By: Catherine Koch & Matthew Grzybowski

1. By: Catherine Koch & Matthew Grzybowski ADHD

2. Who is Affected? Attention deficit hyperactivity disorder (ADHD) is the most widely diagnosed psychiatric condition among children in the United States: "somewhere between two and nine percent of children in the US are diagnosed with ADHD (Brand, Dunn & Greb, 2002, Glass, 2001, Taylor & Larson, 1998).

3. Learner Characteristics: • Difficulty sustaining attention & staying on task • Easily distractible • A need for more stimulation and variety than others • Trouble finishing work without supervision (Montague & Warger, 1997)

4. Adaptations for the ADHD Student • provide students with high interest and student selected materials • communicate information on the ability level of the student • provide short, understandable written directions addressing one point at a time for each task • have students repeat and/or paraphrase the directions • break tasks into small sections and/or components • use visual/graphic organizers • teach skills such as note taking, outlining, and paraphrasing

5. Modify Content • Introduce of topic in fun way • Create different levels for assignments • Use manipulatives to keep attention focused on objects during lesson • Use computer-assisted instruction and multimedia presentations when possible

6. Activities • Change activities during each period to address different learning modalities e.g. visual, kinesthetic, auditory, musical . . . etc. • Provide opportunity for movement in cooperative group activities

7. Assessment Alternatives • Use a variety of assessments to address different learning modalities • Use rubrics reflecting content knowledge • Give a choice of assignments • Use appropriate language so that students understand criteria in grading

8. Physical Environment • Considerations: • Classroom space available • Class size & noise level • Adaptations: • Distraction-free Study Areas • Social Areas & Time

9. Modified Lesson Plans • Comparing Fractions with Pizzas • Author’s Perspective

10. Research shows that students with ADHD are not all the same and may have specific emotional and social needs, as well as, academic needs. Teachers need to work together with parents, administrators, psychologists, special education teachers, and other educators in order to provide the best possible education for each individual student.(Brand, Dunn & Greb, 2002, Glass, 2001, Montague & Warger, 1997, Taylor & Larson, 1998) Working Together

11. References • Brand S,  Dunn R,  Greb F. May/Jun (2002) Learning styles of students with attention deficit hyperactivity disorder: Who are they and how can we teach them? The Clearing House. Washington: May/Jun02. Vol. 75, Iss. 5;  pg.  • 268, 6 pgs • Glass, C. S. Education. (2001) Factors influencing teaching strategies used with children who display attention deficit hyperactivity disorder characteristics. Chula Vista: Fall 2001. Vol. 122, Iss. 1;  pg. 70, 10 pgs • Montague, M. & Warger, C.  (Dec 1997). Helping students with attention deficit hyperactivity disorder succeed in the classroom Focus On Exceptional Children  30  (4),  p. 1-16  (16 pp.).  Denver.  • Taylor, H. E. & Larson,S. (1998).Teaching children with ADHD--what do elementary and middle school social studies teachers need to know? The Social Studies. Washington: Jul/Aug 1998. Vol. 89, Iss. 4;  pg. 161, 4 pgs