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ADHD pages (167-169) - Coggle Diagram
ADHD pages (167-169)
Adapting Instruction
Modify students’ work environments and schedules
Students with ADHD do better in a work environment that features minimal distractions, some degree of structure, and ongoing teacher monitoring
In Practice, Ideally, students should have most academic subjects and challenging tasks in the morning rather than in the afternoon, as the symptoms of ADHD tend to get progressively worse as the day goes on
Provide outlets for excess energy
to help students control excess energy, we should intersperse quiet academic work with frequent opportunities for exercise
give students a settling-in time after recess or lunch—perhaps reading an excerpt from a high-interest book or article—before asking them to engage in an activity that involves quiet concentration
Help students organize and use their time effectively
we can show them how to prioritize activities, create to-do lists, and establish a daily routine that they post on their desks.
In Practice, break large tasks into smaller ones and set a short time limit for each subtask. And we can provide a folder in which students transport homework assignments to and from school
Explicitly facilitate attention and concentration.
Students may benefit from soundproof headphones or “white noise” machines that block out potentially distracting sounds
In practice, it is better to eliminate all distraction even if it requires students to move to a isolated area.
Identification Criteria
Hyperactivity
Students may seem to have an excess amount of energy
EX. fidgety and may move around the classroom at inappropriate times.
Impulsivity
behaviors without thinking about potential consequences
EX. Blurting out answers, beginning assignments prematurely, or engage in risky or destructive
Inattention
Students may have considerable difficulty focusing and maintaining attention on assigned tasks.
EX. Students have trouble listening to and following directions, and they may make careless mistakes.
Medication
Non-stimulant
non-stimulants include a variety of other medications.
Stimulant
The stimulants support more effective communications between various networks of brain cell
Common Characteristics
Exceptional imagination and creativity; exceptionally detailed memories
Certain specific cognitive processing difficulties and low school achievement
Greater use of media
Problems with planning and time management
Poor social skills and interpersonal difficulties
Classroom behavior problems
Poor social skills and interpersonal difficulties