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SPE 3603-Introduction to Exceptionality Learners with Attention Deficit Hyperactivity Disorder Chapter 7
Learning Objectives (2) Learn the history of attention deficit hyperactivity disorder, the clinical definition of attention deficit hyperactivity disorder, and the prevalence of attention deficit hyperactivity disorder. Understand how attention deficit hyperactivity disorder is identified and the causes of attention deficit hyperactivity disorder. Learn about the psychological and behavioral characteristics of learners with attention deficit hyperactivity disorder. Understand some of the educational considerations for people with attention deficit hyperactivity disorder, medication considerations for students with attention deficit hyperactivity disorder, and how professionals assess progress to help plan educational strategies. Learn about issues that should be considered with respect to early intervention and transition to adulthood for individuals with attention deficit hyperactivity disorder.
Some Key Terms (3) Neurotransmitters Continuous performance test (CPT) Adaptive behavior skills Behavioral inhibition Executive functions Contingency-based self-management Functional behavioral assessment (FBA) Coaching
Definition (5) Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) by the American Psychiatric Association (APA) Three subtypes of ADHD:
Subtypes of ADHD
Criteria For Inattentive: trouble paying attention to details, difficulty sustaining attention, problems with organization, distractible For Hyperactivity: fidgeting, leaving seat at inappropriate times, talking excessively For Impulsivity: problems awaiting ones turn, interrupting others
Combined Type
Prevalence (6)
www.cdc.gov/ncbddd/adhd/prevalence.html
ADHD is not a separate category under special education law Listed under other health impariments (OHI) Accommodations under Section 504 (Rehabilitation Act of 1973)
ADHD on the Rise (2% increase 1998 to 2009) abcnews.go.com/Health/adhd-cases-rise/story?id=14332873 Prevalence (contd) (7) More in males than females (3:1) Identification (8) Four components of assessment Medical examination Clinical interview Subjectivity of some components Doctors office effect (focused in the physician's office but not at home and school)
www.myadhd.com/snap-iv-6160-18sampl.html
Behavioral observations
Causes (Contd) (10) Areas of the brain affected in ADHD Corpus callosum Frontal lobes Prefrontal lobes Basal ganglia Cerebellum Causes (Contd) (11) Hereditary factors Family studies Twin studies Molecular genetic studies
Psychological and Behavioral Characteristics (11) Barkleys model of ADHD Behavioral inhibition Executive functions Time awareness and management Persistent goal-directed behavior www.russellbarkley.org/content/ADHD_EF_and_SR.pdf
Psychological and Behavioral Characteristics (contd) (14) Adaptive behavior skills Problems socializing with peers Lesser number of friends
Educational Considerations (15) Classroom structure and teacher direction Functional behavior assessment and contingency-based self-management The role of reinforcement
Educational Considerations (Contd) (16) Examples of contingencies Mr. Baker asks Heather to pick up all the books in class. Heather picks all the books and places them on the shelves. Mr. Baker gives Heather a free homework pass for her help. Chris walks into class and sees that it is time for reading circle. His teacher asks him to sit in the circle. Chris screams and cries. As a result his teacher sends him to the principals office.
Educational Considerations (Contd) (17) Service delivery models No statistics because ADHD is not a separate category Presumption that less than half receive special education Placement should be determined on an individual basis
Educational Considerations (Contd) (18) Collaboration and co-teaching Successful/recommended strategies for co-teaching
One teacher presents instruction to entire class while the second educator circulates the room providing support.
One teacher presents instruction to a large group of students and the other provides remedial/supplementary instruction to a small group. Students are divided into two groups. Each teacher works with one group delivering the same instruction. Both teachers share the instructional activities equally.
3 Parallel Teaching
Lesson is divided into segments and presented by different teachers in different locations in the classroom; students switch stations once lesson is finished.
Medication Considerations (19) Controversy to use of psychostimulants (Ritalin, Adderall, and Strattera) The research evidence Effectiveness Nonresponders and side effects Drug abuse
Cautions regarding medication Medication versus behavior management Study by the National Institute of Mental Health shows that behavior management combined with medication management is most effective (1999)
Assessment of Progress (20) Progress monitoring Monitoring academic progress Curriculum-based measurement (CBM)
Testing accommodations
Early Intervention (21) Difficult to determine in young children because of behavioral similarity Children who are identified typically have extreme behaviors and require special programming
Transition to Adulthood (22) 10-50% outgrow symptoms Diagnosis in adulthood Adult outcomes Employment Marriage and family