ADHD Curriculum Guide

EDSP 107
Priority Domains for Attention Deficit Hyperactive Disorder

GROUP MEMBERS:
Clarisse Mallari
Ana Santiago
Alyana Hizon
Edward Guiang

Submitted to: Prof. Darlene Echavia

Teaching Strategies and Approaches

Psychosocial
Language and Communication

Early Childhood
1. Help children express their feelings.
2. Give reward immediately and identify the behavior being praised.
3. Offering teacher support.
4. Peer mediation.
5. Teach, model, and practice classroom rules and be consistent with consequences.
6. Use “time out” (or “time away”) when the child has done something wrong. Here, teachers emphasize the power of the group and the children’s desire to participate.
7. Remind the child that there is always a “next time” if he or she is not chosen for a certain activity.
1. Use of hand gestures.
2. Telling the students they may whisper to their neighbor (to avoid unwanted noise in the classroom).
3. Repeat instructions. Give verbal cues or provide visual aids.
4. To the child who talks out disruptively in class, call to him in a neutral voice and remind the rules in reciting/ talking. If there is improvement in behavior, acknowledge immediately.

Psychosocial
Cognitive

Late Childhood
1. Help students with ADHD develop appropriate behavior.
2. Build a “team spirit” with the entire class.
3. Teach students to see one another in a positive perspective.
a. Teach the students through a learning style analysis.
b. Teach the students about the seven types of intelligence.
1. Provide strong visual input.
a. Teaching by showing rather than by telling.
b. Use charts, graphs, maps, manipulatives and other visual aids.
c. Write key on chalkboard or overhead.
3. Add a touch of color.
4. Encourage students to think and read to themselves aloud.
5. Use visual language when speaking.
6. Create mental pictures.

Psychosocial
Cognitive

Adolescence
A. Inattention
1. Do not be critical of the child’s behavior in front of his peers.
2. Use the buddy system.
B. Distractibility
1. Give the student positive feedback whenever possible.
2. Reward student for attending.
3. Encourage leadership as much as possible.
C. Impulsivity
1. Try role playing.
2. Reverse roles and describe the role of the other person.
3. Compliment students who is following your direction.
D. Hyperactivity
1. Reinforce students’ quiet behavior with verbal praise.

A. Inattention
1. Present the materials to the class in several diff media.
2. Use the buddy system.
3. Give the student only assignment at a time.
3. Use computers.
4. Try shortening assignments.
5. Give student extra time in finishing assignment.
B. Distractibility
1. Seat student where it will be easy to get his attention to get him back on task.
2. Divide student work to 2 to 3 tasks.
3. Assign work that can be done independently.
C. Impulsivity
1. Teach the student a mnemonic device through a learning strategy.
2. Teach the student active reading.

Psychosocial
Life Skills
Cognitive
Adulthood
1. Encourage the adult to become involved in a study group.

1. Give shortened reading assignments.
3. Teach the adult how to become involved in active learning.

Classroom Management and Others
Late Childhood
1. Get whole body involvement
2. Keep hands busy.
3. Allow for postures other than sitting.
3. Encourage whole-body learners to apply their special talents.
4. Establish a structured classroom environment.
5. Redirect the child when behaviors start to escalate.
6. Lower you voice and drop the pitch (rather than raise your voice) when getting the child’s attention.
7. Give them a “cool down” area, given a time and space to settle, regroup and get away from the over stimulation of the classroom.

Adolescence
A. Inattention
1. Place the student closer to front of class.
2. Build as much structure in classroom as possible.
3. Talk to school psychologist about teaching the child how to monitor attention.
B. Distractibility
1. Suggest the student use earplugs if noises are distracting.
2. Use attention getting devices when teaching (color coding, mapping strategies, sill mnemonic devices).
3. Seat student near people who are relatively quiet.
4. Add variety to teaching techniques.
5. Use non verbal means to help children focus.
C. Impulsivity
1. Have pre-arranged hand signals for non verbal communication.
2. Check with the parent regarding nutrition habits, sleep patterns, and anything else that may be causing increased impulsivity.
3. Be consistent with the rules.
4. Contact the parents when encountering frequent problems.
5. Send a notebook back and forth for the parents.
D. Hyperactivity
1. Exercise before class.
2. allow the student to move around when the need arises.
3. Remember the cause of hyperactive behavior.
4. Encourage cognitive behavior management.
5. Use movement as a reward.
6. Rotate active periods of study with inactive periods.
7. The right music can have very calming effects on hyperactive students.
8. Allow gum chewing.
9. Do some brainstorming with teens to find innovative ways of expelling energy without noise.

Adulthood
1. Develop an informal screening test to determine which sensory channels seem to be of the greatest assistance enabling students to recall information when needed.
2. After students understand which sensory channels may be the best avenues for learning, be certain that this is followed with the specific study techniques that seem to work best.
3. Help students realize that they control their success in learning. It is not unusual for students to begin to feel (after many failure experiences) that they must take whatever happens to them and that they cannot significantly influence in their future. This is what absolutely needs to change.
4. As a teacher, you need to develop motivational strategies that will be of benefit to your students. Probably the most important one is to teach your students to accentuate the positive.
5. As a teacher, help your students reduce their stress levels while in class.
6. When you see that student is becoming inattentive, give the student an opportunity to move around.
7. If nothing that you try with a student seems to work, you may want to suggest that the student confer with his or her physician.

References:

Guyer, B.P. (Ed.). (2000). ADHD: Achieving success in school and in life. Needham Heights, MA: Allyn and Bacon.

Rief, S.F. (2005). How to reach to children with ADD/ADHD: Practical techniques, strategies and interventions. San Francisco, CA: Jossey-Bass Teacher.

United States Department of Education. (2008).Teaching children with attention deficit hyperactivity disorder: instructional strategies and practices. Date Retrieved 23 August 2013 from http://www2.ed.gov/rschstat/research /pubs/adhd/adhd-teaching-2008.pdf.

References: Guyer, B.P. (Ed.). (2000). ADHD: Achieving success in school and in life. Needham Heights, MA: Allyn and Bacon. Rief, S.F. (2005). How to reach to children with ADD/ADHD: Practical techniques, strategies and interventions. San Francisco, CA: Jossey-Bass Teacher. United States Department of Education. (2008).Teaching children with attention deficit hyperactivity disorder: instructional strategies and practices. Date Retrieved 23 August 2013 from http://www2.ed.gov/rschstat/research /pubs/adhd/adhd-teaching-2008.pdf.