...Running Head: TEACHING STUDENTS WITH ADHD 1 Teaching Students with ADHD Unit 6 Project Mary Smithers Comment [J1]: Check out the APA video for help with formatting the title page. Does this title page need revision? http://www.screencast.com/t/SzdTts7wl9d CM107 2 Teaching Students with ADHD I. Introduction a. The number of students with ADHD is on the rise b. Teachers have to adjust their instructional methods and use non traditional strategies to reduce the stress these students feel and improve their academic performance. Comment [J2]: What do you think of this outline? It uses sentences to establish main ideas. Does it need more detailed information II. ADHD is a disability and it affects students in every level of their lives. a. It affects their interaction with people their age b. It affects their relationship with teachers c. It affects how they learn III. What can parents do to help their children? a. Parents should seek medical treatment b. Therapy is often times needed c. Medication is often prescribed Comment [J3]: Do you think all the information in the outline is relevant to the thesis? What would you do to make the outline stronger? IV. What can teachers do? a. Teachers can use peer instruction b. Teachers can modify instruction by using games and manipulatives c. Teachers can use computer assisted instruction 3 V. Conclusion Teachers have to change the way they teach students with ADHD. Traditional methods do...
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...Teaching Students with ADHD J. Palmer Capella University Abstract In recent history, the number of students diagnosed with Attention Deficit Hyperactivity Disorder has grown tremendously; causing teachers to face new challenges on how to instruct students with behavioral and learning difficulties. Students with ADHD have not only the privilege, but also the right to learn according to the Public Law 94-142 and the Americans with Disabilities Act. There is growing debate about methods that are best for students with ADHD including reward systems for behavior, to medications administered to the individual. In order for a student to learn with ADHD, teachers should integrate a variety of techniques, a general knowledge of medications and ADHD itself. Teaching Students with ADHD Introduction Sitting still, listen quietly, concentrating are characteristics of students inside of a classroom engaged in learning. But to a student who has Attention Deficit Hyperactivity Disorder, these tasks can be somewhat a difficult challenge. Inside of the public school system, ADHD has doubled its numbers from previous findings ten years ago. For three years, I have worked with adolescent teens in the foster care system that was placed inside behavioral facilities. One of the common diagnoses of the teens included ADHD. Seeing first hand the affects of ADHD, I chose this topic to further expand my knowledge of ADHD and what strategies could maximize learning within the classroom. One...
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...Understanding and Teaching Students with ADHD Evening Degree Program High Point University Understanding and Teaching Students with ADHD The stereotypes are those which we are all too familiar with: the school boy who refuses to stay in his seat for more than a few minutes at a time; instead he goes back and forth to the pencil sharpener or the trash can over and over again and is constantly tapping something when he happens to be seated. We also know of the schoolgirl who never stops staring out the window peacefully daydreaming instead of paying attention to the lesson at hand. It is now common knowledge that this type of behavior seen in the boy can usually be attributed to a neurological disorder called attention deficit hyperactivity disorder (ADHD) (Hallowell & Ratey, 1994). This diagnosis is also given to the girl in this example even though she doesn’t show signs of hyperactivity. In this case the term Attention Deficit Disorder (ADD) is sometimes used, although it is generally agreed that both are suffering from the same problem (CHADD, 1996). Both of these scenarios pose a difficult challenge for the educator. How can teachers most effectively work with children who have ADHD? What is ADHD and how is it treated? Teachers need to understand the condition of ADHD before trying to learn how to make instructional changes for the afflicted children. ADHD symptoms were previously thought to stem from the brains inability to filter competing sensory...
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...of a high-schoolers as students are expected to retain more information through application and critical thinking. Students who typically received straight A’s with minimal work invested arrive at the harsh realization that this habit is not successful in college. This transition can be difficult to manage, and students resort to Adderall for this increased focus. Desantis and Hane explore the prevalence of ADHD stimulants with a specific focus on how college students perceive and justify the use of these medications. Many students say, “I’m doing it for the right reasons,” especially in the case of Adderall (35). The “right reasons” stem from this desire to be academically successful, which is...
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...with ADHD Cynthia G. Humphrey Wayland Baptist University RSWR 3345 August 2011 Abstract This paper explores various treatment options for children and adolescents with Attention Deficit Hyperactivity Disorder. The outcome of previous research was reviewed showing the effects on children and adolescents with ADHD when the method of treatment was pharmacology and when the method of treatment was pharmacology along with behavior modification. Behavior modification refers to programs that were administered in an academic environment or behavior programs that were part of psychotherapy. This paper specifically addresses the academic effects of treatment with medication, the effects of treatment with medication and behavior modification, and the effects of treatment with behavior modification alone. Keywords: ADHD; children; adolescents; behavioral; academic; treatment Effective Treatment for Children and Adolescents with ADHD Attention Deficit Hyperactivity Disorder (ADHD) is a complex mental disorder that is controversial because of its method of diagnosis and detection. Children and adolescents with ADHD generally have difficulty concentrating, finishing tasks, controlling behavior, acting impulsively, and being overactive. Managing youth with ADHD can be difficult for parents, teachers and others that have direct contact with the child or adolescent. Medication is one of the most common first lines of treatment used to manage and alleviate the symptoms of ADHD in children...
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...Inclusion Education and ADHD: A Hit or a Miss? Alice A. Avila-Smith COM 22 July 15, 2012 Katherine Cox Inclusion Education and ADHD Brianna, a precocious seven-year-old student diagnosed with ADHD came home from school and handed her mother a report with a turned down smile on it from her teacher indicating she was disruptive in class, earning her a time-out. Her mother asked why she talked so much in class. With a wide-eyed innocent expression on her face, Brianna says, “I don’t want to but I have to! (B. Smith, personal communication, October, 2002). For an estimated 4.5 million school-aged children diagnosed with ADHD, this same sentiment could be echoed much to the dismay of parents and teachers alike. Forty percent of these children are also diagnosed with co-morbid conditions, secondary to ADHD, such as learning, and conduct disorders or Oppositional Defiance Disorder, a condition marked with aggression, conflict-seeking, ignoring even the simplest requests, and frequent outburst (Flippin, 2005). Proponents of Inclusion Education argue integrating disabled students with their non-disabled peers into mainstream classrooms is beneficial to teaching them how to socially function in the world after high school; however, immersion does not guarantee inclusion for the ADHD student, who typically does not benefit from the one-size-fits-all classroom model. Inclusion of ADHD students in mainstream education has merit, but it has missed the mark because it leads to...
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...Running head: CHILDREN LEARNING WITH ADHD 1 Children Learning with ADHD Selecia Watson CNDV 5312_C21_AP1-Group Counseling Theories Techniques Lamar University Children Learning with ADHD Children with ADHD are in need of a group that will help to improve their academic functioning. This group would be important for children with ADHD because those with ADHD have significant impairment in multiple domains of functioning. “The most problematic is academic impairments because children with ADHD will most likely be retained, placed in special education, and drop out of school than their peers. They often will forget to complete assignments, complete assignments but forget to turn in the assignment, and make careless mistakes in their work” (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008, p. 401). Also, children with ADHD will display off tasks, impulsive, and disruptive behaviors in the classroom (Langberg, Epstein, Urbanowicz, Simon, & Graham, 2008). Also, Raggi and Chronis (2006) state that academic difficulties for children with ADHD include failure to complete homework, poor comprehension of material, poor study skills, low test and quiz grades, poor preparation for class, disruptive behavior, peer conflict, and conflict with teachers. If ADHD is left untreated then this can seriously interfere with a child’s social interactions with peers and teachers, academic achievement, and overall school experience (Leslie, Lambros, Aarons...
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...SameDayEssay.com ADHD Methodology 1 Methodology of Research, Data Collection and Analysis This part contains a discussion of the methodologies used to collect and analyse data for the study with the aim of determining whether mainstreaming and inclusion of children with ADHD is the best option or if alternative options are available for parents and schools that would allow special children to achieve their maximum potential. The objectives that would allow the aim of the research study to be achieved are the following: (1) To conduct semi-structured surveys involving the following target respondents: a. Special education teachers handling students with ADHD b. General education teachers in mainstreamed classes c. Parents of children with ADHD d. Parents of children without ADHD but whose children attend classes with children with ADHD e. Classmates of children with ADHD (2) To answer the following research questions to be adapted in the most appropriate manner according to the nature of the respondent (teacher, parent, or schoolmate): a. How effective is mainstreaming in dealing with ADHD students? b. How prepared are teachers in dealing with ADHD students? c. What other alternatives are they aware of or have been tried to deal with ADHD students? (3) To analyse and evaluate the data collected to find the answer(s) to the research aim as to whether mainstreaming is the best option, or if there are better alternatives, and the different conditions for the effectiveness of...
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...Attention Deficit Hyperactive Disorder (ADHD) is a medical condition that typically presents in early childhood. In 1975, the Individualized Education Program (IEP) was created to ensure that each student gets an equal opportunity to obtain the same education, regardless of disability. An IEP outlines what accommodations are necessary for a child to succeed in their education. Most children with ADHD need to have special considerations to successfully complete their education. Children with ADHD often struggle in the typical structure of public school. The diagnosis of ADHD often includes other disorders, most commonly: learning disabilities, Tourette Syndrome, Oppositional Defiant disorder, Conduct Disorder, Anxiety, Depression, Bipolar...
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...ADHD stand for attention deficit disorder with hyperactivity. According to Smith and Tyler (2010) "attention deficit hyperactivity is a condition of hyperactivity, impulsivity, inattention; included in other health impairments."(Smith and Tyler, 2010) ADHD is often to referred as attention deficit disorder (ADD). Amongst school-age children attention deficit hyperactivity disorder has been recognized as the most common disorder. Inattention, hyperactivity, and impulsivity are the core symptoms of Attention Deficit Hyperactivity Disorder (ADHD). A student's academic success is often dependent on his/her ability to maintain a task, pay attention to the teacher and follow classroom expectations with minimal distraction. There are several ways of dealing with ADHD in the classroom that can make learning effective for these students. In order for teachers to understand ADHD they must a have knowledge about what it is and how to deal with children that has this type of disorder. Attention Deficit Hyperactivity Disorder (ADHD) is a condition in which a person not only has great difficulty concentrating for more than a few moments but also is inattentive, impulsive, and overactive. (Berger, 2009) Learning Disability (LD) is a disability of unexpected underachievement typically involving reading that is resistant to treatment. (Smith and Tyler, 2010) Inattention is the inability to pay attention or focus. (Smith and Tyler, 2010) Hyperactivity is an impaired ability to sit or concentrate...
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...Imagine a rambunctious student, around the age six or seven jittering in his seat not paying attention to what the teacher is saying, he does not follow instructions, sometimes he will blurt out unnecessary and irrelevant comments, and he almost always forgets to turn in his assignments. Now, somebody might just pass off this kind of behavior as a kid just being a kid or as a kid that is a misbehaving nuisance that will eventually grow out of this phase; however, there might be another more concerning problem causing the child to act out in this particular way. ADHD is a weakness in the brain's ability to focus on important sensory information (Logsdon, 2018, par. 1). This means that people who have ADHD have a harder time concentrating and...
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...common behavioral disorder that affects an estimated eight percent to ten percent of school age children. Boys are about three times more likely than girls to be diagnosed with it, though it is not yet understood why. Children with ADHD act without thinking are hyperactive and have trouble focusing. They may understand what’s expected of them but have trouble following the rules because they can’t sit still, pay attention or attend to details. Children with ADHD experience major difficulties in social relationships (Hinshaw, 2002; Landau & Moore, 1991). Studies of social impairments associated with ADHD have used a variety of measures, including positive and negative peer ratings, parent and teacher...
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...issue of classroom management regarding students with ADHD and ODD has been debated in the educational field for many years. Many studies attribute common behaviors such as aggression, noncompliance, and anger as factors leading towards teacher frustration and increased teacher burnout (Bunte, Schoemaker, Hessen, van der Heijden, &Matthys, 2014). Approximately 11% of children 4-17 years of age (6.4 million) have been diagnosed with ADHD as of 2011.The percentage of children with an ADHD diagnosis continues to increase, from 7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011 (ADHD). Additionally, students with ADHD have shown an increase in comorbidity with ODD (ADHD). Due to the fact that many teachers lack preparation in the area of classroom management dealing with students with challenging behavioral issues, such as those in students with ADHD and ODD, they are subjected to increased frustration and increased teacher burnout rates. Further research also points out the adverse effects lack of teacher preparation have on the future outcomes for students with negative conduct behavior, which include the likelihood of students with ADHD and ODD to develop substance abuse and criminal aggression in later years (Darney, Reinke, Herman, Stormont, &Ialongo, 2012). As such, professional development in the form of teacher and intervention training is needed in order to support the needs of both the teachers and the future outcomes for students. This grant proposal will offer professional...
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...Other Health Impaired- ADHD in Early Childhood Education Abstract The causes of ADHD are not well understood, many children with ADHD struggle in the classroom. Their inability to stay on task, impulsive behavior, and fidgeting impair their ability to learn and increase the likelihood of unsatisfactory interactions with others. Children with ADHD who are not served under IDEA are receiving services under Section 504 of the Rehabilitation Act. Schools may be required to develop and implement accommodation plans to help students with ADHD succeed in the general education classroom under the Section 504 Rehabilitation Act. There are many assistive technology devices and systems that are made available for children with ADHD; such as talking books, children’s talking calculators, and software based lessons for reading, writing and arithmetic. Attention-deficit/hyperactivity disorder (ADHD) is one of the most commonly diagnosed mental health disorders, occurring in 3% to 7% of school-age children. Approximately 5.4 million children ranging from ages 4-17 at some point have been diagnosed with ADHD. Many students with ADHD are easily distracted and struggle to focus their attention on assigned task. ADHD is a condition of the brain that affects a person’s ability to pay attention. It is most common in school-aged children. ADHD is presented in boys three times more than it is presented in girls. There are three subtypes of ADHD: predominately hyperactive/ impulsive type-...
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...Diagnosing ADHD There is no easy test that can detect ADHD. The process for diagnosing ADHD requires a complete evaluation of the individual. These evaluations are conducted by primary care doctors, pediatricians in the case of children or family practitioners. More severe cases may be referred to specialists who can assist in the evaluation process. A physician will usually perform a physical exam and take a medical history including an individual’s past health history, family history, medicines and allergies. The physician will ask questions about other emotional conditions such as stress, depression and anxiety, which have symptoms that are similar to ADHD. These conditions must be ruled out first. Families and educators play a critical role in the identification of ADHD in children. Parents, educators and other persons close to the child will be required to complete evaluation questionnaires which focus on the child’s behavior. These questionnaires are then evaluated using the “DSM-IV Diagnostic Criteria for Attention Deficit/Hyperactivity Disorder” to determine the ADHD diagnosis. (Foley, Carlton & Howell, 1996)...
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