasks.

5. 3 Subtypes of ADHD Used to be considered ADD Children are less like to act out May sit quietly, but are not paying attention to task Most likely to be overlooked or not noticed Inattentive Child demonstrates adequate attention control Difficult time with impulse control and activity level Hyperactivity Most common type of ADHD Child struggles with paying attention AND regulating behavior Combined

6. Signs & Symptoms of ADHD Inattention Difficulty Concentrating Makes mistakes in schoolwork Unrelated thoughts Appears to not be listening when spoken to directly Performance is task dependent Often loses things Poor self-regulation of behavior Problems learning new things. Hyperactivity Unable to sit still Appears restless and fidgety Bounces from one activity to the next Often tries to do more than one thing at once. Often talks excessively Fidgets with hands or feet in seat when sitting still is expected Impulsivity Has difficulty thinking before acting Problems waiting his/her turn Blurts out answers before questions have been finished Often interrupts or intrudes on others

7. ADHD Misconceptions 1 Myth 1: ADHD is not a real disorder. Myth 2: ADHD is a disorder of childhood Myth 3: ADHD is over-diagnosed Myth 4: Children with ADHD are over-medicated Myth 5: Poor parenting causes ADHD Myth 6: Minority children are over-diagnosed with ADHD and are over-medicated Myth 7: Girls have lower rates and less severe ADHD than boys (Phyllis Anne Teeter Ellison, 2003)

8. Facts/ Statistics For children ages 3-17  5 million children (9%) have ADHD.  Boys (12%) continue to be more than twice as likely to have ADHD than girls (5%).  When compared with children who have excellent or very good health, children who have fair or poor health status are more than twice as likely to have ADHD (8% vs. 21%). (Center for Disease Control and Prevention, 2010)

9. How can teachers help students with ADHD? 6 simple modifications that teachers can use in the classroom to help students with ADHD.

10. Preferential Seating Move your student’s desk closer to the teacher and away from doors and windows.  This will help eliminate distractions  This will also encourage students to stay focused on the teacher. “The teacher’s presence serves as a source of comfort and protection and as a reminder for the student to control impulses” (Larrivee, 2009, p. 48)

11. Additional Time Adjust the length of tests Grant extra time for homework assignments, quizzes, and tests Schedule movement breaks during testing Remember! The idea is not to make the exam easier for the child but to level the playing field, by providing sufficient time for the child to show what he knows. (Flippin, 2013)

12. Opportunities for Movement Providing opportunities for movement allows hyperactive kids to burn off some energy. Possible opportunities: 1. Let the student run occasional errands for the teacher. 2. Ask student to erase the board throughout lesson. 3. Incorporate movement into your lessons. (Kinesthetic learning) 4. Give the student a hallway pass to use when feeling restless. 5. Allow student to stand at times while working.

13. Study Buddies Provide ADHD students with a “study buddy” This should be an organized student who can serve as a good example. Some students prefer to have a reminder from a classmate they respect, rather than constantly from the teacher. This study buddy should NOT do all the work for the ADHD student, but instead remind the student and check to see that they are organized and on task. Study buddy may share from class lectures. -ADHD-related handwriting problems can make it hard for these students to keep up when taking notes.

14. Assignment Modifications Highlight directions with student Ask for repeated directions Break long assignments into smaller parts so student can see end to work Allow use of computer for written exercises Tape recorded lectures or directions to refer back to when doing homework independently.

15. Organization Assistance Checklists for homework Provide an extra set of books for home Daily Assignment Planners  Supervise student recording assignments  Parent/Teacher Check Marks when assignments are completed Colored and labeled folders for each subject Regularly check desk and notebook for neatness, encourage neatness rather than penalize sloppiness

16. Conclusion As teachers, we understand that every child is different. This means all students learn in different ways and all students have different needs which need to be filled. Attention Deficit Hyperactivity Disorder is one of the most common childhood disorders. In addition to behavioral therapy and medications, there are several simple accommodations which can be done to assist students with ADHD, including preferential seating, organization strategies, assignment modifications, peer partners, and exercise opportunities. Hopefully this presentation will provide you with some easy ways to assist your students this upcoming year!

17. Resources Books  Pfiffner, L. (2011). All about ADHD: the complete practical guide for classroom teachers, 2nd edition. Scholastic.  Reid, R., & Johnson, J. (2013). Teacher's guide to ADHD. New York, NY: The Guilford Press.  Rief, S. F. (2005). How to reach and teach children with add/adhd, practical techniques, strategies, and interventions. (2nd ed.). San Francisco, CA: Jossey-Bass Inc Pub. Journal Articles  Phyllis Anne Teeter Ellison, E. D. (2003, June). Adhd myths. Science over Cynicism, Retrieved from http://www.help4adhd.org/documents/June2003ADHDMyths.pdf http://www.help4adhd.org/documents/June2003ADHDMyths.pdf  Flippin, R. (2013, March). Adhd accommodations: 6 modifications teachers can use in the classroom with add children..today!. Additude Mag, Retrieved from http://www.additudemag.com/adhd/article/1664.html

18. Resources Websites  National resource center on adhd. (2013). Retrieved from http://www.help4adhd.org/  Parker, Ph.D., H. C. (2013). Accomodations for students with adhd. Retrieved from http://www.naceonline.com/article-accommodations-for-adhd.php  North Shore Pediatric Therapy. (n.d.). Adhd infographic. Retrieved from http://www.thehelpfulcounselor.com/adhd-infographic/ National Organizations  Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)- Learn more at http://www.chadd.org/. Contact info: 800-233-4050http://www.chadd.org/  National Center for Learning Disabilities (NCLD)- Learn more at http://www.ncld.org/about-us. Contact info: 888-575-7373 http://www.ncld.org/about-us  Learning Disabilities Association of America (LDA)- Learn more at http://www.ldanatl.org/ Contact info: 412) 341-1515 http://www.ldanatl.org/