Teacher Assistant Professional Development Day ADHD in the School Setting Kenneth Lyford October 20,...

Teacher Assistant Professional

Development DayADHD in the School Setting

Kenneth Lyford

October 20, 2014

Common Board ConfigurationDate: October 21st 2013

Benchmarks: 21ST Century Skills-Agility and Adaptability

Bell Ringer: Pre-Test/Word Board

Essential Question: What is Attention Deficit Disorder and how does it affect student success.

Common Language: Executive Functions,Hyperactivity, impulsivity, Initiation, Inhibit, planning, shift

Objective: To create a better understanding of ADHD and how to help students with ADHD succeed

Agenda: Gradual Release

I DO-Present ADHD and Executive Functions

WE DO- Discuss Accommodations for Students with ADHD.

YOU DO- Small Group activity-Apply

Accommodations to real situations.

Summarizing Activity: Applying ADHD accommodations to real situations

Next Steps:Implement strategies learned, with students.

Learning Goals: Participants will better understand Attention Deficit Hyperactivity Disorder and learn simple strategies to help students succeed.

Lake County Schools

Vision Statement

• A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

Mission Statement

• The mission of the Lake County Schools is to provide every student with individual opportunities to excel.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Lake County Schools College and Career Readiness

Instructional FrameworkKey Performance

IndicatorsSchool

Improvement Plan

Florida Standards

Professional Learning

Community

FCIM MTSS LESSON STUDY

Personalized Learning

Desired Student Outcomes

Statement of Work

Content Cultural Behavior

Process Interventions Capacity Building

Autonomy of Learning

1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions

The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.

Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology

The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:

Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.

The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act

Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:1. Problem Identification2. Problem Analysis3. Intervention Design4. Response to Instruction/ Intervention

Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are:1. Collaborative Planning2. Lesson Observation by Teachers3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior4. Reflection, Refinement and Re-teaching as Necessary

Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Bell Ringer:

1- Please Complete ADHD Pre-Test

2 - When Finished Complete Sentence on Board

ADHD MYTHS

ADHD is Not a Real Medical Disorder

MYTH:

Myth:ADHD is Not a Real Medical Disorder

1900-1950

Brain Damage Syndrome• Defect in moral control

• Chaotic Family Life

• Notice similarity to primates with prefrontal lesions

• Symptoms arose in children who suffered with encephalitis and pre-natal damage to the brain

• 1939-Treatment with amphetamines

In the Beginning

We Just Started to Understand


1950’s Hyperkinetic Syndrome

More specificity in behaviors

1960’s Hyperactive Child Syndrome

• Studies start to identify specific areas of the brain affected


1970’s Attention Deficits

• Medication Therapies

• Overlooked by Public Law 94-142

• Adult hyperactivity



1980’s ADD With and Without Hyperactivity

• Becomes ADHD on 1989


1990’s- Present

Medical Evidence

Neuroimaging-PET and MRI Scans indicate reduced activity in frontal regions of the brain

Reduced amounts of Dopamine that affects the Neurotransmitters in the prefrontal cortex

Russell Barkley

http://www.continuingedcourses.net/active/courses/course003.php

http://www.continuingedcourses.net/active/courses/course003.php


Currently

The Picture is Much Clearer

• Fails to give close attention to details or makes careless mistakes.

• Has difficulty sustaining attention.

• Does not appear to listen.

• Struggles to follow through on instructions.

• Has difficulty with organization.

• Avoids or dislikes tasks requiring sustained mental effort.

• Loses things.

• Is easily distracted.

• Is forgetful in daily activities.

• Fidgets with hands or feet or squirms in chair.

• Has difficulty remaining seated.

• Runs about or climbs excessively.

• Difficulty engaging in activities quietly.

• Acts as if driven by a motor.

• Talks excessively.

• Blurts out answers before questions have been completed.

• Difficulty waiting or taking turns.

• Interrupts or intrudes upon others.

1-ADHD predominantly inattentive presentation:(ADHD-I)

2-ADHD predominantly hyperactive-impulsive presentation: (ADHD-HI)

3-ADHD combined presentation: (ADHD-C)Severity: Mild, Moderate or Severe

Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) Diagnostic Criteria

Myth ADHD is Not a Real Medical Disorder

http://www.webmd.com/add-adhd/video/adhd-in-children

ADHD is Not a Real Medical Disorder

BUSTED!!MYTH:

Children Get ADHD From Bad Parenting

Attention Deficit/Hyperactivity Disorder

(ADHD)

MYTH:

Myth: Children Get ADHD From Bad Parenting

• Risk Factors

• Genetics

• Low Birth Weight

• Smoking During Pregnancy

• Alcohol/Drug Exposure During Pregnancy

• Neurotoxin Exposure (e.g. lead)

• Infections (e.g. encephalitis)

Children Get ADHD From Bad Parenting


(ADHD)

BUSTED!!

Children with ADHD only Struggle with Being Still and Paying Attention


(ADHD)

MYTH:

Myth: Children with ADHD only Struggle with Being Still and Paying Attention

Executive Functions• Since ADHD impacts the part of the brain that controls

Executive Functions students often struggle with:

• Inhibit-The ability to resist impulses and stop one’s behavior at the appropriate time

• Shift- The ability to make transitions, tolerate change, problem solve flexibly, and switch attention from one topic to another

• Emotional Control-The influence of the executive functioning on the expression and regulation of one’s emotions


• Executive Functioning• Initiate-The ability to begin a task or activity without being

prompted

• Working Memory-The capacity to hold information in mind to complete a task, encode and store information, or generate goals

• Plan/Organize-Components in problem-solving; planning involves setting a goal and determining the best way to reach that goal, And organization involves bringing order to information, ideas, and to one’s environment

• Organization of Materials-The ability to store and arrange items so that they may be easily found

• Monitor-The process of checking work, progress and performance to complete a task successfully

Myth: Children with ADHD only Struggle with Being Still and Paying AttentionDancing The ADHD Waltz

By Kelly Babcock

Some tricky steps, but when it’s done right, it looks really bad

Do you dance? Do you twirl and spin? Do you love to waltz?

Me? I’m not overly excited about dancing, but I wouldn’t say I dislike it. I appreciate the activity. I bounce with the tempo, absorb the music, and enjoy the social aspect of dancing.

But, as an ADHDer, there is one dance that I abhor, The ADHD Waltz. Yes, the music is good, it’s the music of life. And yes the moves are easy, it’s pretty much a free sort of dance. And okay, yes there is lots of fun to be had. I’m not denying any of these things. But I still hate it.

What’s the ADHD Waltz?Although the steps vary, a typical early morning ADHD waltz could go like this:Get out of bedGo to the kitchenEmpty the coffee filter into the compost bucketTake the compost bucket to the back doorGo back to the bedroom for pantsGo to the laundry room for pantsGo to the living room and find pants in the laundry basket of unfolded laundryStart folding the laundry, begin with the towelsTake the towels to the bathroom and place them on the sinkOpen the bathroom closet doorGet out a new tube of toothpasteFold up the box that the toothpaste came in

Myth: Children with ADHD only Struggle with Being Still and Paying AttentionTake it to the kitchen and put it in the recyclingCatch site of the coffee maker and wonder why there’s no coffee madeRemember that you were emptying the compost bucketGo to the back doorWonder why you’re not wearing pantsGo to the bedroom to get pantsRemember the laundry and head back towards the living roomStop at the washroom, put away the towelsPut out clean towels and gather dirty ones for laundryTake dirty laundry to the laundry roomGo to kitchen for coffee, discover, again, that none has been madeRemember pants and laundry and compostReturn finally to the living roomPut on pants with determinationPat yourself on back for accomplishing the donning of pantsCelebrate by going to kitchen for coffee

Shake head and go empty compostRemember laundryFold laundry and carry it to bedroomFind compost bucket on dresserShake headReturn laundry basket to bathroom closetFind coffee pot in bathroomShake headReturn compost bucket and coffee pot to kitchenGive up and go to coffee shop on corner, checking first to be sure you’re wearing pantsThere are of course, many variations, too many to be able to learn all of them, or any of them really. The dance that includes making breakfast is one with so many variations it could be considered an entire genre on its own.So there’s your introduction to the ball, I sincerely hope your dance card doesn’t fill up too quickly. One two three, one two three, one two three, one.



(ADHD)

BUSTED!!MYTH:

Only Boys Have ADHD


(ADHD)MYTH:

Myth: Only Boys Have ADHD

• Statistics

• According to the 2012 statistics from the Center for Disease Control

• Number of children 3-17 years of age ever diagnosed with ADHD: 5.2 million-8.4% of Population

• 12 Percent of boys 3-17 years of age are diagnosed with ADHD

• 4.7 percent of girls 3-17 years of age are diagnosed with ADHD

• Prevalence of parent-reported ADHD diagnosis varied substantially by state, from a low of 5.6% in Nevada to a high of 15.6% in North Carolina. (Only 1.2% of children in Nevada take medication compared to 9.4% in North Carolina)

• According to parent surveys 66.3% of children who are diagnosed take medication for the disorder

• Video

http://www.webmd.com/add-adhd/video/adhd-in-children

Myth: Only Boys Have ADHDAge5–17 years 9.6

5–9 years 6.3

10–17 years 11.7

Sex

Male 13.1

Female 5.9

Race

White 9.8

Black or African American only 10.8

American Indian or Alaska Native only 7.5

Asian 1.8

2 or more races 10.7

Hispanic or Latino 5.6

Not Hispanic or Latino 10.7

White only 11.3

Black or African American only. 11.1The Department of Health and Human Services-2012 Health Report

Based on household interviews of a sample of the civilian non-institutionalized population

Myth: Only Boys Have ADHD

Below 100% 12.5100%–199% 9.7200%–399% 8.6400% or more 8.3

Health insurance status at the time of interview Insured 9.9Private 8.1Medicaid 13.1Uninsured 5.8

The Department of Health and Human Services-2012 Health ReportBased on household interviews of a sample of the civilian non-institutionalized population

Only Boys Have ADHD


(ADHD)

BUSTED!!MYTH:

ADHD is NOT Associated With Other Conditions


(ADHD)

MYTH:

Myth: ADHD is Not Associated With Other Conditions

• People with ADHD are often diagnosed with other disorders such as:

• Learning Disability

• Conduct Disorder

• Oppositional Defiant Disorder

• Anxiety Disorder

• Depression

• Personality Disorders

Comorbid Conditions and Concerns

Myth: ADHD is Not Associated With Other Conditions

• Statistics

• Children Diagnosed with ADHD-(about 9%)

• 4 % of population have ADHD with Learning Disability

• 5 % of population have ADHD without Learning Disability

• Students who were more likely to have ADHD

• Children 10-17

• Children receiving Medicaid

• Students who are Learning Disabled

ADHD is Not Associated With Other Conditions


(ADHD)

BUSTED!!MYTH:

ADHD Stimulant Medication Leads to Addiction and Children with ADHD are

More Likely to Take Drugs as a Teenager


(ADHD)MYTH:

Myth: ADHD Stimulant Medication Leads to Addiction and Children with ADHD are More Likely to Take Drugs as a Teenager

• People with ADHD often struggle with:

• Academic Performance

• Peer Relationships

• Risk of Injuries

• Employment

• Substance Abuse

• Motor Vehicle Crashes

• Drinking and Driving

• Traffic Violations

• Sexually Transmitted Disease

• Teen Pregnancies

• Child Abuse

• Multiple Foster Placements

ADHD Stimulant Medication Leads to Addiction and Children with ADHD are

More Likely to Take Drugs as a Teenager


(ADHD)

BUSTED!!MYTH:

ADHD Isn’t That Big of a Deal


(ADHD)

MYTH:

Myth: ADHD Isn’t That Big of a DealComparisons to General Population

Condition General Population ADHD Population

Peer Problems 7.3 % 21.1%

Problems w/Friendships

2.0% 20.6%

Non-Fatal Injuries 2.5% 4.5%

Major Injuries 49% 59%

Hospital Impatient 33% 41%

Hospital Outpatient 33% 41%

ER Admission 74% 81%

Young drivers with AD/HD are 2 to 4 times more likely to have traffic accidents,3 times as likely to have injuries, 4 times more likely to be at fault, and 6 to 8times more likely to have their licenses suspended.Based on Parent surveys conducted in 2007 by the center for Disease Control

ADHD Isn’t That Big of a Deal


(ADHD)

BUSTED!!MYTH:

ADHD Can Be Treated With Herbs and Vitamins


(ADHD)MYTH:

Myth: ADHD Can Be Treated With Herbs and Vitamins

TreatmentMedical

Stimulants: Non Stimulants:

• Concerta• Adderall• Focalin• Dexedrine• Ritalin • Generic Brands

• Strattera• Intuniv• Kapvay• Catapres• Tenex

Leaves system quickly and can be taken intermittently

For many of these the level of this medicine must stay consistent so usage must be sustained and raised and lowered slowly.

Myth: ADHD Can Be Treated With Herbs and Vitamins

• Negative changes in mood or behavior, including suicidal thoughts or actions.

• Decreased appetite and weight

• Stomach upset

• Headaches

• Insomnia

• Raised blood pressure

• Tics

• Rarely caused psychosis

• Decrease physical growth of children who take it, that tends to be uncommon and only amounts to a decrease of ½ to 1 inch in children who do experience that side effect.

• When taken in excess or snorted, stimulants that treat ADHD can produce euphoria and result in addiction. Stimulant abuse has increased over the past four years, in apparent parallel to the decrease in teens of perceived risk of abusing these substances.

• Drowsiness and tiredness

• High blood pressure

• Drop in blood pressure to the point of causing dizziness and palpitations or decrease the heart rate.

• Decreased appetite

• Headache

• Stomach upset

• Nausea, dry mouth, constipation, and irritability. While other mood changes, including suicidal thoughts

• Dry mouth

• Insomnia

• Constipation

Stimulant Non-Stimulant Medications

Side Effects From Medication

ADHD Can Be Treated With Herbs and Vitamins


(ADHD)

BUSTED!!MYTH:

Medication Cures ADHD


(ADHD)

MYTH:

Myth: Medication Cures ADHD

Treatment Needs to be Multi-ModalNon-Medical

•Individual and group counseling•Behavior Therapy

Other Activities That Can Help

•Music

•Nature Sports

•Swimming

• Scouts

•Drama

•Running

•Gymnastics

Medication Cures ADHD


(ADHD)

BUSTED!!MYTH:

Children Who are Given Special Accommodations Because of Their ADHD

are Getting an Unfair Advantage


(ADHD)

MYTH:

Myth: Children who are Given Special Accommodations Because of Their ADHD are Getting an Unfair Advantage

• ADHD in the School Setting

• Section 504 of the Rehabilitation Act of 1973

• “No otherwise qualified individual with a disability in the United States as defined in section 706(8), shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance….-29 United States Code (U.S.C.) section 794

• As applied to schools, Section 504 broadly prohibits the denial of public education participation, or enjoyment of the benefits offered by public school programs because of a student’s disability. The law recognizes that equal treatment and services may not be sufficient to convey equal benefit. For nondiscrimination to occur, the school must provide services that level the playing field so that Section 504 eligible students have equal participation and opportunity for benefit.

• The United States Department of Education (USDE), Office of Civil Rights (OCR) provides compliance oversight for Section 504.

Myth: Children who are Given Special Accommodations Because of Their ADHD are Getting an Unfair Advantage

• American with Disabilities Act Amendment Act of 2008 (ADAAA)

• Like Section 504-Employment Law

• Changes in Section 504 due to ADAAA:

• Broadened the Eligibility of Section 504 Laws

• If in question make eligible

• Included Episodic and Conditions in Remission

• Changed language to Substantial Limitation

• Prevented Employers to Consider Mitigating Factors when Determining Eligibility

• Medicine

• Assistive devices

• Individual Health Care Plan

• Increased the Number of Major Life Activities

Myth: Children Who are Given Special Accommodations Because of Their ADHD are Getting an Unfair Advantage

• American Disabilities Act Amendment Act

• Section 504 of the Rehabilitation Act of 1973

• Section 504 looks for physical or mental impairment that substantially limits one or more major life activities

• Before ADAAA-2008

• Caring for Oneself, Walking, Seeing, Hearing, Speaking, Breathing, Learning, Working, Performing manual tasks.

• After ADAAA-2008

• All previous conditions plus Eating, Standing, Lifting, Bending, Reading, Concentrating, Thinking, Sleeping.

• Mitigating factoring are no longer considered in determining eligibility. Students can be found eligible but not need a plan.

Myth: Children Who are Given Special Accommodations Because of Their ADHD are Getting an Unfair Advantage

• Section 504 and the American Disabilities Act (ADAAA)

• Levels the playing field for students with a disability

• Can not provide an advantage to the student

• Also:

• Accommodations should be based on the disability

• Accommodations should be unique to the student and his/her needs

• Accommodations should not be on as needed basis

• If the accommodation is on the plan then the accommodation is given

Children Who are Given Special Accommodations Because of Their ADHD

are Getting an Unfair Advantage


(ADHD)

BUSTED!!MYTH:



(ADHD)

MYTH:

Myth: Children with ADHD only Struggle with Being Still and Paying Attention• ADHD in the School Setting

• Executive Functioning



• Emotional Control-The influence of the executive Functioning on the expression and regulation of one’s emotions

• Initiate-The ability to begin a task or activity without being prompted





Myth: Children with ADHD only Struggle with Being Still and Paying Attention• Accommodations:


• Provide explicit, extensive and/or clear set of rules and expectations

• Decrease the amount of auditory and visual distractions

• Assign a peer mentor or older age student who can explain that appropriate social behaviors can be an effective way of increasing social success

• Develop a small group with well controlled peers acting as models

• Provide guided observations of peer interactions. Teachers may meet with student briefly at the onset on an activity to discuss how others are behaving.

• Reduce the amount of time in unstructured activities to maintain appropriate behavior. This time can be used to discuss successes in the areas of difficulties before returning to activity.

• Give frequent redirection and close proximity to the teacherReduced homework assignments-have less items for each skill

• Accommodations:


• Help student develop consistent routines with a set of sub routines. Move to alternative routines as student is ready

• Present the student with one task at a time and establish routine to move to next task

• Have student work with two or three familiar tasks and rotate those tasks to build skills when shifting

• Provide two minute warning before shifting of activities

• Provide an external prompt when shifting to new activity

• Use timer to let student know that it is time to shift to another activity

• Set a procedure for when the routine changes


• Accommodations:

• Emotional Control-The influence of the executive functioning on the expression and regulation of one’s emotions

• Difficulties with emotional control can be one expression of disinhibition (use inhibit strategies)

• Students in nonthreatening settings have better emotional control (Use shift strategies)

• Help student process what happened when emotional control was lost

• Practice delay response techniques (counting, breathing…)

• Teach student a metaphor (thermometer, speedometer...) to help student monitor the appropriate response to a situation.

• “Strike when the iron is cold” Talk about an incident after the situation has cooled down.

• Teach feeling vocabulary so that student can better understand and process through a situation

• Provide coping techniques such as relaxation and stress relief exercises


• Accommodations:

• Initiate-The ability to begin a task or activity without being prompted

• Build routines and sequences of steps

• Provide external prompts- can be verbal or non-verbal cues set up at an earlier time.

• Use a timer-only if this doesn’t create anxiety

• Work with a peer that will help student stay on track

• Many children with initiation difficulties are viewed as “unmotivated” It is important to frame as problem of initiation difficulty and not lack of motivation

• Help increase energy by having student do a physical activity

• Provide examples of what is expected

• Be aware that initiating a task that is motivating is easier than that of an unmotivating task

• Provide “to-do” lists on paper or index cards

• Remember that we want to teach the student to self initiate and not to rely on all external accommodations


• Accommodations:


• Provide a framework of what is going to be taught in the lesson

• Gain eye contact when giving instructions-this cues the child he needs to listen carefully

• Provide extra processing time or time to rehearse what is being learned

• Break assignments into smaller chunks

• Change tasks more frequently. Helps restore focus

• Provide more frequent breaks (run an errand, sharpen a pencil…)

• Have teacher check-ins, have teacher check work more frequently to provide break and help student maintain focus

• Stay away from long tedious or monotonous tasks

• Students with ADHD often have retrieval difficulties. They may know material, but will need prompts to help retrieve the information. Example: Open ended question followed by follow-up questions

• Provide computer aided instruction-Can be more stimulating

• Be aware of what time the student works best-mornings tend to be better

• Use multimodal teaching techniques

• Teach student self talk techniques-start with student repeating steps of task to instructor

• Provide “To-Do” list or check off sheet


• Accommodations:


• Provide an external structure and fade as the student learns to plan for self

• Provide a binder or “cookbook” of steps for common routine

• Develop a plan for the day, week, month, year

• In the morning discuss the plan for the day

• Help students set a goal

• Have student verbalize his plan of action

• Practice by planning a few steps, then increasing the number of steps

• Practice with familiar everyday tasks

• Develop time-lines for completion


• Accommodations:


• Help student create an organizational system that is comfortable and flexible enough to use for all classes

• One binder with all materials needed for the day

• Use of a planner or schedule book

• Provide extra organizational time at beginning or end of time so student can check through materials without falling behind

• Provide a study hall to help student keep up with work

• Provide a separate set of books for home

• Break complex and long term assignments into smaller chunks and help student develop a time-line for completion

• Have student work in small group with more organized peers

• Help student understand the structure of the lesson

• Provide bulleted or outlined format

• Highlight the major points prior to lesson

• Provide contact information of person, website or phone number so student has a way to retrieve forgotten information

• Have teacher check and initial binder at end of class to make sure assignments are written down


• Accommodations:


• Provide opportunities for the student to self monitor his task performance and social behavior-use subtle cues if necessary

• Set goals and reward for accuracy as opposed to speed

• Have student predict how well the task will be done and then help compare the prediction with actual performance

• Have student talk through the a performed task-enables student to identify errors and successes

• Provide social skill group

• Provide constructive feedback to increase awareness of strengths and weaknesses




(ADHD)

BUSTED!!MYTH:

People with ADHD Don’t Amount to Anything


(ADHD)

MYTH:

Myth: People with ADHD Don’t Amount to Anything

• Richard Branson

• Paul Orfalea, Founder of Kinko's,

• David Neeleman, Founder of JetBlue Airways

• John T. Chambers, CEO of Cisco Systems.

• James Carville

• Charles Schwab

• Katherine Ellison (Pulitzer Prize Winner)

• Mary-Kate Olsen

• Michael Jordan

• Michael Phelps

• Terry Bradshaw

• Robin Williams

• Howey Mandel

• Jim Carey

• Justin Timberlake

• Will Smith

• Ty Pennington

People who are successful despite having ADHD

People with ADHD Don’t Amount to Anything


(ADHD)

BUSTED!!MYTH:


(ADHD)• Resources

• Intervention Central

• American School Counselor Association (ASCA)

• Florida School Counselor Association (FSCA)

• National Association of School Psycholgists(NASP)

• Florida Association of School Psychologists(FASP)

• American Psychological Association

• National Institute of Mental Health

• Center for Disease Control

• Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD)

• American Psychiatric Organization

• Department of Health and Human Services 2012 Health Report

http://www.interventioncentral.org/

http://www.schoolcounselor.org/

http://www.fla-schoolcounselor.org/

http://www.nasponline.org/

http://www.nasponline.org/

http://www.fasponline.org/

http://www.chadd.org/

http://www.chadd.org/

http://www.psych.org/

http://www.cdc.gov/nchs/data/hus/hus12.pdf

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Teacher Assistant Professional Development Day ADHD in the School Setting Kenneth Lyford October 20,...

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