ADHD

By: Alyssa F., Jenna E.,

& Amanda C.
What is ADHD?
(Attention Deficit/Hyperactivity Disorder)

It is
A neurobiological disorder that causes inattention, impulsivity, and/or
hyperactivity, and other learning disabilities
Caused by abnormalities in neurotransmitters in the brain
Diagnosed in both girls and boys (but mostly in boys), and is hereditary

There are 3 types of ADHD

1) Hyperactive-impulsive type
2) Inattentive type
3) Combined type
Book Introduction

Cory Stories by Jeanne Kraus & illustrated by Whitney Martin

Other Symptoms/Characteristics

Students with ADHD may display learning impairments such as:

Attention dysregulation
Hyperactivity and impulsivity
Impaired graphomotor functioning
Written output
Processing speed, especially central auditory processing
Learning disabilities related to executive function, like working memory.
Challenges with
writing
reading comprehension
problem solving/complex math problem solving
following directions
monitoring their progress and evaluating their needs
Classroom Challenges

Students with ADHD are challenged by the classroom setting because they must:
Sit still for a long period of time and remain quiet
Listen and comprehend continuous instructions and directions
Work independently and be productive
Self-regulate their behaviour and emotions in order to be able to respond
appropriately to their peers and teachers
 Teacher Applications

It is important that teachers understand ADHD in order to manage challenging behaviour in the
classroom and how it can impair students learning ability.

Students with ADHD experience learning impairments such as:

More frequent off-task behaviour
Work less accurate and less work produced
Interfere with classmates more often
Disobey class rules more frequently
Less likely to obey requests or commands
More difficulty shifting between classes or tasks

Parents know their children well and can offer insights on how to support their social and emotional
well-being. There is strength in collaborating on strategies that could be used at home, school, and in
the community. (learnalberta.ca)
Teacher Applications
It is important to remember that executive functioning skills, like hindsight,
forethought, and planning are challenging and impaired in students with ADHD
Therefore, their inability to plan and apply forethought into their behaviour cannot
be understood as manipulative, as they do not logically think about their
behaviour in this way.
Rather, their behaviour is impulsive, reactive and poorly thought out if at all. They do
not consider consequences before their thought becomes action.
Therefore, students do not benefit from increasing severity of consequences.
Rather, they respond best to consistent, immediate and positive responses to
behaviour

Students with ADHD are at higher risk for lower levels of academic achievement, more
disciplinary referrals, and even grade repetition or special education placement.
Students with ADHD are almost three times as likely to drop out of school
Group Activity - Empty Space Driver

- Pair up; one person is the car, the other is the driver
- The car stands in front of the driver and closes their eyes; the driver places their
hands on the shoulders of the car and steers them, avoiding obstacles and other
students
- After a few minutes in one position, switch with your partner
- Try it with varying speeds and add sound effects for the best experience!
- Feel free to make sounds effects while you play!
 Instructional/Classroom Strategies

Help the student make a plan for a task by identifying the goal, breaking the task into steps, and identifying where to start
and end. Encourage the student to use self-talk to work through more challenging tasks (e.g., "First I have to ___, and
then I have to___.").
Teach active listening strategies. Encourage students to delay their responses, since this is frequently an effective way to
help them process more deeply what has been said.
Provide opportunities for repetition and actively engage students in using memory cues to remember information. If the
student continues to struggle with recall, provide reference sheets so that the student has an opportunity to apply and
extend knowledge without being held back by memory issues.
Use instructional strategies that include memory prompts, such as mnemonics and visual prompts.
Design learning activities that require a high response rate. For example, provide students with individual white boards,
chalkboards, response cards or electronic tools so they can respond while working in large groups.

Note: LearnAlberta.ca has a lot more strategies, information and tips for teachers with ADHD students
Strategies For Social & Emotional Well-Being

Plan supports for transitions between grade levels, different schools, field trips,
activities, etc.
Provide opportunities for movement during class time
Be an advocate for consistent brain breaks
Be consistent and clear with behaviour expectations
Have a person (you or an EA) that the student can check in with on a weekly or
daily basis to aid in setting goals
Support development of self-advocacy skills
Teach social skills: Modelling, Storytelling, Role play
Buddy system
Organized activities
 Behaviour Interventions

Purpose: to assist students in displaying behaviours that are conductive to their learning.
Should be used by teachers to efficiently and effectively manage teaching time.

Intervention Techniques:

Verbal reinforcement of desired behaviour - give PRAISE, not PUNISHMENT

(punishment may only teach children what not to do; it does not provide children
with the skills that they need to do what is expected)
Ignore undesirable behaviours
Remove distractions
Provide escape opportunities (i.e. run an errand: take something to the office)
 Behaviour Interventions

More Intervention Techniques:

Parents as partners - collaborating and giving input on behavioural strategies

Peer mediation - students receive training to help manage class disputes
Behavioural prompts: hand gestures / proximity control / visual cues
Sessions on social skills and problem solving
Behavior contracts
Tangible rewards (i.e. happy face stickers to reinforce positive behaviour)
Token economy systems - motivates student to achieve goals

If we have extra time: https://www.youtube.com/watch?v=NL483G4xKu0

Debrief Questions

1) Is there anyone in your life, or who you may have encountered, that had ADHD?
To your knowledge, what methods or strategies worked for them? What are some
that you think could have benefited them?

1) What strategies could you use to engage your ADHD student(s) in classroom
activities? How could these strategies improve/be conductive to their learning?
Resources

http://www.learnalberta.ca/content/inmdict/html/adhd.html

https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg4.html

http://caddac.ca/adhd/understanding-adhd/in-education/information-resources-for-educators/

https://childdevelopmentinfo.com/learning/learning_disabilities/teacher/#.WfzXREuGPrc

http://caddac.ca/adhd/understanding-adhd/in-education/information-resources-for-educators/

http://entersite.yolasite.com/resources/English%20Teaching%20Resources%20101%20Fun%20Easy
%20Games%20That%20Enhance%20Intelligence.pdf