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ADHD/ ADD

ADHD/ ADD. CHARACTERISTICS AND STRATEGIES FOR INTERVENTION. Dickey LaMoure Special Education Unit. What is the difference between ADHD and ADD?. ADHD (Attention-Deficit/ Hyperactivity Disorder) is the term used in (DSM-IV-TR) Diagnostic and Statistical Manual of Mental Disorders .

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ADHD/ ADD

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  1. ADHD/ ADD CHARACTERISTICS AND STRATEGIES FOR INTERVENTION Dickey LaMoure Special Education Unit

  2. What is the difference between ADHD and ADD? • ADHD (Attention-Deficit/ Hyperactivity Disorder) is the term used in (DSM-IV-TR) Diagnostic and Statistical Manual of Mental Disorders . • ADD (Attention Deficit Disorder) is the older term from the DSM-III R.

  3. Treatment and Causes • ADHD is a neurological disorder that requires a medical diagnosis and treatment. • Heredity explains 80% of ADHD-like behavior. • Environmental factors explain 20% of behavior.

  4. What type of ADHD does this child have?

  5. 1. Inattentive Type • Doesn’t pay attention to details; • Can’t stay focused; • Doesn’t follow through; • Can’t organize; • Gets distracted; • Loses things.

  6. 2. Hyperactive-impulsive Type • Fidgets, squirms; • Runs around or climbs constantly; • Has trouble playing quietly; • Blurts out answers; • Has trouble waiting his/her turn; • Has trouble starting or changing tasks.

  7. 3. Combined Type • Doesn't pay attention; • Doesn't seem to listen; • Is easily distracted; • Is disorganized; • Fidgets; • Runs or climbs; • Talks continually; • Avoids difficult tasks; • Doesn’t consider consequences.

  8. What does this mean for the child in school? • Kids with AD/HD may be delayed 30% of their actual age in ability to pay attention and remember. • They are not able to focus and use self-control. • They can’t sit and concentrate on instruction.

  9. Specific Learning Disability Emotionally Disturbed Other Health Impaired Note: Some students with ADHD do not qualify for special education services. Some may qualify for a 504 plan. Eligibility Areas for Special Education

  10. How can I help this child? • Use behavior management strategies at home and at school; • Request classroom accommodations; • Use doctor-recommended medications; • Facilitate information exchange between doctors-school-home.

  11. Support at Home and School • Set up regular routine for homework. • Schedule regular breaks for activity every 10 or 15 minutes. • Offer rewards for doing homework.

  12. Support at Home and School • Give non-judgmental, constructive feedback. • Provide high interest books and materials. • Use assignment book.

  13. Communication • Use a home-school communication system; • Hold student-parent-teacher meetings; • Assist teachers to use his/her strengths and talents at school.

  14. School Issues • Off-task behavior; • Disorganization; • Sloppy work; • Not following directions; • Errors; • Disruptive behavior; • Daydreaming; • Social interaction difficulties.

  15. AD/HD-Related Memory Problems • Working memory • Retrieval

  16. Organization Difficulties · Time management; · Prioritizing work; · Reading/listening comprehension; · Note taking; · Study skills; · Multi-step tasks.

  17. ClassroomAccommodations • Physical arrangement of room and schedule; • Instructional accommodations.

  18. Instruction Accommodations • Incorporate technology with oral instruction; • Accept alternate assignments; • Teach skills needed.

  19. Testing Accommodations • Provide study guides; • Change evaluation methods to suit the child's learning styles and strengths; • Allow use of technology (calculator, word-processor).

  20. Grade Accommodations • Mark correct answers; • Base grades on standards with adaptations; • Specify skills mastered.

  21. Homework • Limit homework; • Give adapted assignments; • Allow extra credit; • Allow work at school; • Provide written explanation; • Assign a study buddy; • Provide reminders about due dates; • Utilize school website.

  22. Organization • Allow time for locker/ backpack organization; • Organize materials and assignments; • Use daily and weekly organization and clean up routines; • Use a 3-ring binder; • Follow-through.

  23. Self-control • Prepare student for transitions; • Display rules; • Give behavior prompts; • Have clear consequences; • Provide time to de-stress; • Allow mindless motor movement; • Use activity rewards; • Provide supervision.

  24. Working Memory • Focus on one concept; • List steps; • Write work down; • Use reading guides; • Teach note-taking; • Provide study guides; • Let student use computer.

  25. Memory Retrieval • Teach memory devices; • Practice sorting main ideas and details; • Teach information and organization skills; • Make test accommodations as necessary.

  26. Attention Getters and Keepers • Repeat directions; • Increase task structure; • Highlight, color code and teach keyword underlining skills; • Summarize key information; • Give visual cues; • Have class start together.

  27. Problems sticking with and finishing tasks: • Add interest and activity; • Divide tasks into segments; • Shorten tasks.

  28. Advocate for your child • Become knowledgeable about AD/HD; • Discuss AD/HD, using books or Web sites; • Sharemanagement strategiesin community.

  29. The End Where can I get more information?

  30. Pathfinder Family Center North Dakota's federally-funded PTI (Parent Training and Information Center) Contact Person: Kathryn Erickson, Executive Director Address: 1600 2nd Ave. SW Suite 19, Minot, ND 58701-3459 Phone: 701-837-7500 or toll free parent line in North Dakota - 1-800-245-5840 Fax: 701-837-7548 Email: ndpath01@minot.ndak.net Web: www.pathfinder.minot.com and www.pacer.org Children and Adults with Attention Deficit Disorders (CH.A.D.D.) 499 NW 70th Avenue, Suite 109Plantation, FL 33317(305) 587-3700 (800) 233-4050www.chadd.org Center for Mental Health Services Organization Names:

  31. Office of Consumer, Family, and Public Information5600 Fishers Lane, Room 15-105Rockville, MD 20857(301) 443-2792 National Attention Deficit Disorder Association The National Institute of Mental Health ADHD Page Learning Disabilities Association of America LD OnLine - an award-winning Web site offering in-depth information, audio and video clips, expert advice and a monthly newsletter for parents and professionals and for children and adults with LD and/or ADHD CHADD Support Groups for ADHD in the US, by state. The National Information Center for Children and Youth with Disabilities NICHCY is the national information and referral center that provides information on disabilities and disability-related issues for families, educators, and other professionals. Organization Names:

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