What is ADHD?
Attention Deficit Hyperactivity
Disorder is a very common childhood disorder. Many children who struggle with
it may have a hard time focusing in the classroom, they may not be able to
control the way they are behaving, they become extremely hyper as well as not
paying attention. “ADHD is one of the most studied of all psychological
disorders in children, but our knowledge is incomplete and the diagnosis
remains a controversy in many public and private sectors.” (Lougy and David,
9-10) Many doctors and scientists have been involved with ADHD and each have
their own opinion on the matter, which in return ends up adding to the
confusion of what is right and wrong for analysis. Many people have written
papers and books to help parents, teachers and students understand what ADHD is
and how to handle it the best way they can. It is amazing to see how the
patterns of a child with ADHD increases as they become older. “Recent studies
suggest 4% - 12% as the range of unscreened school-age population. (six-twelve
years old)” (Lougy and David, 10) This is fascinating because there are
children in schools all over the United States who may be struggling with some
type of ADHD but the teacher, and other staff may not be aware of it.
There are three different types of
ADHD. There is inattention, hyperactivity
and impulsivity. Although, these three may be part of ADHD, each have a
unique way of pointing out what child is struggling with a certain area.
Inattention:
There are many times that a teacher may
ask a particular student a question, but then the students responds back that
they weren’t listening or forgot. This is important because the child was not
ignoring the teacher on purpose, they were just easily distracted. A student
with inattentive ADHD struggles with paying attention, they are easily
distracted by anything that is going on around them. The student also struggles
with processing information and instructions. They can’t focus on one thing,
are easily confused and forgetful. The student is constantly scanning the
classroom or looking outside the classroom window. The smallest things will
catch the student’s eye. Example: If a student dropped a pencil, the student
with focus on that pencil rolling across the floor until it is picked up. By then,
the teacher will have moved on to another topic leaving that student behind.
Hyperactivity:
With a student who is struggling with
hyperactivity they tend to be very squirmy. They are constantly in motion at
their desk or walking around the classroom. A student will begin to touch
everything or play with something they find inside their desk or on the floor.
The student may be disruptive, talking to other students. Lastly, the student
has trouble completing quiet tasks or activities given to them. A child who is
struggling with hyperactivity is a little more easily visible in the classroom.
It is the student who is constantly moving around, distracting the other
students. With a student who is constantly moving around, will sometimes
influence the rest of the class to be rowdy, which ends up being hard for a
teacher to keep all of their attention.
Impulsivity:
A student who is struggling with
impulsivity becomes very impatient with waiting their turn. They want to go
first and not have to be patient. They love blurting out when it isn’t their
turn to talk, which leads to interrupting other students. They do not care
about the consequences that come when they decide to lash out or act a certain
way. A student may be given a worksheet from the teacher and asked to not begin
it. Instead of waiting for the teacher to give them all their directions, the
student will begin the assignment. They may be doing it completely wrong but do
not care because they cannot wait.
With a better understanding of the three
types of ADHD, a teacher may have a better idea of how to help a student who is
struggling with ADHD in the classroom.
Types of strategies
to help a child with ADHD in the classroom:
For many years
scientists have been trying to understand the best ways to help a child who is
dealing with ADHD in the classroom. As years continue to pass, many people used
to call on a child if they were acting out or not paying attention. “Other
suggestions are simply bland or obvious: Display classroom rules, Allow more
time to complete assignments or tests, make eye contact with the student before
calling on him or her giving instructions.” (Armstrong, 58) There are many
different types of strategies that can be used to help a student with ADHD,
some of which include:
Direct Instruction: By the teacher
giving detailed instructions for the student they are able to complete their in
class tasks much easier and independently.
Scheduling: Giving the student a detailed schedule
of their day to help them know what they are supposed to be doing during a
certain time. “Based on evidence that the on-task behavior of students with
ADHD progressively worsens over the course of the day, it is suggested that
academic instruction be provided in the morning. During the afternoon, when
problem solving skills are especially poor, more active, nonacademic activities
should be scheduled.” (Brock, 2)
Rules and Visuals: Giving rules and
visuals to a student with ADHD need to be right to the point. They need to be
detailed and help enforce what the teacher expects of them and the rest of the
class. Giving consequences for disobeying the rules is key to helping the
students pay attention and on task.
Pacing: Allowing a student to pace themselves
is another way. A student with ADHD may need more time than the rest of the
class. Giving them a certain amount of time to pace themselves can give them an
idea of how fast or slow they need to be going.
Movement: The student needs to be able to get up
and move. Setting time aside to allow them to get up and move around will help
get out the anxiousness they have inside. “Examples might include a trip to the
office, a chance to sharpen a pencil, taking a note to another teacher,
watering the plants, feeding classroom pets, or simply standing at a desk while
completing classwork. Alternating seatwork activities with other activities
that allow for movement is essential. It is also important to keep in mind that
on some days it will be more difficult for the student to sit still than on
others. Thus, teachers need to be flexible and modify instructional demands
accordingly.” (Brock, 3)
Some other ways to help be aware of a student
who has ADHD are dealing with personal scenarios. I have been able to visit
some schools and witness students who have trouble with ADHD as well as look up
some scenarios as well.
Scenarios:
One
scenario that I have dealt with personally was with a little boy. For his
safety I will call him Peter. Peter was a very hyper little boy who was always
fidgety. When I first took on this project I had no idea there were different
types of ADHD. I began to focus my attention on him. I was able to notice that he
was always looking off in different directions and playing with things at his
desk. He was always getting up to get a drink in the back of the classroom and
forgetting questions that were asked to him. I was glad to figure out that he
may have Hyperactive ADHD. I talked with the teacher about it and how I didn’t
want her to tell me what type he had. I wanted to figure it out, and I did. The
next step was to see how the teacher kept his attention. I noticed she had
reminders all over the classroom to help him remember what he was supposed to
be doing. She’d write on the board their next assignment and how long they
would have to accomplish it. Sometimes if he was super squirmy, she would have
him come with me out in the hall. Peter would look at everything on the walls
and want to touch them. It took me a few minutes to get him to sit down and
focus on the assignment. I then gave him a goal, that if he was able to finish
the assignment I wouldn’t need to keep him for recess. I was amazed by how it
worked. He sat right next to me and went through the assignment. As the
semester is coming to a close, I was able to bond with Peter and know how to
better help him as he is struggling with ADHD.
From
researching this topic, I have been able to understand ADHD a little better and
how it affects young children in the schools today. It is nothing something
that can be pushed aside, but needs to be faced head on. By taking a closer
look to ADHD I will better understand how to deal with it in the classroom when
I become a teacher myself. I will be able to take all this advice and apply it
to my own life and see how it helps a child who is struggling to grown and push
forward to bigger and better things. By tackling what ADHD is and how there are
three types of it. I can look out for a student who may be struggling with a
specific kind and know what way could help them to focus more in the classroom.
Interviews:
ADHD
Interview with Tammy Cesena
1. Have you encountered
a student who has dealt with ADHD? Yes
If
so, what steps did you take to make their environment comfortable?
Once
I understand the issues the child is struggling with, such as forgetfulness or difficulty
paying attention in school. I work with the child to find creative
solutions and capitalize their strengths.
2. What kind of plans do
the teachers and staff take for a child who has ADHD?
Think
of what the class room setting requires child to do: Sit still. Listen quietly.
Pay attention. Follow instructions. Concentrate. These are the very things kids
with ADD/ADHD have a hard time doing—not because they aren’t willing, but
because their brains won’t let them.
But
that doesn’t mean kids with ADD/ADHD can’t succeed at school. There are many
things teachers and staff can do to help children with ADD/ADHD thrive in the
classroom. It starts with evaluating each child’s individual weaknesses and
strengths, then coming up with creative strategies for helping the child focus,
stay on task, and learn to his or her full capability.
3. Who does the student
with ADHD work with when coming to school?
All
Staff who are trained and know of child's IEP
4. What does the staff
do to make sure the student with ADHD is included and following along?
Sometimes there
are a number of ways you to keep the child on track at school. Together you can
help the child with ADD/ADHD learn to find his or her feet in the classroom and
work effectively through the challenges of the school day. Communication
is a must.
5. Where does the
teacher put a student with ADHD in the classroom? (If any)
Children
with ADD/ADHD are capable of appropriate classroom behavior, but they need
structure and clear expectations in order to keep their symptoms in check. It
helps by developing a behavior plan for the child—and sticking to it. Whatever
type of behavior plan you put in place, create it in close collaboration with
the child.
6. When is the most
difficult part of the day to deal with an ADHD Student?
Transition.
Going from one activity to another.
7. How does having a
student with ADHD student alter the classroom environment?
I
have the student sit close proximity to my desk "teacher" so that
visual and physical monitoring of student behavior can be done by me
"teacher". Monitor their behavior.
8. How can a student
with ADHD help others at school and in the classroom?
Teaches
all students that not all students learn the same way. Patience, share,
kind words, and help each other.
9. What can a teacher do
to understand what a student with ADHD is going through?
Trainings
on lesson planning, instructional techniques, behavioral strategies, and
communication of ADHD.
10. Do you have any other
thoughts you would like to share about ADHD that you have noticed inside your
school?
Patience,
always learning, reading, training, one step at a time, one thing might work
for one student but not the other, work close with the parents, and all others
that are on IEP. Stick to goals.
ADHD
interview with Dr. Doug Tedford
1. Have you encountered a student who has dealt with ADHD? If
so, what steps did you take to make their environment comfortable?
I had clear plans and definite limits,
because this student said and did aggressive things when agitated. The student was assigned as the leader of a
cooperative desk group in a grade 3 setting.
2. What kind of plans do the teachers and staff take for a
child who has ADHD?
To make sure the student has
appropriate supports in the form of extra scaffolding (explicit rules, personal
feedback, and cooperative group participation).
3. Who does the student with ADHD work with when coming to
school?
In the 1990s in California, the teacher
was left to his or her own to independently select appropriate measures. The
teaching assistant was assigned to monitor and support.
4. What does the staff do to make sure the student with ADHD is
included and following along?
Assign for specific cooperative group
role, expect student (as all students) to actively contribute to discussions,
immediate praise and rewards for participation, not just for right answers.
5. Where does the teacher put a student with ADHD in the
classroom? (If any)
Student is randomly assigned to
cooperative desk group, which typically shifted each two to three weeks, and
resulted in a mix of locations and student interactions on regular basis.
6. When is the most difficult part of the day to deal with an
ADHD Student?
Following recess, the particular
student would come to class exhibiting many attention-getting behaviors. All students had access to report books to
mention any negative playground conduct.
7. How does having a student with ADHD student alter the
classroom environment?
It can be a positive experience at
grade 3 level, because the student’s behaviors are compulsive and
unintentional. Stray comments/distracting behaviors show the teacher needs to
alter lessons.
8. How can a student with ADHD help others at school and in the
classroom?
Sometimes (not always) these students
can be reoriented to lead or guide others. It is important that neither the
student nor other students recognize that the student is ADHD-labeled.
9. What can a teacher do to understand what a student with ADHD
is going through?
Well, although reading literature can
help, there is no better experience than multiple contacts with ADHD-labeled
students and finding effective ways to alter and improve instruction.
10. Do you have any other thoughts you would like to share about
ADHD that you have noticed inside your school?
Too often, both in California (and
later as administrator in Texas) it was observed that too many students are
misapplied the ADHD or ADD label, as a way to assign other staff to remediate
with students who just need assistance. The label should not be casually used,
as the effects last long-term. The student may be incorrectly prescribed
medication (for example, Ritalin) that can have long-term outcomes on health
and self-esteem. The misapplication of the ADHD/ADD label or rush to diagnosis
is a topic of much debate.
Doug
Tedford, Ed.D. Taught third-grade bilingual primary 1987-1992 and 1997-1999 –
LA Unified School District and was at that time a trainer for LAUSD Franklin-M
Work Cited
Armstrong, Thomas. "Educational
Strategies." ADD/ADHD Alternatives in the Classroom. Alexandria,
VA: Association for Supervision and Curriculum Development, 1999. 57-59. Print.
Brock, Stephen E. "Strategies for
Teachers." Special Needs: Helping the Student with ADHD in the
Classroom (June 2002): 1-4. Nasponline. June 2002. Web. 30 Mar.
2015.
Lougy, Richard A., and David K.
Rosenthal. "I Am Confused - So What Is ADHD?" ADHD: A Survival
Guide for Parents and Teachers. Duarte, CA: Hope, 2002. 9-18. Print.
Segal, Jeanne, Ph.D., and Melinda Smith,
M.A. "ADD / ADHD and School." : Helping Children and Teens with
ADHD Succeed at School. N.p., Feb. 2015. Web. 31 Mar. 2015.
No comments:
Post a Comment