Class Notes (943,790)
US (364,824)
RU (174)
Randel (6)
Lecture 7

SPED 08130 Lecture 7: Chapter 7 Notes
Premium

9 Pages
56 Views

Department
SPED - Special Education
Course Code
SPED 08130
Professor
Randel

This preview shows pages 1-3. Sign up to view the full 9 pages of the document.
Chapter 7 Notes: Attention Deficit Hyperactivity Disorder
Section 1- Attention Deficit Hyperactivity Disorder Described
Student with ADHD demonstrate inattention, hyperactivity, and/ or impulsivity to such an
extent that their schoolwork is affected
Many people refer to ADHD (attention deficit hyperactivity disorder) as ADD (attention deficit
disorder) which is not the medically correct term (ADHD is)
No separate category for ADHD in IDEA, students who have ADHD must qualify under the
“other health impairment” category for special education services
Most accepted definition of ADHD is developed by American Psychiatric Association (APA)
in its Diagnostic and Statistical Manual of Mental Disorders, this has a stronger medical theme
for diagnosis than the federal criteria
When inattention, excessive activity, or impulsivity is more frequent or severe than usually
observed ADHD is present in that individual— only when they are not developmentally
appropriate and interfere with an individual’s social, academic, or occupational performance
Symptoms of ADHD (condition) must have been present before age 12, have endured for at
least 6 months, and occur in two or more settings
Student display either:
greater than or equal to 6 symptoms of inattention
greater than or equal to 6 symptoms of hyperactivity-impulsivity (H-I)
greater than or equal to 6 symptoms each for both inattention and H-I
Behavior must:
have persisted greater than or equal to 6 months
find more resources at oneclass.com
find more resources at oneclass.com
have been present before age 12
be present in greater than or equal to 2 settings
be severe enough to affect social, academic, or occupational performance
not be caused by other disorders
Section 2- Types of Attention Deficit Hyperactivity Disorders
Students with ADHD may demonstrate inattentiveness, or hyperactivity and impulsivity
Individuals with ADHD can display symptoms of extreme inattention, hyperactivity and
impulsivity, or a combination of traits
Inattention: Inability to pay attention or focus— commonly seen by parents and teachers,
especially when sustained effort is required
Hyperactivity: Impaired ability to sit or concentrate for long periods of time— commonly
associated to ADHD
Research shows that hyperactivity diminishes with age as students learn to better control their
behavior— but compared to peers still show higher levels of restlessness and such
Impulsivity: Impaired ability to control or inhibit one’s own behavior
Students with impulsivity may interrupt conversations, random comments made, or state any
thought that comes to mind
Often do things without forethought so these students are at higher risk for taking part in
harmful or dangerous behaviors like running into the street without looking both ways,
jumping off playground equipments, trying drugs without knowing the possible consequences
ADHD specifiers— inattentive presentation, hyperactive-impulsive presentation, and
combined presentation (goes into greater detail on pg 171 of text)
find more resources at oneclass.com
find more resources at oneclass.com
Section 3- Characteristics
Problems with executive functions are typical for students with ADHD and can negatively
affect academics, behavior, and social skills
Three defining traits of ADHD: inattention, hyperactivity, and impulsivity— related to
executive functions
Executive functions: the cognitive abilities that enable us to plan, to self-regulate, to engage in
goal-directed activities— also control ability to inhibit inappropriate behaviors
Students with ADHD spend less time engaged in academic activities/ tasks
Students with ADHD attribute accomplishments to external factors, less persistent, expend less
effort, and take less enjoyment in learning— resulting in lower grades and increased risk for
school failure
have trouble studying for long periods of time
tend to be disorganized and forgetful
produce sloppy, careless, or incomplete assignments
These students can cause frustration for their teachers
As ADHD characteristics increase the potential for positive social interactions decreases—
often judge themselves as social failure and engage in more solitary activities (independent)
leading to increased alienation and withdrawn of social interaction
Section 4- Challenges and Their Solutions
A combination of behavioral therapy and medication is an effective treatment option for most
students with ADHD
find more resources at oneclass.com
find more resources at oneclass.com

Loved by over 2.2 million students

Over 90% improved by at least one letter grade.

Leah — University of Toronto

OneClass has been such a huge help in my studies at UofT especially since I am a transfer student. OneClass is the study buddy I never had before and definitely gives me the extra push to get from a B to an A!

Leah — University of Toronto
Saarim — University of Michigan

Balancing social life With academics can be difficult, that is why I'm so glad that OneClass is out there where I can find the top notes for all of my classes. Now I can be the all-star student I want to be.

Saarim — University of Michigan
Jenna — University of Wisconsin

As a college student living on a college budget, I love how easy it is to earn gift cards just by submitting my notes.

Jenna — University of Wisconsin
Anne — University of California

OneClass has allowed me to catch up with my most difficult course! #lifesaver

Anne — University of California
Description
find more resources at oneclass.com Chapter 7 Notes:Attention Deficit Hyperactivity Disorder Section 1-Attention Deficit Hyperactivity Disorder Described • Student withADHD demonstrate inattention, hyperactivity, and/ or impulsivity to such an extent that their schoolwork is affected • Many people refer toADHD (attention deficit hyperactivity disorder) asADD (attention deficit disorder) which is not the medically correct term (ADHD is) • No separate category forADHD in IDEA, students who haveADHD must qualify under the “other health impairment” category for special education services • Most accepted definition ofADHD is developed byAmerican PsychiatricAssociation (APA) in its Diagnostic and Statistical Manual of Mental Disorders, this has a stronger medical theme for diagnosis than the federal criteria • When inattention, excessive activity, or impulsivity is more frequent or severe than usually observedADHD is present in that individual— only when they are not developmentally appropriate and interfere with an individual’s social, academic, or occupational performance • Symptoms ofADHD (condition) must have been present before age 12, have endured for at least 6 months, and occur in two or more settings • Student display either: • greater than or equal to 6 symptoms of inattention • greater than or equal to 6 symptoms of hyperactivity-impulsivity (H-I) • greater than or equal to 6 symptoms each for both inattention and H-I • Behavior must: • have persisted greater than or equal to 6 months find more resources at oneclass.com find more resources at oneclass.com • have been present before age 12 • be present in greater than or equal to 2 settings • be severe enough to affect social, academic, or occupational performance • not be caused by other disorders Section 2- Types ofAttention Deficit Hyperactivity Disorders • Students withADHD may demonstrate inattentiveness, or hyperactivity and impulsivity • Individuals withADHD can display symptoms of extreme inattention, hyperactivity and impulsivity, or a combination of traits • Inattention: Inability to pay attention or focus— commonly seen by parents and teachers, especially when sustained effort is required • Hyperactivity: Impaired ability to sit or concentrate for long periods of time— commonly associated toADHD Research shows that hyperactivity diminishes with age as students learn to better control their • behavior— but compared to peers still show higher levels of restlessness and such • Impulsivity: Impaired ability to control or inhibit one’s own behavior • Students with impulsivity may interrupt conversations, random comments made, or state any thought that comes to mind • Often do things without forethought so these students are at higher risk for taking part in harmful or dangerous behaviors like running into the street without looking both ways, jumping off playground equipments, trying drugs without knowing the possible consequences • ADHD specifiers— inattentive presentation, hyperactive-impulsive presentation, and combined presentation (goes into greater detail on pg 171 of text) find more resources at oneclass.com find more resources at oneclass.com Section 3- Characteristics • Problems with executive functions are typical for students withADHD and can negatively affect academics, behavior, and social skills • Three defining traits ofADHD: inattention, hyperactivity, and impulsivity— related to executive functions • Executive functions: the cognitive abilities that enable us to plan, to self-regulate, to engage in goal-directed activities— also control ability to inhibit inappropriate behaviors • Students withADHD spend less time engaged in academic activities/ tasks • Students withADHD attribute accomplishments to external factors, less persistent, expend less effort, and take less enjoyment in learning— resulting in lower grades and increased risk for school failure • have trouble studying for long periods of time tend to be disorganized and forgetful • • produce sloppy, careless, or incomplete assignments • These students can cause frustration for their teachers • AsADHD characteristics increase the potential for positive social interactions decreases— often judge themselves as social failure and engage in more solitary activities (independent) leading to increased alienation and withdrawn of social interaction Section 4- Challenges and Their Solutions • Acombination of behavioral therapy and medication is an effective treatment option for most students withADHD find more resources at oneclass.com find more resources at oneclass.com • Stimulant medication:Aclass of psychoactive drug that increases activity in the brain, resulting in temporary improvement • Behavioral therapy: Technique that replaces specific, negative, undesirable behaviors with new, positive, appropriate behaviors • Both treatments above were found to be more effective than behavior therapy alone or routine community care • Behavioral therapy or behavior modification: Systematic control of environmental events— particularly consequences— that produce specific changes in a student’s observable responses; may include reinforcement, punishment, self-regulation, and other techniques for increasing or decreasing a student’s behavioral response • Functional behavioral assessment (FBA):Aprocess int which data is collected to determine why a student engages in certain behaviors, with the goal of helping the student replace inappropriate behaviors with more acceptable ones • After doing an FBAstudents are taught more socially acceptable means for dealing with a situation • Providing specific and immediate feedback is more affective than waiting a prolonged time period with students who haveADHD • Self-Regulation strategies: Strategies that help a student learn to control his or her own behavior; usually include components of self-mmnitorying, self-instruction, goal setting, and self-reinforcement; see also self-management strategies find more resources at oneclass.com find more resources at oneclass.com • Time management instruction: Instruction that teaches students to consciously plan and monitor the amount of time spent on specific activities, usually to increase efficiency, productivity, or educational outcomes • Beneficial to parents to take behavioral training, this will allow them to overcome any of the frustrations of raising a child withADHD. Helps parents to: • establish a structured home environment • utilize positive reinforcement effectively • deliver consequences fairly and consistently • intervene appropriately when there is a problem • communicate effectively with school and medical professionals Section 5- People and Situations • Many individuals withADHD lear
More Less
Unlock Document


Only pages 1-3 are available for preview. Some parts have been intentionally blurred.

Unlock Document
You're Reading a Preview

Unlock to view full version

Unlock Document

Log In


OR

Don't have an account?

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit