Sunteți pe pagina 1din 20

m 

Huwag kang makulit«


Keep still«

Stop moving around«

Don¶t forget«.

Pay attention!.....

Settle down« Listen first«.


mng batang sobra ang likot, kulit o pasaway, mukhang
nananadya. Nang-aaway, nananakit, naninira ng gamit at
madalas nababansagan ng mga katagang masakit pakinggan.
Madalas nasasabihan silang tamad, bobo, matigas ang ulo at
sutil. Madalas na bulalas ang titser at magulang. ´Problema
ang batang iyan´ Ngunit kung titignang mabuti ay hindil sila
´problem child´, kundi may problema sila. Baka kasi may
mDHD (mttention Deficit Hyperactivity Disorder) na
kailangang tanggapin, unawain at tulungan ng mga
magulang.

Hindi siya ´problem childµ, may


problema s·ya.
Hm     SmD THS T 
HLD/STDNT?

( our child/student may have«


mttention
eficit
yperactivity
isorder
( Œhat is mttention Deficit/Hyperactivity
Disorder?
 t is a result of a brain dysfunction which is
characterized by inattentiveness, impulsivity, and
hyperactivity.
ŒHmT S mDHD?
( mffects approximately 4% to 12% of the school-
age population, with boys diagnosed 3 to 4 times
more than girls
( t can mean feeling alone

( nable to make and keep friends or participate


in after-school activities
( mcademic performance is affected

( May continue into adolescence and adulthood


ŒHmT mSS mDHD?
( mDHD is one of the most studied conditions of childhood.
But, the cause of mDHD is still not clear at this time
( esearch to date has shown the following:
 mDHD is a biological disorder. hildren with mDHD have
problems with chemicals that send messages in the brain.
 m lower level of activity in the parts of the brain that control
attention and activity level may be associated with mDHD.
 mDHD appears to run in families. Sometimes a parent is
diagnosed with mDHD at the same time as the child.
 n very rare cases, toxins in the environment may lead to
mDHD.
 ery severe head injuries may cause mDHD in some cases.
( There is no evidence that mDHD is caused by the following:
 ating too much sugar
 Food additives
 mllergies
 mmunizations
ŒHmT m TH SMPTMS F mDHD?
4  
 m 

Hyperactivity mpulsivity nattention


‰s in constant ‰mcts and speaks ‰Has a hard time paying
motion, as if Ådriven without thinking attention, daydreams
‰Does not seem to listen
by a motor´ ‰May run into the ‰s easily distracted from
‰annot stay seated street without work or play
‰Squirms and fidgets looking for traffic ‰Does not seem to care
‰Talks too much first about details, makes
‰uns, jumps, and ‰Has trouble taking careless mistakes
‰Does not follow through
climbs when this is turns instructions or finish
not permitted ‰annot wait for tasks
‰annot play quietly things ‰s disorganized
‰alls out answers ‰Loses a lot of important
before the questions things
‰Forgets things
is complete ‰Does not want to do
‰nterrupts others things that requre
ongoing mental effort
m TH DFFNT TPS F mDHD?
hildren with mDHD may have 1 or more of the
symptoms listed in Table 1. The symptoms
usually are classified as the following types of
mDHD:
 mDHD primarily inattentive type: (mDHD-)
 mDHD primarily hyperactive/impulsive type: (mDHD-
H)
 mDHD combined type: (mDHD-)
DmNSS
( To confirm a diagnosis of mDHD, these behaviors
must:
 ccur in more than one setting, such as home, school,
and social situations
 Be more severe than in other children of the same
age
 Start before the child reaches 7 years of age.
(However, these may not be recognized as mDHD
symptoms until a child is older)
 ontinue for more than 6 months
 Make it difficult for the child to function at school, at
home, and/or in social situations
ŒH mN HLP PSNS ŒTH mDHD?
( Developmental
Pediatricians/Neurologists/Psychiatrists
 nvolved in diagnosis of mDHD
 Prescribe medications
( ccupational Therapists
 Design programs to develop sensory integration
skills and activities for daily living
( Psychologists
 Behavior management of children with mDHD
ŒH mN HLP PSNS ŒTH mDHD?
( Special ducation Teachers
 mprove the quality of their performance
( Speech-Language Pathologists
 valuate and assign programs
 Solve distinct speech and language problems

‰ omprehensive evaluation
‰ Multidisciplinary team
‰ mDHD is managed, not cured
HLDN ŒTH mD/HD: MMN PPTNS
mND  PNS F SHL mDMNSTmTS,
TmHS, mND PmNTS N MT MmNLm

m   


   m   
           

 m       
         ! "!!#
     m
( 24 teachers who participated in the study see
students with mDHD as: being Åalways on the
go´, cannot sit still, restlessness, easily distracted
BHm  MmNmMNT N TH LmSSM

oal: To help teachers remain in control of the


classroom
1. Set a healthy, productive classroom climate.

a. Set limits
* Keep rules to a minimum
* State rules clearly
* Model appropriate responses
* Post schedules, work assignments and lists
of rules and consequences
* Be positive! But not rude
BHm  MmNmMNT N TH LmSSM

b. Build trust and psychological safety in one¶s self


and others.
* Stick to a daily schedules
* Do not use intimidating actions or words for
behavior control
* Be honest with students
* Prepare students for any change
* Structure academic assignment for success
* se language that conveys acceptance and trust
*nfore the rule that people are not for hurting
BHm  MmNmMNT N TH LmSSM

c. mccepting children¶s differing abilities,


temperaments, personal strengths and weaknesses
* Display children¶s work on the bulletin board
* ncourage children to tell how they feel in words
* ecognize children on their birthdays
* msk students to talk positively about themselves

d. Provide students with a sense of purpose


* Structure lessons as closely as possible
* Help students set realistic academic goals
* Keep progress charts and a portfolio of student work
BHm  MmNmMNT N TH LmSSM

2. mttend to class schedule


a. se routines consistently
b. Balance activities
* Follow active periods with more restful activities

3. ncorporate interventions in the classroom


a. mdjust lessons to meet instructional and interest
levels.
b. mdjust schedules for balance
c. Divide assignments into 2 or more parts
HLDN ŒTH mD/HD: MMN PPTNS
mND  PNS F SHL mDMNSTmTS,
TmHS, mND PmNTS N MT MmNLm
( Teachers in Metro Manila have observed students with
mDHD, in general, respond very well to the following
interventions:
1. Have student cross items off a list when completed to
promote a sense of accomplishments
2. Secure attention before giving directions
3. Develop specific and consistent classroom routines to
facilitate learning and organization
4. Structure lessons in a logical and sequential fashion
5. equire the regular use of an assignment notebook
6. se color coded materials to help student keep
organized
7. se techniques of repetition, review and
summarization
8. Monitor the writing down of homework assignments
X. eward positive homework behavior
10. Praise the student when he or she is on task
11. se the overhead projector to focus student¶s attention
12. Design an individual behavioral management plan suited to
the student¶s unique needs
13. stablish a secret signal to remind the student to return to
task
14. Modify a curriculum to suit the needs of the student
15. se a timer to help student stay on task. He/she can be
rewarded when he/she beats the time
16. iving students a few minutes at the end of each subject or
class to organize books and papers before beginning next
lesson
17. Having frequent, even if short, one-to-one homework
conferences with students to assess completion rate, quality
or work, or problems he or she may be having
 PTS FM Pm F  HLDN

mnd to all of us, their caregivers, may we


finger paint more, and point our fingers
less, may we do less correcting, and more
connecting, may we care to know less, and
know to care more
SS
1. Kelly, K. and aymundo P. (1XX5) ou Mean ¶m
Not Lazy, Stupid or razy?! Simon and Schuster,
nc: New ork.
2. fficial Publication of mttention
Deficit/Hyperactivity Disorder Society of the
Philippines, March 2006
3. Primer on nderstanding mDHD by Jannsen
Pharmaceutica and mDHD Society of the Philippines
4. Managing mDHD in the rade School lassroom:
by mDHD society of the Philippines, First
ducational onference, ct. 24-25,2002, mteneo de
Manila niversity. Q