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SPED 210 Chapter 7

by: Keely Egelhoff

SPED 210 Chapter 7 SPED 210

Keely Egelhoff
GPA 3.6

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These notes are over chapter 7
The Exceptional Learner
Class Notes
Multicultural, Education, SPED, 210
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This 3 page Class Notes was uploaded by Keely Egelhoff on Wednesday September 21, 2016. The Class Notes belongs to SPED 210 at Western Illinois University taught by Logan in Spring 2016. Since its upload, it has received 4 views. For similar materials see The Exceptional Learner in Special Education at Western Illinois University.

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Date Created: 09/21/16
Keely Egelhoff SPED 210 Logan  3/6/16 Chapter 7  History of ADHD - Many authors wrote stories and books about those who lived with ADHD.   Authors   Dr. Heinrich Hoffman  Dr. Melchior Adam Weikard  Sir Alexander Chrichton  Dr. George F.  Kurt Goldstein  Heinz Werner, Alfred Strauss  William Cruickshank­ extended Werner and Strauss’ work   Definition of ADHD  -  The APA states that there are three subtypes of ADHD.  For inattentive types   Trouble paying attention to details  Difficulty sustaining attention   Problems with organization  Predominantly Hyperactive­Impulsive  Fidgeting  Leaving seat at inappropriate times  Talking excessively  For Impulsivity  Problems awaiting one’s turn  Interrupting others  Causes  - Can be controversial, cannot just run a blood test to determine cause - Research indicates that ADHD is results from neurological dysfunction rather than  brain damage.  Cerebellum  Coordination and control of motor behavior  Hereditary Factors   Research on family studies, twin studies and molecular genetic  studies   If child has ADHD than 4­8 times likely that sibling or parent has  ADHD  Identical twins are 2 times more likely to both have ADHD than  fraternal   Several genes contribute the ADHD  Toxins and Medical Factors   Lead  Birth complications  Low birthweight  Behavior - Adaptive, Social behavior problems, Coexisting conditions  Adaptive Behavior   Hard time driving   Causes more accidents  Poor anger control  Social Behavior Problems   Struggle making connections with peers, teacher and siblings  Viewed as rude and ostracized  Coexisting conditions  Many who have ADHD have a learning disability   25%­50% of people have emotional or behavioral disorder  Can be aggressive or can act out  Adolescents are more likely to use alcohol, drugs, tobacco  Ritalin and drugs like it almost encourage drug abuse  Assessment - Functional Behavioral, contingency­based self­management  Functional Behavioral Assessment (FBA)  Used in educational programming for students with ADHD  It works on making consequences for inappropriate behavior from  students who try to gain attention from peers or adults   Contingency­based self­management   Makes the student responsible for their actions  Combination of both systems has proven beneficial within many  classrooms.   Early intervention  - Can prove to be difficult   Early learning stages  Very hard to detect   Teachers should use lots of rewards for good behavior  Does not always going away after adulthood  Clinical exam should be done to detect in adulthood  Older student and adults may have few symptoms   College  May have a hard time adjusting   Using coaching can help get students through classes  During employment those who living with ADHD should pick a  job that maximizes their skills   For those who live with ADHD simple everyday tasks can be a struggle. One of the major  struggles for ADHD students is relationships and their communication skills. Those who do not  understand ADHD people find it hard to communicate. Since those who have ADHD have a hard time focusing they find it hard to stay with someone. The significant other in the relationship has  to build a large knowledge base to work and live with those who have ADHD. In the work place  those who live with ADHD may find it hard focusing for an eight­hour shift. Those who have  ADHD should find a job that will push them to use all of their skills to their best of their ability.  In the work place both type of employees need instruction. Those who have ADHD may need  more detailed instruction. Having this instruction will help them create a better product.  However, at times they may feel distant from their co­workers. Lastly, they may have a hard  time with every day interaction. Because those who live with ADHD do not always form strong  connections they may feel isolated or removed on a daily basis. This can affect their drive and  motivation to do simple tasks. As mentioned in the book many times those who have ADHD fall  into a drug or tobacco habit. This can equate into the lack of drive some days. In the end those  who live with ADHD need love and support. They also need a strong base to help them through  the tough times. The family of ADHD patients should learn as much as they can so they can help their relative.   


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