Foundation of Special and Inclusive Education 2PROF ED 05 PDF

2PROF ED 05 Foundation of Special and Inclusive Education TERM 1, AY 2024-2025 Dr. MADELENE GALINEA-JOSE Course Professor  Unit 3. Understanding Learners with Emotional and Behavioral Disorder, Attention-Deficit- Hyperactivity Disorder, and Autism Spectrum Di...

2PROF ED 05 Foundation of Special and Inclusive Education TERM 1, AY 2024-2025 Dr. MADELENE GALINEA-JOSE Course Professor  Unit 3. Understanding Learners with Emotional and Behavioral Disorder, Attention-Deficit- Hyperactivity Disorder, and Autism Spectrum Disorder  Lesson 7: Attention – Deficit Hyperactivity Disorder (ADHD)  Watch and Learn YouTube link: https://www.youtube.com/watch?v=WddfBzE 1AuU Sharing Time 1. What are the characteristics of a child with ADHD, as shown in the video. 2. What emotion/s did you feel while watching the video? Why? Definition ADHD refers to a chronic biobehavioral disorder that initially manifests in childhood and is characterized by hyperactivity, impulsivity, and/or inattention. These symptoms can lead to difficulty in academic, emotional, and social functioning. Studies in the United States indicates approximately 8%-10% of children satisfy diagnostic criteria for ADHD. ADHD is, therefore, one of the most common disorders of childhood. ADHD occurs two to four times more commonly in boys than girls.  Three subtypes of ADHD within the Attention Deficit Hyperactivity Disorder Spectrum.  ADHD Predominantly Hyperactive-Impulsive Type Children who may be able to pay attention to tasks but lose focus because they may be predominantly hyperactive-impulsive thus having trouble controlling impulse and activity  ADHD Predominantly Inattentive Type Children with ADHD that have little or no trouble sitting still or inhibiting behavior but may be predominantly inattentive and have great difficulty getting or staying focused on a task or activity.  ADHD Predominantly Combined Type These children have significant symptoms of all of the three characteristics. Diagnostic Statistical Manual IV criteria for diagnosis of ADHD requires that:  some hyperactive, impulsive, or inattention symptoms that causes present difficulties were present before 7 years of age  are present in two or more settings (at school [or work] or at home).  there must be clear evidence of significant impairment in social, academic, or occupational functioning.  symptoms may not entirely be caused by another severe physical disorder (for example, severe illness associated with chronic pain) or mental disorder (for example, schizophrenia, other psychotic disorders, severe disabling mood disorders, etc.).  There are three key characteristics of ADHD. Inattention Impulsivity Hyperactivity Being easily distracted Having great difficulty waiting for turns Difficulty staying seated Not appearing to listen when Fidgeting and bouncing while being Interrupting children's play activities seated spoken to Having difficulty following Interrupting conversations Talking excessively directions or finishing tasks Having difficulty staying Blurting out answers to questions not organized, often misplacing their Seeming to be in constant motion directed at them things. Acting recklessly without thinking of the consequences... darting into the street Climbing on things and jumping without thinking to look for cars, or off things inappropriately jumping off a high incline without considering the danger. Running inappropriately.  What is happening in the Brain of a Person with ADHD? The most recent models describing what is happening neurologically in the brains of people with ADHD suggest that several areas of the brain may be affected by the disorder. They include: Frontal lobes The frontal lobes help us to pay attention to tasks, focus concentration, make good decisions, plan ahead, learn and remember what we have learned. The frontal lobes also help us to behave appropriately for a given situation. Inhibitory mechanisms of the Cortex The inhibitory mechanisms of the cortex keep us from being hyperactive, from saying things out of turn, and from getting mad at inappropriate times, for examples. These inhibitory mechanisms of the cortex help us to “inhibit” our behavior. Assessment Assessment should be conducted by a well-trained professional --- developmental pediatrician, psychologist, psychiatrist, neurologist, SPED diagnostician, who knows about ADHD. An assessment must include the following: Thorough medical and family history Physical examination Interviews with parents, the child and the child’s teacher (s) Behavior rating scales completed by parents and teacher (s) Observation of the child A variety of psychological tests to measure IQ and social and emotional adjustment as well as to indicate presence of specific learning disabilities.  Prognosis 1. Education: Follow-up studies of children with ADHD growing into adolescence showed impairment of academic success. A few studies into adulthood have demonstrated persistence of these findings. Completion of expected schooling, lower achievement scores, and failure of courses are areas of concern. 2. Employment: The rate of adult employment of those with and without a diagnosis of ADHD did not vary; however, those with ADHD did have occupations with a lower "job status." 3. Socialization issues: A significant subset of children with ADHD has an accompanying disruptive behavior disorder (ODD and CD). In studies that followed children with ADHD into adulthood, between 12%-23% have socialization problems (vs. 2%-3% of the general population).  Prognosis 4. Substance abuse: The medical literature investigating whether those with ADHD have a higher likelihood for such high-risk behaviors is controversial. The largest study to date supports other smaller studies that indicate ADHD patients who consistently take their medication have twice the likelihood not to utilize drugs or excessive alcohol. 5. Driving: Teens with ADHD are two to four times more likely to have motor-vehicle accidents or have their license suspended than peers without such a diagnosis. Impulsivity and inattention again seem to be limited when at-risk teens consistently take their recommended medication. Treatment National Institute of Mental Health (NIMH) research has indicated that the two most effective treatment modalities for elementary-school children with ADHD are a closely monitored medication treatment or a program that combines medication with intensive behavioral interventions (behavior therapy). 1.Psychostimulant medications  Methylphenidate (Ritalin, Metadate, and Concerta),  Amphetamine (Dexedrine, Vyvanse, and Adderall),  Atomoxetine (Strattera)  Guanfacine (Tenex, Intuniv) Treatment National Institute of Mental Health (NIMH) research has indicated that the two most effective treatment modalities for elementary-school children with ADHD are a closely monitored medication treatment or a program that combines medication with intensive behavioral interventions (behavior therapy). 2. Antidepressant medications  "Tricyclic antidepressants" (TCA) (imipramine, desipramine, and nortriptyline) and bupropion (Wellbutrin), What are Behavioral Treatments It is a form of a non-medication approach that has been demonstrated to be somewhat effective with ADHD children. The therapy sessions are conducted by a mental-health professional (for example, a psychologist or social worker) and consist of parent and teacher training in child behavior management. The parents and teachers are taught to consider their child's behavior as a function of the disorder, rather than "bad behavior" or the result of failed parenting/teaching skills. The three principles of behavior therapy are: 1. set specific goals, 2. provide rewards and consequences, and 3. and keep using the rewards and consequences for a long time.  Instructional Accommodation for Learners Teaching Children with ADHD: Seat students with ADHD near the teacher’s desk, but include them as part of the regular class seating. Place these students up front with their backs to the rest of the class to keep other students out of view. Surround students with ADHD with good role models. Encourage peer tutoring and cooperative/collaborative learning. Avoid distracting stimuli. Try not to place students with ADHD near air conditioners, high traffic areas, heaters, or doors or windows. Teaching Children with ADHD: Children with ADHD do not handle change well, so avoid transitions, physical relocation (monitor them closely on field trips), changes in schedule, and disruptions. Be creative. Produce a stimuli-reduced study area. Let all students have access to this area so the student with ADHD will not feel different. Encourage parents to set up appropriate study space at home, with set times and routines established for study, parental review of completed homework, and periodic notebook and/or book bag organization. Giving Instructions to Students with ADHD: Maintain eye contact during verbal instruction. Make directions clear and concise. Be consistent with daily instructions. Simplify complex directions. Avoid multiple commands. Make sure students comprehend the instructions before beginning the task. Repeat instructions in a calm, positive manner, if needed. Giving Instructions to Students with ADHD: Help students feel comfortable with seeking assistance (most children with ADHD will not ask for help). Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child. Require daily assignment notebook if necessary: Make sure each student correctly writes down all assignments each day. If a student is not capable of this, the teacher should help him or her. Sign the notebook daily to signify completion of homework assignments. (Parents should also sign) Use the notebook for daily communication with parents. Let’s learn to CHUNK! Chunking is another strategy that involves condensing assignments and instructional time with frequent feedback. It is a great way to build on and reinforce small successes. Students diagnosed with attention issues, may require an abbreviated task list to complete within a structured, shorter time period. Group yourselves into 4. Create a Chunked Behavior Modification Plan. Choose only 1 target behavior below and follow the steps as shown in the example above. A.Helpfulness in the classroom B.Saying kind words towards classmates C.Playing with classmates without having a fight after D.Sharing books/toys with classmates/playmates Presentation of Outputs