ADHD

ATTENTION DEFICIT HYPERACTIVITY DISORDER

According to Centers of Disease Control and Prevention (CDC), in year 2007, there are

4500000

children age 3 to 17 with ADHD.

DEFINITION

TYPES

ADHD
ATTENTION DEFICIT HYPERACTIVITY DISORDER
5

IMPLICATIONS IN TEACHING AND LEARNING

4

CHARACTERISTICS

CAUSES

DEFINITION
ADHD definition now includes students having limited strength, vitality, or alertness, including a heightened alertness with respect to the educational environment.

Different types of ADHD

Predominantly Inattentive Type Predominantly Hyperactive-Impulsive Type Combined Type

Trouble paying attention in class and are forgetful and easily distracted Difficulty in organizing task and activities

Cannot sit still, often talk excessively, and have difficulty playing quietly Fidgets with hands or feet or squirms in seats

Have features of inattention and hyperactivity/impulsivity

CAUSES OF ADHD
1 2 3

Environmental Factor Stress in a family or from environment sometimes cause symptoms of ADHD (but only temporarily).

Biological Factor
According Baren (1994) and supported by Henderson (1999), certain teratogens increase the likelihood that a child will develop ADHD. Prenatal teratogens: maternal smoking, alcohol or drug abuse Peri- and Postnatal: brain injuries, exposure to chemical poisons

Genetics

ADHD is polygenetic (more than one faulty gene). Dopamine transporter and receptor genes affect the students self-control.

Video clip

Name
Age Type

Liam Hill
5 years old ADHD Combined Type Fearless, impulsive and rarely does what he is told

Characteristics

thought I could {I never dislike a child so much}

IMPLICATIONS TO TEACHING AND LEARNING

COMMON CLASSROOM PROBLEMS WITH ADHD

1

Frequently out of seat at inappropriate time

4

Talking out of turn

2

Deviating from what the rest of the class is doing

5

Not following teachers or other adults instruction

Being aggressive towards classmates

COMMON CLASSROOM PROBLEMS WITH ADHD

6

Having short attention span and easily distracted

Not handing homework or handing it late

Being oblivious and daydreaming

Producing work that is incomplete

SPEECH
READING
Implications to Teaching and Learning

SPELLING

HANDWRITING
MAINTAIN CONCENTRATION

HOMEWORK
BEHAVIOURAL PROBLEMS

SPEECH
Expressive skills in working with the childs articulation Conversational skills involve talking to the child

One-to-one approach where adult could model appropriate responses and turn taking
Encourage child to verbalize his needs using sounds, words or sentences

READING
Help the child to read more fluently and confidently and also provide the child opportunity to know new words.

Select a book that the child has interest in Teacher read a short passage (student can rely on his short term memory as aid for reading) The child read aloud together with the teacher Discuss the passage with the child Write down the word the child consistently has difficulty identifying (use other activity to give him more experience seeing these words)

SPELLING
Help the child to visualize the words, and to help the child to remember the words through hearing.

Write and spell the words on sand

Pair a movement while spelling words

HANDWRITING
Assistive-writing devices can help to overcome the problem of holding a pencil Lined paper may help the child to write his word in a more consistent manner (size)

Exercises would focus more on early writing skills through scribbling and drawing lines

This helps him to anchor and position his writing

DIFFICULTIES IN CONCENTRATING
Ive had a hard time starting that *essay on The Merchant of Venice+. And its not because I dont want to do it; its because I find it hard to concentrate on it. (James, 15) *+ when my mum asks me to do stuff, like say empty the dishwater. And then I would get distracted or something. And I wouldnt do the dishwater, because I would forget about it. And then she would come and yell at me because I didnt do it. (Hope, 13)

MAINTAIN CONCENTRATION
Give clearly stated time frames for task Provide immediate feedback that motivates the child Set goals and offer rewards to motivate the child Plan smaller task rather than lengthy session Cut down the distractions in the room Put the child next to a quieter, reliable child (set as good role model)

HOMEWORK

Negotiate with the child on the reward and the tasks should be done. Put the chart up in a place that the child can see and keep track with it. Reward chart should be modified once in a while, the child will realize more effort will be needed in order to get the rewards.

BEHAVIOURAL PROBLEMS
Ignore-Rules-Praise Strategy (Wheldall and Merrett, 1987)

The Raise Your Hand Rule: When the teacher asks the whole class a question students are to raise their hands if they know the answer and not speak until asked by the teacher. Teacher asks the class: What is the answer for 1 + 2?

Sara calls out: 3!

Teacher ignores Saras answer, and says to Anne, who has raised her hand: Well done Anne for remembering the raise your hand rule. Whats your answer?

SUMMARY ON ADHD

Reference
Cooper, P., & ORegan, F. J. (2001). Educating children with AD/HD: a teachers manual. New York: Routledge, Falmer. nosynasser. (2011, September 26). BBC Horizon 2005 Living With Adhd [Video File]. Retrieved on 2012, January 24, from http://www.youtube.com/watch?v=lqthHrkoOSc Teo, H. J., & Woo, P. J. (2004). Attention-deficit hyperactivity disorder: understanding, helping and coping. Petaling Jaya: Oak Enterprise. Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D. (2002). Exceptional lives: special education in todays schools (3rd ed.). New Jersey: Merrill Prentice Hall.

SLOW LEARNER
Nationwide, Slow learners make up approximately

14% of the students

population, more than students in all special education categories combined

CAUSES
2

CHARACTERISTICS

IMPLICATIONS ON TEACHING AND LEARNING

SLOW LEARNER
1

DEFINITION

Fast Forward the slow learners

DEFINITION
Have low intelligence and academic performance but do not qualify for special education for either cognitive or learning disabilities.
IQ SCALE Over 140 120 - 140 110 - 119 90 - 109 80 - 89 70 - 79 Genius or almost genius Very superior intelligence Superior intelligence Average or normal intelligence Dullness Borderline deficiency in intelligence
We are here

Under 70

Feeble-mindedness

Slow Learners are here

CAUSES OF SLOW LEARNER

1 2

Environmental Factor Deprivation of physical stimulation Nutritional deficiencies Damaging diseases (Rubella) Brain injury (Car accident) Psychological or social defects Inadequate parental upbringing Poor socio-economic conditions Lack of education stimulation

Biological Factor
Dominant defects Parent/ both parents contribute defective genes Recessive defects Gene only exert when both parents are carriers Aberrant replication or rearrangement of chromosome

CAUSES OF SLOW LEARNER

3

Other Factors

Social habits of the mother Mother who smoke during pregnancy tend to produce underweight and premature children Multiple births Increase likelihood of damage to each infant Presence of physical agents Inappropriate use of x-rays and noxious substances can lead to behavioral disturbance and brain injury

IMPLICATIONS TO TEACHING AND LEARNING

COMMON CLASSROOM PROBLEMS WITH SLOW LEARNERS

1

Having difficulty to transfer the concept taught to new situations Having difficulty in organizing new material and assimilating incoming information into previous acquired information

Having difficulty in time management

4

Develop academic motivation deficits

FAMILIARITY OF STIMULATION ATTENTION LANGUAGE STRUCTURING THE ENVIRONMENT MODELLING OVERLEARNING

Implications to Teaching and Learning

MOTIVATION AND REWARD

CORRECT BEHAVIOR

FAMILIARITY OF STIMULATION AND ENVIRONMENT

Children are likely to show a decrease in verbalization and motor perceptual performance if they are not familiar with the surroundings
Help the child to familiarize with the surrounding (reduce the childs stress) Given opportunity to manipulate things they are using before starting new tasks

ATTENTION
Too difficult task makes the child does not know what to respond and what not to respond
Break the tasks into small units. Make sure the child is not dealing with too much work at one time Learning only takes place for brief period of time

1. Sit properly 2. Put appropriate amount of food 3. Shutting mouth while eating 4. Talking at appropriate moments

LANGUAGE

Language
Restricted Code The large block Elaborated Code The large red block

Use restricted mode rather than elaborated mode Slow speech is better than fast speech (Brown & Hughson, 1972) Let the child talk to us enable the child to be familiar with language and help us to understand their problems

Giving long and descriptive speech will cause childs system to be overloaded

STRUCTURING OF ENVIRONMENT
Task involving childs initiative and flexibility tend to result in breakdown
Fixed a definite place and time for definite activities to be carry out Fixed definite type of task given

MODELLING
Often child does not see us a person to copy, maybe we are different in size, age, status and language structure
Advantages of using another student as model:
Likely to demonstrate easy to difficult way in doing things (no shortcut) Motivation can be raised as the child is identified to the model We can enhance situation by using reward with the model

OVERLEARNING
Move on rapidly once the child gained success will lead to forgetting
Provide opportunity to repeat learning sequence even though we know the child can do it Change the question slightly and introduce new situations

MOTIVATION AND REWARD

Reward must be immediate Reward should go well with the non-verbal communication

Concrete, visual reward

Abstract, auditory reward

CORRECT BEHAVIOR
Task perform incorrectly by the child should be corrected. Break the task to small units and teach again.

SUMMARY ON SLOW LEARNER

Reference
Brown, R. I. (1978). Psychology and educational of slow learners. Boston: Routledge & Kegan Paul Ltd. IQ scale. (n.d.). www.increase brainpower.com. Retrieved on 2012, March 4, from http://www.increasebrainpower.com/iq-scale.html Shaw, S. R. (2010, Feb). Rescuing students from the slow learner trap. Retrieved on 2012, Feb 2, from http://www.nasponline.org/resources/principals/Slow_Learners_Feb10_NASSP.pdf

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