Development and Exceptionality in the Regular Classroom: High Incidence Con t: ADHD, LD, MID

1. Development and Exceptionality in the Regular Classroom: High Incidence Con’t: ADHD, LD, MID Sandra Waddle October 5, 2010

2. High Incidence - LD, ADHD, MID Objectives List characteristics of students with ADHD and LD Use a the lesson plan format to “plan from the outset” for a student with LD Use CBM to assess and monitor progress of students

3. Part 1: ADHD What are three different kinds of ADHD? What are traits of a student with ADHD? What are two strategies you could use with as student with ADHD? What ministry category of special needs would a student who has ADHD fall under?

4. Attention Deficit Hyperactivity Disorder Serious and chronic inattentiveness May display hyperactivity May display impulsivity Easily distracted and forgetful Incidence Estimated at 3 to 5% of school aged students

5. ADHD: Misunderstood Minds http://www.pbs.org/wgbh/misunderstoodminds/attention.html Attention Simulations Attention Video

7. Characteristics of Students with ADD/ADHD ADHD, Predominantly Inattentive Display characteristics of inattention Ignore details Make careless errors Have trouble staying on task Seem not to listen Difficulty following through on instructions Do not complete homework or classroom tasks Difficulty with organization Easily distracted

8. Characteristics of Students with ADD/ADHD ADHD, Predominantly Hyperactive-Impulsive Fidgety, constantly moving Excessive talking Blurt out answers Difficulty waiting for their turn Interrupt others

9. Characteristics of Students with ADD/ADHD ADHD, Combined (majority of students) Display characteristics of both inattention and hyperactivity-impulsivity Key behaviors Not listening when spoken to directly Difficulty organizing time and materials Fidgety Difficulty paying attention for sustained periods of time Answering questions out of turn Always ‘on the go’

10. ADHD Within the child or an interaction between the child and context? Neurological based problem What is the impact of the environment on children? Why is it that some children with ADD/ADHD seem to do better in some settings than others?

11. ADHD: Implications for Learning Adapting classroom organization Minimize distracting factors Schedule frequent, short, and specific break times Check in with the student regarding homework and project completion Teach students to self monitor E.g. Jim Wright

12. ADHD: Implications for Learning Promoting academic success Make language clear and specific; rephrase questions and comments posed by other students Provide a written list of tasks or steps Don’t just tell what to do – model Teach social skills Provide memory aids Teach self regulation strategies

13. ADHD: Implications for Learning Responding to inappropriate behavior Understand the purpose (function) of the behavior (more on this in a later class!) and respond appropriately If the student is trying to avoid a situation using problem behavior, don’t give a ‘time out’ or you will reinforce the behavior If the student is trying to get your attention using problem behavior, don’t spend a lot of time talking, reprimanding, lecturing, etc. e.g. precision requests Whenever you see the student behaving appropriately, reinforce it!! Be vigilant for appropriate behavior Reinforce with something that is actually motivating to the student

14. ADHD: Implications for Learning Self Management Cognitive Behavior Management (CBM) teaches students how to use cognition to control behavior Identify a problematic behavior and develop strategies to address it Practice with the student Model Role play Cue and prompt (example on overhead)

15. ADHD: Implications for Learning Medication Psycho-stimulants (Ritalin, Dexadrine) Gains in attention and improvements in behavior may be offset by learning difficulties Side effects include insomnia, decrease in appetite, gastrointestinal problems, irritability, increase in heart rate Antidepressants may also be used

16. Designation Diagnosis as having ADHD does not lead directly to designation Depends on level of need in class – has to need significant support beyond the usual class. One of two categories: Students Requiring Moderate Behaviour Support or Students with Mental Illness Students Requiring Intensive Behaviour Support or Students with Serious Mental Illness For “Intensive” category must have an outside agency involved with the child and school planning – “wrap around support” Ministry of Ed criteria for http://www.bced.gov.bc.ca/specialed/ppandg/planning_5.htm

18. Part 2: Learning Disabilities List characteristics of a LD Use a the lesson plan format to “plan from the outset” for a student with LD What teaching strategies will be helpful for a student with a LD?

19. What is it like to have a Learning Disability? ‘Simulations Misunderstood Minds: http://www.pbs.org/wgbh/misunderstoodminds/index.html Writing activity: follow the directions on the following slide. You have 3 minutes to write your story.

20. Write about it! Place the three words with which you want to begin each sentence at the end of that sentence, without otherwise changing word order. Use "on" in place of "an" and "an" in place of "on" wherever you write those letter combinations (within words or alone). Place your concluding sentence at the top of the page. Without otherwise changing the spelling, place the letter "h" to the right of the letter "T" in all words that begin with "T" and to the left of the "t" in all words that end with "t."

21. Do the Math! Solve the math problems on the following slide You will have 45 seconds to solve each problem These problems use basic arithmetic…this should be easy!

23. Read this: I susgect th at thechil b wi tha learn ing disadility mu stfre quent lyex ger i              e             n               o                 e                 an alicein won berl an bex is ten ceof the wef in b tba tthe ymu st co ge wi tha n unsta dlew or lb in consistentabul tsa nd haphaza r b gerceg tio nsthey rec on Fuseb dyth erca zys ym dols we piv them gress ureb dy t he leng tho ft imei nwic hto b oi tamb frus tra ted dy regea teb fa ily resth eybo no tlear no hetra bit lon alw ayamb sow em u stte achth embif Fere ntly.

24. What it really said: I suspect that children with learning disabilities must frequently experience an "Alice in Wonderland" existence. Often we find that they must cope with an unstable world, inconsistent adults and haphazard perceptions. They're confused by crazy symbols we give them, pressured by the length of time in which to do it and frustrated by repeated failures. They do not learn the traditional way so we must teach them differently.

25. Ministry of Education Def’n Learning Disabilities - Documentation shows one or more of the following: persistent difficulties in the acquisition of pre-academic skills ( letters and numbers) and/or persistent difficulties in the acquisition of reading, writing and/or arithmetic skills; and/or significant discrepancy between estimated learning potential and academic achievement as measured by norm-referenced achievement instruments. One or more academic difficulties relative to expected ability: Weak academic achievement in word recognition, reading comprehension, spelling, written expression, math computation and/or problem solving. There is documented evidence that… Average or above ability, is demonstrated by either by a cognitive assessment (average is demonstrated by score(s) at or above one standard deviation below the norm). Significant weakness exists in one or more of the cognitive processes relative to overall functioning in Perception, Memory, Attention, Language processing, Visual-spatial processing, Planning and decision making, Phonological processing, Processing speed The difficulties being experienced are not due primarily to sensory deficits, lack of opportunity to learn, cultural or linguistic differences, or emotional or psychological issues.. Refer to Special Education Service: A Manual of Policies Procedures and Guidelines (2006) for complete information at www.bced.gov.bc.ca/specialed/ppandg

26. Group Activity UDL Divide into case study groups Read the case study From your performance standards short form, select a prescribed outcome and develop a lesson plan that will address both the general educational needs of all students and the specific learning needs of the identified student Prepare a 3 minute presentation Discuss how the identified student may enhance and/or challenge classroom instruction Describe your lesson plan and how you have planned to accommodate the unique needs of the identified student (Step 8 of the UDL format learned last week)

27. Case Study You have a class with a very high group who are reading books independently, and a very low group who can decode text but have difficulty with vocabulary, decoding and comprehension. You want to the class to read the first Harry Potter book. One student has very low skills and still learning to read, rather than “reading to learn”. Ten-year-old Randall reads at a very slow pace. He labors over every word, sounding out each individual letter before forming a whole word. Randall’s dad struggled with reading at that age, but one day “it just clicked.” As long as Randall continues to put forth great effort and tries his hardest, his parents are confident his skills will improve. However, he is now refusing to read at home. Randall is a talented artist. His favorite drawings are of animals.  Case study from allkindsofminds.org

28. F.A.T. City

29. Part 3: Curriculum-Based Measurement Is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction. It allows for data-based decision making through a multiple-step process involving testing, analysis, and planning. It can be implemented with individual students or an entire class.

32. Types of CBM Reading Writing Math

34. CBM – Math Fluency Skills – Math is cumulative Task Analysis is required – without the foundation the upper level skills cannot be achieved.

35. CBM - Reading What do we need to learn to read? Phonemic Awareness, Phonics (Alphabetic Principal), Vocabulary, Comprehension, Fluency http://reading.uoregon.edu/ Reading Fluency (accurate WPM) is often a better predictor of reading fluency than measures of Comprehension

36. DIBELS Dynamic Indicators of Early Literacy Skills DIBELS Oral Reading Fluency (DORF) is a measure that assesses fluency with text, the ability to translate letters-to-sounds-to-words fluently, effortlessly. The fluent reader is one whose decoding processes are automatic, requiring no concious attention. Such capacity then enables readers to allocate their attention to the comprehension and meaning of the text. To learn more about fluency with text, visit the Big Ideas in Beginning Reading: Fluency pages. http://dibels.uoregon.edu/measures/orf.php Video Clip

37. What this looks like – Graph Example using reading CBM Set up your graph Determine & chart the student’s baseline reading rate (words per minute). Set a performance goal. Where do you want them to be? Plot the ‘Aim-Line’. Plot progress-monitoring data. Review CBM data for the progress-monitoring. Based on these data, should the Teacher Support Team recommend changing the intervention? Keep it in place with no changes? Why? Change Instruction? Draw a vertical line to indicate this and then continue with progress monitoring. Plot the rest of Jared’s progress-monitoring data.

38. In Class CBM Assigment To the overhead – How we do a CBM probe for Reading CBM Reading: Graphing Exercise for Jared M.: 4th-Grader

39. CBM in class Assignment Pair up with a classmate. One of you will be the student, the other the teacher. Take turns as you like. IMPORTANT – As the student read slowly making errors to give your colleague practice recording errors. Set up your graph Determine & chart the student’s baseline reading rate. Set a performance goal. Plot the ‘Aim-Line’. Plot progress-monitoring data. Change Instruction? Draw a vertical line to indicate this and then continue with progress monitoring. Review CBM data for the progress-monitoring. Based on these data, should the Teacher Support Team recommend changing the intervention? Keep it in place with no changes? Why? Plot the rest of your students progress-monitoring data.

40. For Next Class

41. Last Five Minutes One minute paper Take a few moments to fill in a feedback sheet about today’s class to help me meet your needs as a class. We will review the results of this next week. Thank you.