Ch8+Activities

=COMPLETE THREE OF THE FOLLOWING ACTIVITIES AND POST ON YOUR WIKI PAGE.=

= Activity 1 =
 * MyEducationLab assignments **
 * Activities and Applications **

Jake
Click on the link below to read the case study //He's Just a Goofy Guy//. After reading the case study, answer the following questions. He's Just a Goofy Guy

Jake has a variety of behaviors that seem to indicate he has AD/HD. What behaviors does Jake exhibit that would be considered hyperactive-impulsive?

Which of Jake's behaviors seem to be the inattentive type?

What are Jake's strengths?

Types of AD/HD
Click on the link below to read the case study //Encouraging Appropriate Behavior//. After reading the case study, answer the following questions. Encouraging Appropriate Behavior

What behaviors does Sam exhibit? Which type of AD/HD do these behaviors probably indicate?

What behaviors does Heather exhibit? Which type of AD/HD do these behaviors probably indicate?

What behaviors does Patrick exhibit? Which type of AD/HD do these behaviors probably indicate?

= Activity 1 =

Eric's Behavior
Click on the link below to watch the video //ADHD//. After watching the video, answer the following questions. [|ADHD]

What behaviors did Eric exhibit during his psychological evaluation?

What possible biological influences on Eric's behavior does Dr. Goldsmith discuss?

What environmental influences on Eric's behavior does Dr. Goldsmith discuss?

= Activity 2 =

Determining the Causes
Click on the link below to review the text section //Determining the Causes//. After reading the text section, answer the following questions. Determining the Causes

What role does heredity play in the cause of AD/HD?

What are researchers saying about brain differences in people with AD/HD? What are other causes of AD/HD?

1. (At the beginning of class) Read the case study at the beginning of the chapter. Discuss the student’s strengths, weaknesses, support systems, family-professional collaboration, and educational program.
 * Class Activities **

2. Create a brochure about the disability addressed in the chapter. The brochure can be trifold and include: a definition of the disability, causes of the disability, characteristics of the disability, inclusion ideas, and disability support/information groups. If students have access to computers they can do the brochure on the computer and print it. If brochures are done for each chapter, give copies to each student in the class to keep for informational purposes for themselves or others.

3. Assign each student or pair of students a disability. Have the students prepare a class presentation of the disability to include definition of the disability, causes and prevalence, characteristics, assistive technology ideas, inclusion ideas, and information/support groups. Students can present each disability during a different class time. You can pair this with the brochure activity and have the students prepare the brochure as a handout to accompany their presentation.

4. **Jigsaw** - Divide students into three groups. Have each group learn about one of the types of ADHD: Predominantly Inattentive type, Predominantly hyperactive/impulsive type, and combined type. In each group, have the students count off by three. Have all the ones form a group, all twos form a group, and threes form a group. Each group should have “experts” from each of the original groups. Have the new groups teach each other about the types of ADHD.

5. // Lunar Girl // © 2001 - Show a portion or all of F.A.T. City and allows students to discuss the film. About //Lunar Girl// - The story of a girl manifesting the symptoms of AD/HD. The plot illustrates the conflict between differing views of AD/HD. Babette, the protagonist, interprets her symptoms as artistic while authority figures in the film view her behavior as disruptive and antisocial. 6. Revisit the case study at the beginning of the chapter. Use the questions at the end of the chapter, “What do you think?” to facilitate discussion.