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ADH - Coggle Diagram
ADH
CLASSROOM ACCOMODATIONS
Make the student a partner, assure and reinforce with sincere, immediate praise, reward with token or points
Reduce distractions, patience, consistency, teach how to organize and plan, organize classroom and resources
seat away from doors and windows, near the teacher and facing forward, use visual routines and prompts
Use timers and cues, one instruction at a time and repeat, use props, charts, worksheets and other visual aids
Vary the pace and include different types of activities - competitive, rapid and intense
Remind the student with a shoulder tap, keep discussions private
Create opportunities for movement - stress ball, chwe toy, wobble stoll, sports, physical challenges, classroom runer duty
CLASSROOM MESSAGES
Need calm, support and clear boundaries
Refer to GP
Create a team - parents, SENCO, TA, RTLB, MOE
IEP
Parents are most important - know the child best, have strategies that work at home, need daily positive feedback, give home rewards for good behaviour at school
Symptoms
hyperactivity, fidgeting, disruptive, struggle to pay attention, rushing to finish, no pre-thought, interrupting, speak before thinking
inattention, daydreaming, forgetting, procrastination, hesitation,unfocused
lack of fine motor control - poor handwriting
Combined hype/inattentive
IN THE CLASSROOM
no taks initiation, limited effort, limited focus on new or unexpected information, lacks attention control, cant concentrate on more than 2 things ar once, cant sustain attention
inattentiveness - struggle to get started, daydreaming, losing things, cant sustain memory, easily distracted, no attention to detail, careless mistakes, doesn't listen
Big movements; running walking, climbing jumping. Small movements; fidgeting, wriggling, flicking
Blurting out, struggle to take turns, interrupting, lacks emotion control, huge emotions - excitable, sad and down, anxious, angry
EXECUTIVE FUNCTIONS
delayed - activation, focus, effort, emotion, memory, action
struggles to; organise sequential tasks, order, manage time, initiate, sustain effort, follow through, complete tasks
Science
neuro-developmental delay of the frontal lobe
delay in the maturing frontal cerebral cortex
Differences in brainwave activity of the frontal lobe
3 year delay compared to typically developing peers
2;1 boys to girls
girls are underdiagnosed, easily distracted, withdrawn, forgetful can be hyper-talkative
Can present with ASD, anxiety, depression, learning disability, emotional dysregulation, low frustration tolerance, writing problems, irritability