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What is ADHD?
ADHD
(Attention Deficit-Hyperactive Disorder) is a medical condition in which students have significant inability to attend, excessive motor-activity, and/or impulsivity (Friend and Bursuck, 2002, p.502).
What is ADHD?
Attention
Deficit Hyperactivity Disorder is one of a number of behavioural and developmental disorders that affect young children. ( www.betterhealth.vic.gov.au, 2002)
Controversy of ADHD
There
has been plenty of controversy about what ADHD is, and it can be quite a confusing topic. As preservice teachers, and teachers of the future, this session is aimed to inform you all about ADHD, and how to cope with it effectively in your classroom.
Diagnosing ADHD
There is no 100% reliable test for ADHD Children may show the characteristics of ADHD, but in actual fact are not being treated for it. Diagnosis is completed following the Diagnostic Statistical Manual No4 which is put out by the American Psychiatric Association. Children are assessed using criteria by which they must have 6 out of nine Behavioural and Attention Learning characteristics (Common sense is shown regarding the environment of the situation).
problem is only a problem when it causes a problem (Dr Christopher Green, 1998). Its not making the diagnosis that is most important, its what you do about it (Dr Christopher Green, 1998).
Getting stuck into a child increases the problem of ADHD it doesnt relieve it. Acception is the key. Children with ADHD work on impulse so teachers need to have either prior knowledge on the specific child or strategies to work with the child. Routine is essential for ADHD patients. Control diet Administer required medication It is imperative to modify the classroom setting to allow the child with ADHD to better succeed
Environmental Adjustments:
Instructions:
Seat the child closer to the teacher Provide structure with clear expectations Reduce distracting stimuli
Keep oral instructions brief and repeat if necessary Break up tasks and homework into small steps Provide written instructions for multistep processes
Focus on Success:
Organisation:
Workload is set at their ability and attention Try and allow untimed tests Reinforce positive behaviours Reward any form or progress
Establish daily checklists Help the child use his/her homework notebook effectively
Handwriting:
Impulses:
Limit written work Focus on content, not untidiness or errors Encourage computer use in older children Utilise extra help (eg teacher aide)
Remind the child to slow down when completing answers Emphasise double checking of work
Self-Esteem:
Behaviour Program:
Encourage childs performance in areas of strength Provide feedback privately Do not ask a child to perform a task which is too difficult publicly
Target any unacceptable behaviour with consistent consequences Use hand signals Encourage visual aids and hands on experiences Be patient with child
yourself:
Have
I handled situations like this before? Would I do anything different to make the situation better for all involved? Could any of the situations be handled in a better way by the teacher? Will any of these modifications fit into my teaching style?
Resources..
http://www.athealth.com/Consumer/disorders http://www.health.gov.au/nhmrc/publications/adhd/app.htm http://www.betterhealth.vic.gov.au Including Students With Special Needs (Marilyn Friend & William D. Bursuck, 2002, Allyn and Bacon, Sydney.) Raising Boys (Steve Biddulph, 1997, Finch Publishing, Sydney.)
Resources..
Thank You.
Presented
Mick
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