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by: Kalena Black
Kalena Black

GPA 3.2

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Class Notes
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This 3 page Class Notes was uploaded by Kalena Black on Friday September 16, 2016. The Class Notes belongs to MATH at Georgia Southern University taught by in Fall 2016. Since its upload, it has received 2 views. For similar materials see in 3330 at Georgia Southern University.


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Date Created: 09/16/16
Kalena Black SPED 3332­01F 9/9/2016 Attention Deficit Hyperactivity Disorder (ADHD) Disability Fact Sheet DEFINITION: “A pervasive pattern of inattention, impulsivity, and/or hyperactivity­impulsivity more  frequent and severe than is typically observed in individuals at comparable levels of  development.” ASSESSMENT used for Identification: ADHD is classified under Other Health Impairment (OHI), which is defined as: “having  limited strength, vitality, or alertness including a heightened alertness to environmental  stimuli, that results in limited alertness with respect to the educational environment. To be diagnosed, symptoms must be evident across two or more settings before age 7.   Assessment Description Multidisciplinary Team Multidisciplinary team informs parents of the student’s  difficulties in school and advises whether student might  merit evaluation by physician. Medical Examination Doctor diagnoses whether the individual has physical  traits of ADHD. Clinical Interview Evaluation completed in the doctor’s office. Teacher and Parents  Parent informs physician and school of student’s home  Rating  behavior on a rating scale. Comparisons are drawn with  the teacher’s rating of the student’s behavior. Behavioral Observations Continuous Observation CHARACTERISTICS:  There are three types of Attention Deficit Hyperactivity Disorders. Affected students can  exhibit one, none, or a combination of the following traits: Academic Kalena Black SPED 3332­01F 9/9/2016 ADHD­ PI (Predominantly Inattentive) ● Skipping crucial parts of assignments ● Daydreaming during large­group or direct instruction ● Disorganized ● Forgetful ADHD­ PHI (Predominantly Hyperactive­Impulsive) ● Continuously fidgeting/ tapping ● Continuously active, never rests ● Runs frequently instead of walking ● Uncontrollably talkative/ interjects instead of listening ADHD­ C (Combined) ● Displays symptoms of both inattention and hyperactivity­ impulsivity   Social­Emotional ● Difficulties with self control ● Blurting out answers without thought ● Procrastination ● Frequently late ● Ill­prepared for class INSTRUCTIONAL STRATEGIES: Challenges:  ? Seeming impatient/ talking out of turn ? Difficulty following lists/ steps ? Limited motor function/ messy handwriting ? Difficulty focusing on tasks for long time without supervision due to pent­ up energy.  Recommended Strategies: ? Providing transition time and cues between activities. ? Simplifying instructions and tasks to have fewer steps. ? Promoting organizational skills. ? Listing the sequence of daily activities on the board. ? Have class repeat instructions multiple times. ? Make clear what materials are needed before beginning activity. Kalena Black SPED 3332­01F 9/9/2016 ? Establish and maintain eye contact. ? Providing a silent physical outlet like a squeeze toy. ? Include visual aids!    CITATIONS: McLeskey, J. M., Rosenberg, M. S., & Westling, D. L. (2013). Inclusion: Effective  practices for all students. Pearson. Jersey, C. Students with attention deficit hyperactivity disorder. [PowerPoint slides].  Retrieved from 778/View


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