OUTLINE OF ADHD PRESENTATION

Pre-Presentation

Five-minute video introduction to ADHD (Vineyard Video, 1997).
Three-minute on-line presentation of an auditory distraction (www.pbs.org/misunderstoodminds, 2002).
Break into six groups for individual presentations.

Presentation

ADHD: Definitions and Symptoms:

Introduction to a standard definition of ADHD

Comments on the difficulty surrounding the identification and treatment of ADHD

Summary of the 3 primary characteristics of ADHD:

1. Inattention

2. Impulsivity

3. Hyperactivity

4. Low Self-Esteem

Brief note on the role of medication in the treatment of ADHD

(Group Discussion surrounding some beliefs about the role of medication)

ADHD: Classroom accommodations and techniques

Overview of the various types of accommodations and strategies in helping ADHD students

Focus on cognitive psychology, its philosophy, and rationale for choice

1. Method is the result

2. Process is the goal

3. Focus is the self

Presentation of some methods used in cognitive psychology

1. Modeling-Rehearsing

2. Self-Verbalization

3. Self-Monitoring

4. Re-attribution – Translation

An in-depth look at a case study using cognitive psychology.

1. Students given a “blank” sample of cognitive training

2. Brainstorm AHDH symptoms addressed and the methods used

3. Presentation of full case study

Practice in the art of Re-attribution – Translation

1. Students given a profile of an ADHD student and are required to “translate”

ADHD: Personal Reflections

Reason for my personal interest in ADHD

Reflecting on where the focus of change should be: the student or the teacher

Final unanswerable (prompt) questions for thought

HAND OUT #1: ADHD - MYTHS AND FACTS

ADHD is primarily seen in school-aged, male children

ADHD is located within the individual, and is biological in nature

Medication is the most effective method for treating ADHD in terms of effects on behavior, academics, and cognition

ADHD is not real in and of itself, it is inconsistent in symptoms, difficult to identify, and is thus a construct invented by parents and lazy teachers

ADHD is not located within the individual, rather it is a result of interactions between an individual with certain reactions and an environment with certain expectations

HANDOUT #2: Cognitive / Cognitive-Behavioral Strategies: A case study (STUDENT COPY)

The case study here is one involving a third grade, ADD identified girl named Carol, who while not having particular trouble with reading, is unable to find, and/or be prepared for her reading group work. The teacher first made a list of Carol’s problem areas. Then the teacher changed some of her own behavior. The teacher started using a Reading Time bell. The teacher put a picture of a child reading onto Carol’s reading book. The teacher entered a note into Carol’s reading book at the last page that they finished. On making her rounds to the reading groups, the teacher sat with Carol, and followed the words being read with a ruler.

The teacher then did some more formal cognitive training with Carol. She made a list of questions and answers, and in front of Carol, asked and answered them verbally. After doing this, the teacher then did the same type of actions that Carol might do when its reading time. After this, the teacher had Carol walk with her while she did everything again. Next, the teacher asked the questions and Carol walked beside her repeating the answers. The process was repeated, but with Carol prompting the next action by answering the questions independently. Finally, the whole process was completed independently by Carol herself (Nelson-Burford, 1985:64-65).

Try to find the major methods of cognitive training contained in the teacher’s responses?

What are some other methods that the teacher could have used to assist Carol?

HANDOUT#2: Cognitive / Cognitive-Behavioral Strategies: A case study (TEACHER’S COPY)

The case study here is one cited by Nelson-Burford (1985), in which the teacher uses cognitive psychology methods to assist a third grade child with ADD named Carol. The teacher decided to focus, in this case, on Carol’s inability to find, and/or be prepared for her reading group work. The teacher first made a list of Carol’s problem areas, and an accompanying list of accommodations for her. To assist Carol in finding her seat, the teacher created a Reading Time bell to signal the class. To help Carol to find her reading book, the teacher put a picture of a child reading onto the reading book, with a schedule of reading time periods. To assist Carol in reading, the teacher would enter a note into her reading book at the last page that they finished. As well, on making her rounds to the groups the teacher sat with Carol, focused more of her attention on her, and assisted her in reading by using a marker with which Carol could follow the other students.

The teacher then did some more formal cognitive training with Carol. Breaking the tasks into clear steps, the teacher asked questions aloud and answered them verbally:

After the reading whistle, where do I go? (My seat)
After sitting down, what do I get out of my desk? (My reading book)
After getting my book, where do I go? (My reading group)
After sitting with the group, what do I look for? (A page marker)
After reading has begun, how do I follow? (Use a ruler below the words)

After verbalizing all of these questions and answers, the teacher then modeled the actions in the classroom for Carol. After this stage, the teacher had Carol walk with her through the modeling process. Next, the teacher verbalized, with Carol walking beside her repeating the answers. The process was repeated, but with Carol prompting the next action by answering the questions independently. Lastly, the whole process was completed by Carol herself, who verbalized and rehearsed the behaviors until she was able to do it all on her own (Nelson-Burford, 1985:64-65).

After a couple of more sessions, the process was helpful to Carol on many levels. The verbalization skills should eventually be internalized to such an extent that they become an internal “think-talk” (Whalen, 1986). Breaking up the method into stages, and repeating them to memorization assists in the development of self-monitoring skills. Modeling and rehearsal helped Carol to obtain practice. The hope is that the methods and skills practiced will be internalized and generalized to other areas of Carol’s life.

HANDOUT #3: THE ART OF TRANSLATION (STUDENT COPY)

It is more appropriate to conceptualize ADHD in terms of differences in neurological

functioning, rather than deficits – and of quantitative rather than qualitative differences

(Weaver, 1990:8).

All behavior represents an individual’s best effort at adaptation and self-regulation, and (these

traits) will need to be valued, even if it is necessary to work with the individual to find more

acceptable forms of self-regulation.

(Cherkes-Julkowski et al, 1997)

One of our jobs as teachers and parents when dealing with children of any kind is to help foster their self-esteem. Parents themselves often feel responsible for their child’s behavior, and can be comforted with positive words about the child (Buchoff, 1990). Finally, research shows that working with exceptional students is highly demanding and stressful, often leading to low self-esteem among teachers themselves (Johnson, 1991). The point of the following exercise is to help you to help those suffering from low self-esteem, and to help you the teacher to translate often infuriating and bewildering behavior into something positive. This activity was adapted from Lerner et al (1995).

Student Profile: Billy has been identified with ADHD. In the classroom he is very active, not able to sit down for long periods of time. In dealing with others, Billy is very social and talkative, yet - perhaps to gain some degree of control - Billy is often quite bossy. Billy doesn’t necessarily have difficulty with schoolwork, but he gets bored very quickly, and the teacher finds that he will only pay attention when a new or interesting topic or method of teaching is used. Billy is very impulsive, often unable to control his behavior; this may lead his being quite uninhibited.

Name some of Billy’s traits that could be considered negative.
Try to translate these negative manifestations into positive behaviors.

HANDOUT #3: THE ART OF TRANSLATION (TEACHER COPY)

It is more appropriate to conceptualize ADHD in terms of differences in neurological

functioning, rather than deficits – and of quantitative rather than qualitative differences

(Weaver, 1990:8).

All behavior represents an individual’s best effort at adaptation and self-regulation, and (these

traits) will need to be valued, even if it is necessary to work with the individual to find more

acceptable forms of self-regulation.

(Cherkes-Julkowski et al, 1997)

1. Name some of Billy’s traits that could be considered negative.

2. Try to translate these negative manifestations into positive behaviors.

· Excessive activity (increased productivity) If the teacher could find something that Billy liked, and focus his energy there, Billy might be able to do a lot of good, conventional work.

· Bossiness (leadership potential) If Billy’s self-esteem is maintained, he could become a leader in certain areas that he is interested in.

· Attraction to novelty (road to creativity) Billy could play an excellent role in brainstorming activities, he could even take on the role as the “Ideas Man”

· Impulsivity (increased energy) When gym class is over, and everyone else is worn out, Billy could be given some kind of chores to do, such as putting the balls away.

· Constant socializing (love of people) Billy could take on such class responsibilities that involve talking to many classmates, such as class president.

· Uninhibited (debating skills) Billy is not afraid to speak his mind. Perhaps a spot on the debating team is in order.

HANDOUT #4: ADHD – References

Buchoff, R. (1990). Attention Deficit Disorder: Help for the Classroom Teacher.

Childhood Education, v. 67 n. 2, p. 86-90.

An excellent guide for the classroom teacher, many practical suggestions

Fiore, T. A., Becker, E. A., Nero, R. C. (1993). Educational Interventions for Students

with Attention Deficit Disorder. Exceptional Children, 60 (2) 163 – 173.

Informative overview of the differing methods to approach ADHD, including behavior management, academic instruction, home-school collaboration, and comprehensive programming.

Johnson, D.D. (1991). I Can’t Sit Still – Educating and Affirming Inattentive and

Hyperactive Children. Santa Cruz, California: ETR Associates.

Thorough and heartfelt, this doctor has assembled a wide variety of techniques for both the parent and teacher, as well as the child. There is an excellent section on how to manage emotions.

Lerner, S. R., Lowenthal, B., Lerner, J.W. (1995). Attention Deficit Disorders

(Assessment and Teaching). Toronto: Brooks/Cole Publishing Company.

Clinical view of the differing types of methods to deal with ADHD, its history, biological basis, and aspects of the (American) law.

Weaver, C. (1994). Success at Last! Helping Students with Attention Deficit

(Hyperactivity) Disorders Achieve Their Potential. Heinemom, Portsmouth

A collection of research, reports, interviews, and essays that take a “whole language-constructivist” approach to teaching kids with ADHD.

www.pbs.org/wgbh/minsunderstoodminds, (2002).

An excellent companion to the PBS’, “Misunderstood Minds”, a special about children with learning disabilities. Includes research, links, many references to get you started, and interactive features to let you “experience” the condition.