WWW - Congresotdah.mx: Está Presentación Tiene Derechos de Autor. Queda Prohibido Su Distribución y Venta

Est presentacin tiene derechos de autor.
Queda prohibido su distribucin y venta.

Copyright CHADD, 2014
www.congresotdah.mx

www.cerebrofeliz.org

2-1

ADHD Goes to School:

Ensuring School Success
International Congress on ADHD
Mexico City October 2014
Ruth Hughes, PhD
CHADD Consultant
Mary Durheim, BS
CHADD National Past President
2-2
Students with ADHD are

at greater risk for
school failure!
2-3
ADHD Academic Challenges

n
n
90% academic problems

25% - 50% Specific Learning Disability (SLD)
n
n
n
n
n
n
n
65% written expression

26% math
24% spelling
19% reading
33% - 98% deficits in executive functions

33% - 50% special education eligible
Low academic achievement scores
Barkley, Brown, CDC, Mays, Calhoun, Biederman
2-4
Identifying Underlying
Problems
2-5
If a student has behavior problems,

where do you intervene first?
With the academics?

or
the behavior?
2-6
Academic interventions
improve both academics
and behavior but
The converse is not true!
However, behavioral strategies in
conjunction with academic
interventions are most effective.
Atkins, DuPaul
2-7
Common Academic Problems

n
n
Learning Disabilities
Output
n
n
n
n
Oral expression
Written expression
Slow writing
Math calculation
Listening comprehension
Reading comprehension
Slow reading
Developmental Delay
30%
Learning Problems 90%

n
n
n
Input
n
See left column

Forgetfulness
Poor fine motor
coordination
Slow processing speed
Slow retrieval of
information
EF Deficits 33% - 50% vs.

89% - 98%
n
n
n
n
Inattention/Impulsivity
Poor working memory
Poor organization
Difficulty getting started
Chris Zeigler Dendy
2-8
Six Factors Contributing to

School Failure
n
n
Many have executive function deficits

Three year delay in brain maturation
30% developmental delay especially in
organization (age 16 vs. 12)
n
n
n
n
Impaired Reward System in the brain

2/3+ coexisting conditions may be
untreated
25% - 50% have learning disabilities
Medication is not working correctly
Barkley, MTA, CDC, Shaw
2-9
School Failure
Seven Specific Tasks / Issues:
n
n
n
n
n
n
n
Forgetting assignments, tests, projects

Not doing homework; getting zeros
Not taking notes; difficulty copying from board
Failing tests
Being disorganized
Sensory sensitivities (clothing, sounds, smells)
Difficulty transitioning to new schools
Chris Zeigler Dendy
2-10
Key Teaching Principles
2-11
Learning Pyramid
Average student
retention rates
5%
10%
20%
30%
50%
75%
90%
Lecture
Reading
Audiovisual
Demonstration
Discussion
Practice doing
Teach others
Source: National Training Laboratories, Bethel, Maine
2-12
Key Principles of Instruction

n
Brevity activities of short duration
Variety novelty or the slightest change in

the activity to maintain continued interest
Structure a consistent routine, enhanced

by a highly organized format of activities
Engagement active engagement in learning

Clare Jones, Chris Zeigler Dendy
2-13
Emotions Impact Learning!

Emotions are the on/off switch to learning.
Negative emotions like anxiety, fear,
sadness, or anger disrupt thinking,
memory, and learning!
Priscilla Vail
2-14
7 Types of Accommodations
n
n
n
n
n
n
n
Shorten assignments retain content and

skill mastery
Give extended time
Increase level of support
Adjust instructional strategies (input)
Adjust level of difficulty
Provide alternatives to writing (output)
Increase participation responses
(encouragement)
Adapted from Wright
2-15
Teaching Strategies
General Tips
n
n
n
n
n
n
n
n
n
Reduce demands on their limited memory

Use visual cues and reminders
Give extra guidance and support
Use interactive learning strategies
Allow movement exercise, stand-up desk, fidget
toys)
Allow manipulatives fidget toys
Use direct instruction to teach skills
Give choices - activities within assignments
Schedule key classes earlier during day
Chris Zeigler Dendy
2-16
100 Point Spelling Contract

(chose 100 points in activities)
n
n
n
n
n
n
n
n
n
n
20
20
20
40
20
40
40
20
20
20
Write words on flash cards.

Write words 5 times.
Type words ___ times.
Use words in a sentence.
Write words in ABC order.
Write antonyms for words.
Write definitions for words.
Illustrate words.
Air write words.
Build words with letter tiles Scrabble
Jonathan Jones, Chris Zeigler Dendy
2-17
Flip Chart Prompt

Use with students who may become impatient when
waiting or who have a tendency to blurt out.
www.reallygoodstuff.com
2-18
Teaching Strategies
Use Visual Cues and Reminders:
n Modeling demonstration
n Overhead projector, Smart Board
n Visual posting
n Guided lecture notes
n Graphic organizers
n Use of color
n Written reviews for exams
n Technology
Chris Zeigler Dendy
2-19
Teaching Strategies
Give Extra Help
n
n
n
n
Paired learning
Peer tutoring
Teacher aides
Private tutors
Interactive Learning Keep Class Active

n
n
n
n
Increase response options

Dry erase boards response cards
Hands on learning
Games
Chris Zeigler Dendy
2-20
Classwide Peer Tutoring

(CWPT)
n
n
n
Increased engagement reduced off-task

behaviors
Improved academic performance
Higher student and teacher satisfaction
DuPaul & Stoner
2-21
Peer Interventions
n
n
n
Playground monitors
Peer monitoring plus self-evaluation
Peer tutoring
n
n
Classwide peer tutoring

Reciprocal peer tutoring
Cooperative learning
DuPaul & Stoner
2-22
Study Test Reviews

n
n
Give guided lecture notes

Verbally emphasize key points
n
n
n
n
n
n
n
This is important Remember this
Teach test-taking skills

Consider games move and discuss
3 person teams: answer questions and earn points
winning team picks reward
Two truths and a lie
Test review text messaging answers teams
You Tube skate boarding bones broken
Record test reviews on iPod or MP3 players
Abney, Zeigler Dendy, Tilton, Deshler
2-23
Test Taking Strategies

n
n
Try brain dumping

Dont go back and change answers
n
n
n
n
n
n
n
Stick with first choice
Spend more time on the part worth the most points

Read directions very carefully
Mark out answers using absolute words always,
never, none, all, only
True/False with these words are usually false
Often, rarely, generally tend to be true
Matching questions columns equal, use > once?
Deshler, Crutsinger, Rief, Zeigler Dendy
2-24
Assignments
Reduce Written Work and Memory Demands
n Shorten assignments
n Dictate to a scribe
n Use a computer
n Reduce note-taking
n
n
Write answers only not questions

n
NCR (non-carbon replica) paper

Notes from another student
Photocopy textbook page questions write answers
Give creative assignments

Chris Zeigler Dendy
2-25
Assignments contd.
Reduce Written Work and Memory Demands
n Ensure homework is known
n
Give word banks or calculators

n
n
n
n
n
Webpage, row captains, assignment

Provide prompts for essay exams, starter sentences
Teach memory strategies

Use graphic organizers
Use spell and grammar check
Give an extra book(s) for home
Chris Zeigler Dendy
2-26
Testing and Grading

n
n
Extended time on tests

Recognition tests vs. recall
n
Adjust grading techniques (if struggling)

n
n
n
Hook student on success!

Earn extra credit
Drop lowest grade
Correct wrong answers for extra credit
Accommodations for special statewide

testing
Chris Zeigler Dendy
2-27
Structure and Supervision

n
Recruit other students to help

n
n
Meet at locker after school

n
Row captains
Classmates
Point of performance supervision
Involve teacher aides/parents if a student

struggles
n
n
Check homework completion

Utilize weekly report
Goldstein, Jones, Zeigler Dendy
2-28
Technology
n
Use a computer
n
Access academic software

Inspiration, Kidspiration
n Make-up courses
n Earn extra credit to graduate
n Correspondence courses
n
n
n
n
Keyboarding
iPods/MP3 players
Books on tape
NOVAnet (self-paced instructional software)
Chris Zeigler Dendy
2-29
Key Reasons for Failure to

Complete Assignments
n
Assignments are too long
Assignments are too difficult
Increased demands for executive skills in

middle and high school
Robert Reid, Chris Zeigler Dendy
2-30
Unique Middle School Challenges:

The ADHD Brick Wall
Increased Demands for Executive Function Skills:
n Organization
n Memory
n More complex academic work
n Working independently - getting started
n More homework more teachers
n More complex routines change classes,
teachers
Chris Zeigler Dendy
2-31
As a result of EF deficits,
students with ADHD may
n
n
n
n
n
n
n
Avoid tasks
Exhibit inconsistent performances can do
it one day but not the next
Have poor organization skills
Make careless errors
Are unable to double check work for errors
Have slow executive of paper/pencil tasks
Produce less written work
Joan Helbing, Chris Zeigler Dendy
2-32
ADHD Academic Profile

n
n
Memory
Deficits
n
n
n
n
Limited working memory capacity

Slower retrieval of information
from long-term memory
Forgetful of instructions
homework
Poor reading comprehension
Difficulty memorizing
multiplication tables and isolated
facts
Lack memory strategies
Deficits linked to sleep and time
issues
Mel Levine, Chris Zeigler Dendy
2-33
Tips to Improve Memory

Make information meaningful!
n
Linking episodic and semantic information

improves long-term memory
n
n
n
n
n
n
Easier to remember episodic events/pictures

Hands on activities also provide this link
Connection to prior knowledge

Elaboration of information > long-term memory
Mnemonics (memory tricks) > long-term memory
Organization of information > long-term recall
n
Graphic organizers are helpful

Deshler, C. Jones, Denckla, Zeigler Dendy
2-34
Create a template
for your graphic
organizer.
Chris Zeigler Dendy

2-35
Math Foldables
www.foldables.wikispaces.com
Dinah Zikes, McGraw Hill
2-36
Teach Memory Strategies

n
n
Rehearsal write or say information

Mnemonics tricks to aid memory
Acronyms: Great Lakes HOMES
n Acrostics: metrics King Henry Died Monday
Drinking Chocolate Milk
n Choral Response: rhyme/beat Rap Tape
n Chunking: divide into smaller categories
n
n
n
Contextual Cues use word in sentence

Key Word tie known information and
unknown
Deshler, Levine, Zeigler Dendy
2-37
Memory Bracelet
www.reallygoodstuff.com
2-38
Executive Function Deficits

have a huge impact on
Reading, Written Language

&
Complex Math Problems!
2-39

n
n
n
Reading

n
n
n
Poor comprehension
Needs oral input
Loses place frequently
Lacks sustained concentration
Does poorly on long passages
Has average fluency and word
identification if no learning
disabilities
Difficulty memorizing sight words
Helbing
2-40
Strategies to Improve Reading

n
n
n
Use clear color film to isolate the key

sentence and slide it down the page
Label vocabulary words post
Work on key words list
Practice wild and wacky strategies write
words in water colors on shower door
n Group in chunks of 6 8 words
n
Ask parents to label objects at home chair,

table, bed
Zeigler Dendy
2-41

n
Written
Language
n
n
n
n
n
n
n
n
Limited working memory

Limit copying from board
Minimal written output
Difficulty getting started
Difficulty selecting top
Trouble planning/organizing
Poor mechanics grammar, punctuation, spelling
Slow processing speed
Poor fine-motor skills handwriting
Levine, Helbing, Zeigler Dendy

2-42
Strategies to Improve Writing

Modify Assignments
n
n
n
Give extended time for writing

Model writing essay overhead
Reduce amount of written work
n
n
n
n
Select key elements to grade content

Give two grades one each for:
n
n
Allow student to dictate report to scribe

Cut and paste written work on computer
Creative content
Grammar/spelling
Substitute creative assignment video/audio tape

Zeigler Dendy
2-43
Improving Writing Skills
http://grammar.ccc.commnet.edu/grammar
2-44

n
Math
n
n
n
Difficulty memorizing
facts
Weak math computation
Poor number alignment
Difficulty generalizing
concepts
Difficulty transitioning
from concrete to abstract
concepts algebra
Helbing, Zeigler Dendy
2-45
Mastering Math
Modify Teaching Methods
n
n
n
n
n
n
n
n
n
Keep step-by-step problem on board

Pair with another student paired learning
Use peer tutoring provide class time
Use graph paper number alignment
Teach math short cuts
Graphic organizers
Use dry-erase boards
Try online algebra NOVAnet
Try multisensory algebra www.msalgebra.com
Zeigler Dendy
2-46
Deficits in EF look like

Laziness or Lack of Motivation
Student may need
direct instruction of skills and/
or accommodations
Zeigler Dendy
2-47
Key EF Issues to Accommodate

n
n
n
n
n
n
n
n
Working memory visual cues, prompts

Writing essays graphic organizer, dictation
Complex math example on board
Organization strategies, folder, friend reminds
Processing speed extra time, reduce assignment
Planning ahead graphic organizer, prompts
Sense of time watch, prompts
Long-term projects graphic organizer, 3 parts
ADHD education is key for all of these issues!!!

Zeigler Dendy
2-48
The typical classroom is a terrible

place for a child with ADHD
after all we are asking children who
have profound problems attending,
organizing and controlling their
actions to spend hours per day
attending, organizing, and
controlling their actions.
Michael Gordon, Ph.D.
2-49

WWW - Congresotdah.mx: Está Presentación Tiene Derechos de Autor. Queda Prohibido Su Distribución y Venta

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

WWW - Congresotdah.mx: Está Presentación Tiene Derechos de Autor. Queda Prohibido Su Distribución y Venta

Diunggah oleh

Hak Cipta:

Format Tersedia

Est presentacin tiene derechos de autor.

Queda prohibido su distribucin y venta.

ADHD Goes to School:

Copyright CHADD, 2014

Students with ADHD are

Copyright CHADD, 2014

ADHD Academic Challenges

90% academic problems

65% written expression

33% - 98% deficits in executive functions

Copyright CHADD, 2014

Copyright CHADD, 2014

If a student has behavior problems,

With the academics?

Copyright CHADD, 2014

Common Academic Problems

Learning Problems 90%

See left column

EF Deficits 33% - 50% vs.

Copyright CHADD, 2014

Six Factors Contributing to

Many have executive function deficits

Impaired Reward System in the brain

Copyright CHADD, 2014

Forgetting assignments, tests, projects

Copyright CHADD, 2014

Key Teaching Principles

Copyright CHADD, 2014

Copyright CHADD, 2014

Key Principles of Instruction

Brevity activities of short duration

Variety novelty or the slightest change in

Structure a consistent routine, enhanced

Engagement active engagement in learning

Copyright CHADD, 2014

Emotions Impact Learning!

Copyright CHADD, 2014

Shorten assignments retain content and

Copyright CHADD, 2014

Reduce demands on their limited memory

Copyright CHADD, 2014

100 Point Spelling Contract

Write words on flash cards.

Copyright CHADD, 2014

Flip Chart Prompt

Interactive Learning Keep Class Active

Increase response options

Copyright CHADD, 2014

Classwide Peer Tutoring

Increased engagement reduced off-task

Copyright CHADD, 2014

Classwide peer tutoring

DuPaul & Stoner

Copyright CHADD, 2014

Study Test Reviews

Give guided lecture notes

This is important Remember this

Teach test-taking skills

Copyright CHADD, 2014

Test Taking Strategies

Try brain dumping

Stick with first choice