ADHD, CP, SLD.pdf

ADHD Common disorder that affects about 10% of school-age children What is it? Kids with ADHD act without thinking, are hyperactive, and have trouble focusing They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or focus on detai...

ADHD Common disorder that affects about 10% of school-age children What is it? Kids with ADHD act without thinking, are hyperactive, and have trouble focusing They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or focus on details Many kids act this way, but the difference with ADHD symptoms is that they are present over a longer period of time and happen in different settings They hurt a child's ability to function socially, academically, and at home Category of the Disorder There is not a particular or single test to diagnose ADHD The "American Psychiatric Association's Diagnostic," which is a manual, is used by mental health professionals to help diagnose ADHD The manual helps ensure that people are appropriately diagnosed and treated Using the same standard across communities will help determine how many children have ADHD, and how public health is impacted by this condition Variations of the Disorder - Inattention - Hyperactivity - Impulsivity An inattentive type: - Trouble paying attention to details - Tendency to make careless errors in schoolwork or other activities -Difficulty staying focused on tasks or play activities -Apparent listening problems -Difficulty following instructions - Problems with organization - Avoidance or dislike of tasks that require mental effort - Tendency to lose things like toys, notebooks, or homework - Forgetfulness in daily activities A hyperactivity type:         Fidgeting and squirming Problems remaining seated Talking excessively and at inappropriate times Often running or climbing Stands instead of sitting at the table Unable to settle into a quiet activity Constantly on the go Frequently handling or touching objects An impulsivity type:         Butting into conversations Blurting out answers in the classroom Beginning work before instructions are given Disturbing others who are playing Grabbing others belongings Touching, grabbing, hitting others Problems waiting for turn or standing in line Making impulsive decisions Requirements for Diagnosis for symptoms In children/teens, symptoms must be more frequent or severe compared to other children of their age In adults, symptoms must create significant difficulty in at least two areas of life:     home social settings school work Causation & Risk Factors ADHD      Strong genetic component Common behaviours during pregnancy such as smoking and drinking Babies with low birth rate may have increased risk of ADHD Head injuries, particularly one in the frontal lobe Children who are exposed to lead/environmental toxins Prevalence   5% of children have ADHD In Canada, less than 3% of people have ADHD For those children who do    for boys - 4% for girls - 1% school-aged children - 5%  Between 1998-2007, pre-schoolers' prevalence stayed stable, while school-aged children increased nearly 2% Amount of medications & ADHD Diagnosis strengthened during 2000s greater number of medications were used for children with ADHD (From 43% in 2000 to 59% in 2007)  Approximate Prevalence Distribution of the Subtypes of ADHD    Predominantly Hyperactive-Impulsive Type Predominantly Inattentive Type Combined Type Other Disorders / Conditions Related to ADHD       Learning Disabilities Tourette Syndrome Oppositional Defiant Disorder Conduct Disorder Anxiety/Depression Bipolar Disorder Treatment What parents can do:        Create a routine Get them organized Make them avoid distractions Limit choices Change interactions with child Use goals/rewards Help child discover a talent What professionals can do:  Use stimulants - improves 70% of symptoms Examples    Methylin Adderall Dexedrine   Use non-stimulants has fewer side effects Common Misconceptions "ADHD only occurs in children" "ADHD stimulants lead to addiction" "Everyone has some ADHD these days" "Only kids who are hyper have ADHD" "ADHD is a result of a child eating too much sugar" Interesting Facts         Males are 3 times more likely to be diagnosed with ADHD than females The average age of being diagnosed with ADHD is 7 years old During their lifetime, 12.9% of men will be diagnosed, while only 4.9% of woman will be. Medication cannot fix ADHD. Some celebrities who have ADHD include Jim Carrey, Ryan Gosling, Paris Hilton, Adam Levine, and Will Smith. Many people with ADHD struggle with short-term memory. Many people with ADHD have trouble sticking to healthy routines. ADHD is a life-long condition. What does ADHD stand for?  Attention Deficit Hyperactivity Disorder What are the 3 types of ADHD?    Inattention Hyperactivity Impulsivity Name a stimulant used to help with ADIHD. Examples:  Methylin   Adderall Dexedrine CEREBRAL PALSY It is group of conditions that affects the parts of your brain that conitrol your muscles. It can cause problems with posture, movement and balance. Children could have intellectual and developmental disabilities. Children could also have trouble learning, talking, being independent, physical development or social skills. The Causes of Cerebral Palsy Happens when your baby has problems in brain development or has brain damage. Random mutations that control brain development Maternal infections Fetal stroke Lack of oxygen to the brain Infant infections around the brain Traumatic head injury Testing Available Before Birth:  There is no way to definitely determine if a child has cerebral palsy before birth After Birth:  Developmental screenings, evaluations, and monitoring      Blood tests CT scan (computer tomography) EEG (electroencephalogram) MRI (magnetic resonance imaging) Ultrasound How Serious Can it Be? The severity can range from the variety of types Some serious effects include:         Intellectual disability seizures Vision difficulties Limb shortening and scoliosis dental problem hearing loss Joint problems Problems with spatial awareness Different Types There are four main kinds of CP that are based on the type of movement problems a child has. Spastic cerebral palsy    Spastic diplegia Spastic hemiplegia Spastic quadriplegia Dyskynetic cerebral palsy Ataxic cerebral palsy Mixed cerebral palsy (has symptoms from more than one type) Treatments Available There is many different treatment methods available for dealing with cerebral palsy, such as:           a pediatrician a child neurologists a social worker a psychologists a orthopedic surgeon a physical therapist a occupational therapist a speech & language pathologist a special education teacher medicines to help relax muscle spasms Problems for the Future The following health problems for a person with cerebral palsy could be for the present, or the future Constipation/hard to have a bowel movement Drooling Feeling pain in the hips, knees, ankles and back Problems urinating Seizures Throwing up Breathing problems Trouble swallowing or eating Trouble talking, seeing or hearing How common is cerebral palsy? About 1 in 300 children (less than 1%) has CP. Most children are diagnosed by the time they're 2 years old. CP is the most common cause of movement problems in childhood. About 500,000 children in the United States have the condition 43% Females - 57% Males Specific Learning Disability Specific Learning Disabilities       Dyslexia Visual Perceptual Difficulties Dyspraxia Dyscalculia Dysgraphia Non-Verbal Learning Disabilities IDEA's Definition of "Specific Learning Disability" Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury. minimal brain dysfunction, dyslexia, and developmental aphasia. Perception Many people are not educated about special needs children so they make incorrect, and often harmful assumptions about them. Misconceptions Up to one-third of people attribute SLD to causes that are inaccurate, including excessive time watching TV (22 percent). poor diet (31 percent) and childhood vaccinations (24 percent). Seven out of ten people mistakenly link SLD with intellectual disabilities and autism spectrum disorders. One in three parents report deep feelings of isolation, stress, anxiety, guilt and pessimism regarding their child's learning and attention issues. Impact "Stigma, underachievement and misunderstanding of SLD continue to be stubborn barriers for parents and children to overcome. The data in the 2014 NCLD report reveal that, left unaddressed, as many as 60 million individuals risk being left behind, burdened by low self-esteem, subjected to low expectations, and diminished in their ability to pursue their dreams." - James H. Wendorf. NCLD Executive Director National Center for Learning Disabilities Statistics SLD is the largest category of students receiving special education services (42 percent of the 5.7 million school-age children with all kinds of disabilities). There are 2.4 million American public school students (approximately 5 percent of the total public school enrollment) identified with SLD under the Individuals with Disabilities Education Act. Two-thirds (66 percent) of students identified with SLD are male. while overall public school enrollment is evenly split between males and females. Why does it Matter? SLD is one of the more common disabilities you'll encounter in the classroom. Almost 1 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. So it's likely that you will work with many students who have a specific learning disability. Causes of Specific Learning Disabilities   Heredity Environmental Considerations Just as there are different types of learning disabilities (e.g., dyslexia, language disabilities, math disabilities), there are likely to be different causes. Four suspected causal factors are brain damage, heredity. biochemical imbalance, and environmental causes. The actual structure of the brain of some children with reading disabilities is slightly different from that of children without disabilities (Leonard, 2001). Recent advances in magnetic resonance imaging (MRI) technology have enabled researchers to discover that specific regions of the brains of some individuals with reading and language disabilities show activation patterns during phonological processing tasks that are different from the patterns found in the brains of nondisabled individuals (Miller. Sanchez, & Hynd, 2003, Richards, 2001; Simos, Breier, Fletcher, Bergman, & Papanicolaou, 2000). A Word of Caution Special educators must be aware of placing too much emphasis on theories linking learning disabilities to brain damage or brain dysfunction, for three major reasons: First, not all children with learning disabilities display clinical (medical) evidence of brain damage, and not all children with brain damage have learning disabilities. The second problem is that assuming a child's learning problems are caused by a dysfunctioning brain can serve as a built-in excuse for ineffective instruction. When a student with suspected brain damage fails to learn, his teachers may be quick to presume that the brain injury prevents him from learning and be slow to analyze and change instructional variables. Third, whether "learning disabilities in an individual case are symptoms that result from brain injury or developmental delay will not essentially alter the methods of teaching the student" (Myers & Hammill 1990, p. 22). Heredity Siblings and children of persons with reading disabilities have a slightly greater than normal likelihood of having reading problems. There is growing evidence that genetics may account for at least some family links with dyslexia (Pennington, 1995; Raskind, 2001). Environmental Environmental factors (e.g., instruction) must be in place to develop the neural networks that support academic skills. Even genetic studies of reading disability show that only about 50 percent of the variability in reading skills can be explained by genetic factors-the remainder is environmental. Environmental factors-particularly impoverished living conditions early in a child's life and poor instruction- probably contribute to the achievement deficits experienced by many children in this special education category. Another environmental variable that is likely to contribute to children's learning problems is the quality of instruction they receive. It would be naive to think, however, that the achievement problems of all children with learning disabilities are caused entirely by inadequate instruction. Characteristics of SLD Key Consideration The inherent danger in a list of the physical and psychological characteristics often exhibited by children with learning disabilities is the tendency to assume, or to look for, each of those characteristics in all children considered in the category. This danger is especially troublesome with learning disabilities because the category includes children who exhibit a wide range of learning, social, and emotional problems. Defining Characteristic The defining characteristic of students with learning disabilities is specific and significant achievement deficits in the presence of adequate overall intelligence. The difference between what students with learning disabilities "are expected to do and what they can do grows larger and larger" over time (Deshler, Schumaker, & Lenz, 2001, p. 97). Specific Characteristics Students with learning disabilities experience one or more of the following characteristics:    reading problems deficits in written language underachievement in math    poor social skills attention deficits and hyperactivity behavioral problems. Dyslexia affects 1 in 5 Students Difficulty with reading is by far the most common characteristic of students with learning disabilities. It is estimated that 90% of all children identified as learning disabled are referred for special education services because of reading problems (Kavale & Forness, 2000). Evidence suggests that specific reading disability, also called dyslexia, is a persistent deficit, not simply a developmental lag in linguistic or basic reading skills (Lyon, 1995). Dyscalculia: More than 50% of students with learning disabilities have IEP goals in math! Numerical reasoning and calculation pose major problems for many students with learning disabilities. Students with learning disabilities perform lower than normally achieving children with every type of arithmetic problem at every grade level (Cawley, Parmar, Foley, Salmon, & Roy, 2001). Deficits in retrieving number facts and solving story problems are particularly evident (Jordan & Hanich, 2000; Ostad, 1998). The math competence of students with learning disabilities progresses about 1 year for every 2 years in school, and the skills of many children plateau by age 10 or 12 (Cawley. Parmar, Yan, & Miller, 1998). Social Skills Deficits: social competence and peer acceptance are not characteristics of learning disabilities but outcomes of the different social climates created by teachers, peers. parents, and others with whom students with learning disabilities interact Naughn Mcintosh, Schumm Haager. & Callwood 1993). Attention Problems and Hyperactivity Some students with learning disabilities have difficulty attending to a task and/or display high rates of purposeless movement (hyperactivity). Children who consistently exhibit this combination of behavioral traits may be diagnosed as having attention-deficit/hyperactivity disorder (ADHD). Dysgraphia: a learning disability that affects writing, which requires a complex set of motor and information processing skills. Dysgraphia makes the act of writing difficult. It can lead to problems with spelling poor handwriting and putting thoughts on paper. People with dysgraphia can have trouble organizing letters, numbers and words on a line or page. This can result partly from: Visual-spatial difficulties: trouble processing what the eye sees Language processing difficulty, trouble processing and making sense of what the ear hears Educational Requirements & Accommodations Special Education Process:         Referral Evaluation Eligibility IEP Placement Instruction Annual Review Back sa evaluation What works best? A collaborative relationship between the child's teachers and the school, strategic approaches to homework, and understanding the IEP process inside and out. What are accommodations? Accommodations are changes to the classroom environment. assignment, or exam without changing the content or the standards the student is expected to master. The student is still expected to demonstrate their understanding of the same material as their peers, but they are given supports by altering the way the information is presented or how the student responds. Accommodations can be applied content areas, such as math, reading, writing, and social studies. In addition, you can create accommodations for exams, homework and classwork assignments, organization, time management, behavior, and the classroom environment. Example of an Accommodation For example, a student with dyslexia may struggle to decode a text at their grade level. As an accommodation. the teacher can provide the student with an audio copy of the book and graphic organizers to help the student record and comprehend the content in the book. What are Modifications? Modifications are changes to the content being taught. Oftentimes, the amount or complexity of material the student is expected to master is reduced. For example, we might modify an exam by reducing the number of questions. Multi-Sensory Instructional Programs & Tools for All Students Barton Reading & Spelling Program Touch Math Handwriting Without Tears Lexia Accelerated Reader Audio Component Kinetic Sand