ADHD/ ADD CHARACTERISTICS AND STRATEGIES FOR INTERVENTION Dickey LaMoure Special Education Unit
Mar 31, 2015
ADHD/ ADD
CHARACTERISTICS AND STRATEGIES FOR INTERVENTION
Dickey LaMoure Special Education Unit
What is the difference between ADHD and ADD?
ADHD (Attention-Deficit/ Hyperactivity
Disorder) is the term used in (DSM-
IV-TR) Diagnostic and Statistical Manual of Mental Disorders .
ADD (Attention Deficit Disorder) is the older term from the DSM-III R.
Treatment and Causes
ADHD is a neurological disorder that requires a medical diagnosis and treatment.
Heredity explains 80% of ADHD-like behavior.
Environmental factors explain 20% of behavior.
What type of ADHD does this
child have?
1. Inattentive Type
Doesn’t pay attention to details;
Can’t stay focused;
Doesn’t follow through;
Can’t organize; Gets distracted; Loses things.
2. Hyperactive-impulsive Type Fidgets, squirms; Runs around or
climbs constantly; Has trouble playing
quietly; Blurts out answers; Has trouble waiting
his/her turn; Has trouble starting
or changing tasks.
3. Combined Type Doesn't pay attention; Doesn't seem to listen; Is easily distracted; Is disorganized; Fidgets; Runs or climbs; Talks continually; Avoids difficult tasks; Doesn’t consider
consequences.
What does this mean for the child in school?
Kids with AD/HD may be delayed 30% of their actual age in ability to pay attention and remember.
They are not able to focus and use self-control.
They can’t sit and concentrate on instruction.
Eligibility Areas for Special Education
Specific Learning Disability
Emotionally Disturbed
Other Health Impaired
Note: Some students
with ADHD do not qualify for special education services.
Some may qualify for a 504 plan.
How can I help this child?
Use behavior management strategies at home and at school;
Request classroom accommodations;
Use doctor-recommended medications;
Facilitate information exchange between doctors-school-home.
Support at Home and School
Set up regular routine for homework.
Schedule regular breaks for activity every 10 or 15 minutes.
Offer rewards for doing homework.
Support at Home and School
Give non-judgmental, constructive feedback.
Provide high interest books and materials.
Use assignment book.
Communication
Use a home-school communication system;
Hold student-parent-teacher meetings;
Assist teachers to use his/her strengths and talents at school.
School Issues Off-task behavior; Disorganization; Sloppy work; Not following directions; Errors; Disruptive behavior; Daydreaming; Social interaction difficulties.
AD/HD-Related Memory Problems
Working memory
Retrieval
Organization Difficulties· Time management;
· Prioritizing work;
· Reading/listening comprehension;
· Note taking;
· Study skills;
· Multi-step tasks.
Classroom Accommodations
Physical arrangement of room and schedule;
Instructional accommodations.
Instruction Accommodations
Incorporate technology with oral instruction;
Accept alternate assignments;
Teach skills needed.
Testing Accommodations
Provide study guides;
Change evaluation methods to suit the child's learning styles and strengths;
Allow use of technology (calculator, word-processor).
Grade Accommodations
Mark correct answers;
Base grades on standards with adaptations;
Specify skills mastered.
Homework Limit homework; Give adapted assignments; Allow extra credit; Allow work at school; Provide written explanation; Assign a study buddy; Provide reminders about due
dates; Utilize school website.
Organization Allow time for locker/
backpack organization;
Organize materials and assignments;
Use daily and weekly organization and clean up routines;
Use a 3-ring binder;
Follow-through.
Self-control Prepare student for transitions; Display rules; Give behavior prompts; Have clear consequences; Provide time to de-stress; Allow mindless motor
movement; Use activity rewards; Provide supervision.
Working Memory Focus on one concept;
List steps;
Write work down;
Use reading guides;
Teach note-taking;
Provide study guides;
Let student use computer.
Memory Retrieval
Teach memory devices;
Practice sorting main ideas and details;
Teach information and organization skills;
Make test accommodations as necessary.
Attention Getters and Keepers
Repeat directions;
Increase task structure;
Highlight, color code and teach keyword underlining skills;
Summarize key information;
Give visual cues;
Have class start together.
Problems sticking with and finishing tasks:
Add interest and activity;
Divide tasks into segments;
Shorten tasks.
Advocate for your child
Become knowledgeable about AD/HD;
Discuss AD/HD, using books or Web sites;
Share management strategies in community.
The EndWhere can I get more information?
Organization Names: Pathfinder Family Center North Dakota's federally-funded PTI (Parent Training and
Information Center) Contact Person: Kathryn Erickson, Executive Director Address: 1600 2nd Ave. SW Suite 19, Minot, ND 58701-3459 Phone: 701-837-7500 or toll free parent line in North Dakota -
1-800-245-5840 Fax: 701-837-7548 Email: [email protected] Web: www.pathfinder.minot.com and www.pacer.org
Children and Adults with Attention Deficit Disorders (CH.A.D.D.) 499 NW 70th Avenue, Suite 109
Plantation, FL 33317(305) 587-3700 (800) 233-4050www.chadd.org
Center for Mental Health Services
Organization Names: Office of Consumer, Family, and Public Information
5600 Fishers Lane, Room 15-105Rockville, MD 20857(301) 443-2792
National Attention Deficit Disorder Association The National Institute of Mental Health ADHD Page Learning Disabilities Association of America LD OnLine - an award-winning Web site offering in-depth
information, audio and video clips, expert advice and a monthly newsletter for parents and professionals and for children and adults with LD and/or ADHD
CHADD Support Groups for ADHD in the US, by state. The National Information Center for Children and Youth with Di
sabilities NICHCY is the national information and referral center that provides information on disabilities and disability-related issues for families, educators, and other professionals.