Download - Psycho Ppt
-
8/4/2019 Psycho Ppt
1/27
What is Attention Deficit/Hyperactive Disorder(AD/HD)
AD/HD, once called hyperkinesis (e.g., super active) or
minimal brain dysfunction, has a very strongneurological basisand is one of the most commondisorders of childhood and adolescence.
It is characterized by hyperactive or impulsive behaviors
and attention-deficit problems that cannot be explainedby any other psychiatric condition and are not in keepingwith the individuals intellectual ability or stage of
development.
-
8/4/2019 Psycho Ppt
2/27
Attention Deficit Hyperactivity Disorder
Inattention - Traditionallyknown as ADD
Impulsivity - Traditionallyknown as Hyperactivity
-
8/4/2019 Psycho Ppt
3/27
ADHD Characteristics
InattentionImpulsivityOveractivity
-
8/4/2019 Psycho Ppt
4/27
Inattention-Distractibility
Doesnt seem to listen
Fails to finish assigned tasks
Often loses things
Cant concentrate
Easily distracted
Daydreams
Can be very quiet & missed
Requires frequent redirection
-
8/4/2019 Psycho Ppt
5/27
Clinical Presentation
ADHD is a heterogeneous childhood onset disorder
characterized by the presence of inattention, hyperactivity and impulsivity.
Children with ADHD present with variations in:
degree of symptomatology
presence of symptoms in different situations
extent to which other disorders occur with ADHD. It is important to conceptualize ADHD as a disorder with
symptoms that can transform with development and with
changes in the childs academic and social demands and
supports
-
8/4/2019 Psycho Ppt
6/27
Inattentive Symptoms
Children with inattentive symptoms of ADHD have
difficulties with:
Persistence of effort
Sustaining attention or response to tasks that are not
interesting or do not have immediate positive
reinforcement for completion
Attention can shift off task when an alternative
activity is present that is more gratifying than the
assigned task
Symptoms of inattention persist into adolescence in
approximately 50% of cases
-
8/4/2019 Psycho Ppt
7/27
Epidemiology of ADHD:
Hyperactive symptoms
Children with hyperactive symptoms of ADHD have difficulties with:
Developmentally excessive levels of motor and/or
vocal activity
Situational variations in hyperactivity exist
Hyperactivity may be a deficit in appropriately regulating activity level to given situation or task
Symptoms of hyperactivity typically decrease with
development and advancing age
70% of children with ADHD have significant symptoms of
hyperactivity/impulsivity
-
8/4/2019 Psycho Ppt
8/27
Diagnostic criteria defined by DSM-IV
Current ADHD Diagnostic Criteria
Symptoms must exist for at least 6 months Some symptoms present by age 7
This criterion is controversial as symptoms
(particularly in ADHD- inattentive type) may not be apparent age 7
Symptoms inconsistent with developmental level Symptoms lead to impairment in social, academic or home function
6 of 9 symptoms endorsed from either inattentive
and/or hyperactive/impulsive symptom lists
-
8/4/2019 Psycho Ppt
9/27Subtypes of AD/HD
The DSM-IV TR describes three subtypes of
AD/HD: InattentiveCannot seem to get focused or stay
focused on a task or activity
Hyperactive/ImpulsiveVery active and often actswithout thinking
CombinedInattentive, impulsive, and hyperactive
-
8/4/2019 Psycho Ppt
10/27What is the Extent of ADHD?
About 3% of school-aged population have full ADHDsymptoms & another 5-10% have partial ADHD
Another 15-20% of school-aged population show transientbehaviors suggestive of ADHD
Boys are 3 times more likely than girls to have ADHD
Symptoms decrease with age but 50-65% of children stillmanifest symptoms into Adulthood (Korn & Weiss, 2003)
-
8/4/2019 Psycho Ppt
11/27Myths about students with AD/HD
Myth: AD/HD does not really exist. It is simply
the latest excuse for parents who do notdiscipline their children.
Truth: Scientific research tells us AD/HD is abiologically based disorder that includesdistractibility, impulsiveness, and sometimeshyperactivity.
-
8/4/2019 Psycho Ppt
12/27Myths about students with AD/HD
Myth: Medication can cure students withAD/HD.
Truth: Medicine cannot cure AD/HD but cansometimes temporarily moderate its effects.Certain stimulant medications are effective in the
majority of the individuals who take it, providingan immediate short-term increase in attention,control, concentration, and goal-directed effort.
Medication may also reduce disruptivebehaviors, aggression, and hyperactivity.
-
8/4/2019 Psycho Ppt
13/27Myths about students with AD/HD
Myth: Individuals with AD/HD will outgrow it.
Truth: AD/HD is a lifelong condition although itmanifests itself differently dependent upon theage of the individual. Some individuals experience a lessening of AD/HD symptoms with
age, develop effective compensatory strategies that make
it appear as if the AD/HD has gone away, or manage the symptoms of the disorder with
medication.
-
8/4/2019 Psycho Ppt
14/27Myths about students with AD/HD
Myth:Individuals who can focus their attentionin some areas (i.e., video games, etc.) cannothave AD/HD.
Truth: AD/HD is a neurological difference thatmakes it very difficult to attend to things that are
not interesting to the person involved or thatrequire sustained mental effort. Yet this personcan sit for hours and play video games orparticipate in other activities of interest. This typeof focus is known as hyperfocus.
-
8/4/2019 Psycho Ppt
15/27Career Technical Selection
Dr. Mel Levine, pediatrician and author of A Mind at aTime, says that we are all wired a little differently; that
we all have differences in our brain circuitry and as aresult, each person possesses unique and individualstrengths and weaknesses. He states:
"Each of us is endowed with a highly complex, inborn circuitry-creatinginnumerable branching pathways of options and obstacles. While
some of us have brains that are wired to handle a lot of informationat one time, others have brains that can absorb and process only a
little information at a time (often with greater accuracy). . .
. . . So it is that we all live with minds wired to excel in one area andcrash in another. Hopefully, we discover and engage in goodmatches between our kind of mind and our pursuits in life."
-
8/4/2019 Psycho Ppt
16/27Making Career Technical Training Choices
Students with disabilities, just like students without thedisabilities, have the right to choose career technical
training paths of their choosing; however, there arespecial considerations.
Can the student function safely in the trainingenvironment?
Is there an obvious barrier that would prevent the studentfrom participating in a particular type of training (e.g.student who is blind wouldnt participate in a traderequiring driving)?
Can reasonable accommodation alleviate the barriers to
participation in a particular trade?
-
8/4/2019 Psycho Ppt
17/27Scenario #2
AD/HD
Student is diagnosed with AD/HD, inattention
type. The student is highly distractible
has poor attention control
weak short term memory
-
8/4/2019 Psycho Ppt
18/27What do I know about this student?
Average attention span for this student is about
5 minutes (you can learn this in a relatively shorttime by observing the students behavior and
reactions during various activities)
He is visually and auditorily distractible.
He loves vintage cars.
-
8/4/2019 Psycho Ppt
19/27Accommodation Examples
Frequent Breaks (this student must have opportunitiesfor movement in order to focus and maintain attention)
Use of timers/vibrating/programmable watches
Preferential Seating
Survey the environment.
What are the visual/auditory stimuli the student is likely toencounter? Are there windows in the classroom? Is there an air
handler unit? Are there colorful/cluttered bulletin boards nearby?
Performance Checklists (completed by the student andmonitored by the staff person).
Can be useful in a variety of environments
Use study carrels for testing
-
8/4/2019 Psycho Ppt
20/27Strategies for the student with AD/HD
Incorporate discussion or facts about vintage cars intoclassroom instruction on occasion.
Allow break with a car magazine (dont leave lyingaround)
Change up classroom activities for this studentwhenever possible (from desk work to use ofmanipulatives to group work)
Work with the recreation specialist to try and encouragethis student to actively participate in recreationalactivities.
Use of ear plugs during seat work.
-
8/4/2019 Psycho Ppt
21/27
What do I know about this student?
What are the subtest scores of this students
intelligence testing? Verbal vs. Performance,subtest scores, if available, etc.
Student is a visual learner
Higher amounts of repetition of a particularactivity or task may be required to help thestudent learn it sufficiently
-
8/4/2019 Psycho Ppt
22/27
Scenario #3
Auditory Processing Disorder
Student has a diagnosis of Central Auditory
Processing Disorder (CAPD)FYI: There are two primary types of processing
disorders (sometimes known as perceptualprocessing disorders)
Visual Processing Disorder
Auditory Processing Disorder
-
8/4/2019 Psycho Ppt
23/27
What does this mean?
Difficulties with auditory processing do not affect what isheard by the ear, but do affect how this information is
interpreted, or processed by the brain. An auditory processing deficit can interfere directly with
speech and language, but can affect all areas oflearning, especially reading and spelling. Wheninstruction in school relies primarily on spoken language,
the individual with an auditory processing disorder mayhave serious difficulty understanding the lesson or thedirections.
Difficulties experienced by individuals with CAPD may be
similar to those individuals with AD/HD.
-
8/4/2019 Psycho Ppt
24/27
Common Difficulties
Talks louder than necessary
Difficulty remembering a list or sequence
Often needs words or sentences repeated
Poor ability to memorize information learned by
listening
Interprets words too literally
Hearing clearly in noisy environments.
-
8/4/2019 Psycho Ppt
25/27
Examples of Accommodations
Combine oral teaching with visual aids.
Ask that teachers and others make it physically,
visually or audibly clear when they are about tobegin something important so that nothing ismissed.
Have a note-taking buddy who will make sure
that information was understood or providecopies of information discussed.
Instructors and teachers should stand near this
student when providing oral instruction orlecture.
-
8/4/2019 Psycho Ppt
26/27
Examples of Accommodations
Have student repeat back information orinstructions to build comprehension skills andmake sure messages are understood correctly.
Find or request a quiet work space away fromothers.
Provide written material when you giving oral
presentations. Ask for directions to be given one at a time, as
you go through each step.
Take notes or use a tape recorder when gettingany new information, even little things.
-
8/4/2019 Psycho Ppt
27/27
Universal Design of Learning (UDL)
Universal design is an approach to designing courseinstruction, materials, and content to benefit people of all
learning styles without adaptation. Universal designprovides equal access to learning, not simply equal access
to information.
Although this design enables the student to be self-sufficient, the teacher is responsible for impartingknowledge and facilitating the learning process.
Universal design does not remove academic challenges; it
removes barriers to access.