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“BEHAVIOURS” IN THE CLASSROOM

CAPD. LD. ADHD. “BEHAVIOURS” IN THE CLASSROOM. ODD. BRIDGING THE GAP BETWEEN TEACHER AND PAEDIATRICIAN Dr. Aven Poynter. TS. RDSP. ASD. FASD. DCD. Financial Disclosures. None with respect to mental health. OBJECTIVES. Recognize symptoms that warrant referral/investigation

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“BEHAVIOURS” IN THE CLASSROOM

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  1. CAPD LD ADHD “BEHAVIOURS”IN THE CLASSROOM ODD BRIDGING THE GAP BETWEEN TEACHER AND PAEDIATRICIAN Dr. Aven Poynter TS RDSP ASD FASD DCD

  2. Financial Disclosures None with respect to mental health

  3. OBJECTIVES • Recognize symptoms that warrant referral/investigation • Learn what you can do to assist in diagnosis • Review suggestions from medical and mental health professionals to support the child in the classroom

  4. Naming a Condition Helps understand the feelings & behaviours Helps find treatment and support Labeling a Person You are an “ADHD” person You will carry this label forever Diagnosis vs Label

  5. 2 Traditional Approaches to Mental Health Problems in School • Fix the school • Fix the kid Dr. S. Kutcher

  6. Do You Have a Pupil Who? • Easily distracted • Developmental dysmaturity • Feels different • Doesn’t consider consequences • Doesn’t listen • Doesn’t follow through

  7. Do You Have a Pupil Who? • Difficulty organizing • Difficulty with transitions • Poor impulse control • Acts hyperactive • Sleep disturbance • Indiscriminately affectionate

  8. Do You Have a Pupil Who? • Lack of eye contact • Lies about the obvious • Won’t/can’t learn • Abnormal speech/incessant chatter • Wide mood swings • Problems with social interactions

  9. Do You Have a Pupil Who? • Over/under responsive to stimuli • Perseverates, inflexible • Escalates in response to stress • Poor problem solving • Difficulty seeing cause and effect • Difficulty initiating/following through

  10. Do You Have a Pupil Who? • Manages time poorly, lack of comprehension of time • Speech/language processing difficulties • Loses temper • Argues with adults, actively defies • Blames others, resentful

  11. 15% of children and adolescents have a mental health (psychiatric) disorder

  12. Age at Diagnosis

  13. ADHD Attention Deficit Hyperactivity Disorder

  14. ADHD • 5 – 10% of children • Boys > Girls • Described 200 years ago! • A Neurobiological disorder NOT A Behavioural disorder

  15. ADHDImpairments in • Executive function • Working memory • Processing speed

  16. ADHD • Combined Type • Inattentive Type • Hyperactive-Impulsive Type

  17. ADHDInattentiveness • Easily distracted • Difficulty concentrating for reasonable length of time • Fails to pay close attention to details, makes careless mistakes • Loses belongings • Difficulty organizing activities • Does not seem to be listening • Problems following instructions • Difficulty completing activities • Difficulty getting started, especially if a challenging activity • Often forgetful- forgets to write things down, forgets routines

  18. ADHDHyperactivity-Impulsivity • Often squirmy, fidgety • Constantly moving and on the go • Makes a lot of noise • Interrupts • Blurts out answers to questions before hearing the whole question • Talks when supposed to be quiet • Runs about and climbs when not appropriate • Can’t wait in line, can’t await turn

  19. ADHD • Started before age 7 years • Duration more than 6 months • Difficulties in more than one place, like both at school and at home • Significantly impair the child • Are not related to another disorder

  20. Video – brain chemistry

  21. ADHDPOSITIVES • Spontaneous • Creative • Social butterfly • Can multitask • Can think outside the box • Enthusiastic • Daring

  22. ODD Oppositional Defiant Disorder

  23. ODD • Learned behaviour • Interaction between child, parent, environment

  24. ODD • Loses temper • Argues with adults • Defies/refuses adult requests • Defies rules • Deliberately annoys others

  25. ODD • Blames others for his mistakes or misbehaviour • Touchy or easily annoyed • Angry and resentful • Spiteful or vindictive

  26. DCD Developmental Co-ordination Disorder

  27. DCD • 5% of children • Boys > Girls • DCD is a prevalent yet under-recognized movement skill disorder that significantly affects everyday functioning

  28. DCD • Coordination difficulties affect child's ability to perform everyday tasks • A discrepancy is found between intellectual capabilities and motor abilities • DCD persists into adolescence and adulthood

  29. DCD • DCD is commonly seen with other developmental conditions including ADHD, LD, speech/language disorders, and behavioural disorders • DCD may contribute to secondary emotional, social and mental health problems

  30. DCD Has troubles with daily activities • Putting on and taking off clothing • Tying shoelaces • Managing zippers, buttons and snaps • Using eating utensils • Cutting with scissors • Catching a ball

  31. DCD • moves awkwardly • seems clumsy or poorly coordinated • frequently trips, or drops things • prints or writes poorly, and with much effort

  32. DCD • avoids participation in physical or motor-based activities • has difficulty learning and transferring new motor skills

  33. DCD • The motor-based activities of school are challenging for children with DCD • Teachers are in a unique position to identify children with motor problems • Boys tend to be identified more often than girls, perhaps related to behavioural issues • DCD remains an under-recognized disorder

  34. DCD Activity • Ball skills • Fine motor skills with workgloves on

  35. LD Learning Disabilities

  36. Learning Disabilities • “Learning Difference” • 10% of population • 15% of Canadians illiterate • 42% of Canadians illiterate or semi-literate

  37. Learning Differences • Dys – lexia • Processing Language • Affects reading, writing, spelling

  38. Learning Differences • Dys – calculia • Math skills • Computation • Remembering math facts • Concepts of time and money

  39. Learning differences • Dys – graphia • Written expression • Messy handwriting • Poor spelling • Can’t get thoughts onto paper

  40. Learning Differences • Auditory Processing Disorders • Visual Processing Disorders

  41. Learning Disabilities • Discrepancy between intellect and achievement • Can often result in emotional, behavioural and attentional problems

  42. CAPD Central Auditory Processing Disorder

  43. CAPD • Normal hearing • Can’t filter out irrelevant noise • Difficulty understanding what s/he is hearing • Doesn’t seem to pay attention in the classroom

  44. How can you help sort these out? • Discuss concerns with student’s parent • Describe concerns and observations • Don’t mention a diagnosis • Recommend vision exam • Recommend hearing test • Recommend general medical exam

  45. How can you help to sort these out? • Review school file • Consider consulting • Counsellor • Learning Assistance (Resource) Teacher • Speech & Language Therapist • Behaviour Resource Teacher • School Psychologist

  46. Useful Information for me • Reports of above assessments • Brief narrative of your observations • All previous report cards for student • SNAP rating scale • Conners’ rating scale • Weiss rating scale

  47. What I will ask of You • **Psychoeducational Assessment** • Occupational Therapy Assessment • Speech & Language Assessment • IEP • Resource room block

  48. FASD Fetal Alcohol Spectrum Disorder

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