Ch8+Notes

** Understanding Students with Attention-Deficit/Hyperactivity Disorder  ** After studying this chapter, you should be able to: ·  Explain the three types of AD/HD: the predominantly inattentive type, the predominantly hyperactive-impulsive type, and the combined type. ·  Articulate causes of ADHD ·  Identify appropriate accommodations for students with AD/HD. ·  Describe successful instructional practices for students with AD/HD. Slide 2: Chapter 8 Objectives // -Present slide 2 and review the chapter objectives // Slide 3: Defining Attention Deficit/Hyperactivity Disorder // -Present slide 3 and discuss the definitions of ADHD // Slide 4: Prevalence of ADHD // -Present slide 4 and discuss the prevalence of ADHD // Slide 5: Three Subtypes of ADHD // -Present slide 5 and discuss the three subtypes of ADHD // Slide 6: Intellectual Functioning and Academic Achievement // -Present slide 6 and discuss the academic achievement of students with ADHD // Slide 7: Behavioral, Social, and Emotional Characteristics // -Present slide 7 and discuss the behavioral, social, and emotional characteristics of students with ADHD // Remind students: Go to the Activities and Application section in Chapter 8 of MyEducationLab and complete Activity 1. As you watch this video reflect on the other issues that a child with AD/HD may face. Slide 8: Determining the Causes // -Present slide 8 and discuss the myths and actual causes of ADHD // Slide 9: Determining the Presence // -Present slide 9 and discuss how the presence of ADHD is determined // Slide 10: Partnering for Special Education and Related Services // -Present slide 10 and discuss the roles of IDEA and Section 504 for students with ADHD // Slide 11: Determining Supplementary Aids and Services // -Present slide 11 and discuss how to minimize distractions for students with hyperactivity/impulsivity // Remind students: Go to the Activities and Application section in Chapter 8 of MyEducationLab and complete Activity 2. As you read this case consider how effective room arrangement can help students with disabilities. Slide 12: Planning for Universal Design for Learning // -Present slide 12 and discuss planning for universal design for learning // Remind students: Go to the Building Teaching Skills and Dispositions section in Chapter 8 of MyEducationLab. As you complete the activities, think about the different ways that you as a teacher could help the child portrayed in this case. Slide 13: Early Childhood Students // -Present slide 13 and discuss the Multidisciplinary Diagnostic and Training Program // Slide 14: Elementary and Middle School Students // -Present slide 14 and discuss errorless learning // Remind students: Go to the Activities and Application section in Chapter 8 of MyEducationLab and complete Activity 3. As you learn about direct instruction, another strategy frequently used to help students succeed academically, compare and contrast the components of direct instruction with errorless learning. Slide 15: Secondary and Transition Students // -Present slide 15 and discuss cognitive behavioral and self-control strategies // Remind students: Go to the Activities and Application section in Chapter 8 of MyEducationLab and complete Activity 4. As you watch the video and answer the accompanying questions think about how this second grader could build on what he is learning now later in his schooling with the brain-based learning strategies presented here. Slide 16: Measuring Students’ Progress // -Present slide 16 and discuss progress in the general curriculum and progress in addressing other educational needs // Slide 17: Making Accommodations for Assessments // -Present slide 17 and discuss testing accommodations for students with ADHD // 1. At the beginning of class, have students read the case study at the beginning of the chapter. Discuss the student’s strengths, weaknesses, support systems, family-professional collaboration, and educational program. 2. Have students 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. At the end of class, have students 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. 1. Go to the Activities and Application section in Chapter 8 of MyEducationLab and complete Activity 1. As you watch this video, reflect on the other issues that a child with AD/HD may face. 2. Remind students: Go to the Activities and Application section in Chapter 8 of MyEducationLab and complete Activity 2. As you read this case consider how effective room arrangement can help students with disabilities. 3. Go to the Activities and Application section in Chapter 8 of MyEducationLab and complete Activity 3. As you learn about direct instruction, another strategy frequently used to help students succeed academically, compare and contrast the components of direct instruction with errorless learning. 4. Go to the Activities and Application section in Chapter 8 of MyEducationLab and complete Activity 4. As you watch the video and answer the accompanying questions think about how this second grader could build on what he is learning now later in his schooling with the brain-based learning strategies presented here. 1. Remind students: Go to the Building Teaching Skills and Dispositions section in Chapter 8 of MyEducationLab. As you complete the activities, think about the different ways that you as a teacher could help the child portrayed in this case. 
 * Chapter 8 **
 * Chapter Objectives **
 * Chapter Overview/Presentation Outline **
 * I: Introduction **
 * II. Identifying Students with ADHD **
 * III. Evaluating Students with ADHD **
 * IV. Designing an Appropriate IEP **
 * V. Using Effective Instructional Strategies **
 * VI. Assessing Students’ Progress **
 * Class Activities **
 * MyEducationLab assignments **
 * Activities and Applications **
 * Building Teaching Skills **