Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 4/4.2.2

 Learning Targets
1. Be able to successfully identify the differences between the myths and truths of ADHD.

2. Be able to understand how to integrate positive and negative reinforcement in the classroom.

3. Be able to successfully manage a classroom with children who are ADHD.

4. Be able to get parents positively involved with their childâs education.

 Introduction:
Attention Deficit- Hyperactive Disorder (ADHD) is one of the most common behavioral disorders in childhood and can last throughout adulthood. In most cases teachers will be able to identify a child with ADHD who is inattentive, excessively hyper, or both. (Centers for Disease Control and Prevention, 2005) It can be very challenging for teachers who have students who are ADHD. But luckily, there are many things that teachers can do. By identifying the myths and facts of ADHD, using behaviorial modifications, effective classroom management, and getting the parents involved teachers can surely be successful in teaching children with ADHD. (Centers for Disease Control and Prevention, 2005).

 So What's REALLY the Truth About ADHD?!
There are many different myths about ADHD. Some people think that just because you are ADHD you can't be smart, or that if the parents are lazy that it causes ADHD. Below we will identify some very common myths and facts that people seem to have about ADHD.

Myth # 1: Children outgrow ADHD when they get older.

Fact # 1: Some children due outgrow the symptoms while they get older, but once they hit high school it seems to resurface. This is based on the fact that in high school you must be more organized and punctual. Also some children remain the same in their symptoms throughout their adulthood (Editors, ADDitude 2005).

Myth # 2: ADHD is caused by poor parenting.

Fact # 2: ADHD is caused by a neurological dysfunction. There are some things like family conflicts, divorce and other problems that can make the situation worse, but they do not cause it(Editors, ADDitude 2005).

Myth # 3: People who have ADHD arenât smart and will amount to nothing.

Fact # 3: People who have ADHD are of usually above-average or intelligence. In fact there are many famous and intellectual people who have or had ADHD. Some examples are: Mozart, Abraham Lincoln, and Benjamin Franklin(Editors, ADDitude 2005).

Myth # 4: Ritalin is unsafe and causes many things like, weight loss, mood swings, Touretteâs Syndrome, and even death.

Fact # 4: There is no research that proves this. In fact research proves that Ritalin has been effective in treating ADHD for over 50 years. Even if you take too much of Ritalin, you will feel strange, but you wonât die from it unless of overdose. While it does cause some weight loss and mood swings when the Ritalin wear off, but it is not permanent(Matlen, T 2000).

Myth #5: Teachers can make the attention problems go away more than Ritalin.

Fact # 5: This is not true. In a perfect world that would happen. But ADHD is more than just an attention problem, it is a neurological malfunction. It does help to have teachers who work with students who have ADHD, but that alone wonât make it go away(Matlen, T 2000.)

 "Who Wants Some Candy?!" Behavioral Modification
To really be successful in teaching students with ADHD it is important to use behavioral modifications. Whether a student has a problem with staying on task, listening or being disruptive these tips will surely help you succeed.

~ Use an incentive chart. This can be done at both school and home. Once they get a certain number of stickers on the chart they get a reward. If they do something wrong, they lose their stickers(ADHD News 2008).

~Use both positive and negative reinforcement. They go hand in hand. One cannot work without the other(ADHD News 2008.)

~ Direct Instructions (Goldstein, S & Mather, N.2001).

~Group contingency techniques such as âQuiet teacherâ or the âgood behavior gameâ (Goldstein, S & Mather, N. 2001).

~Develop a private joke between you and the child so that you can reuse it to re-involve the child(childdevelopmentinfo.com)

~Incorporate the childâs interest into the lesson plan (childdevelopmentinfo.com)

~Have the child help with âspecialâ jobs to keep their attention(childdevelopmentinfo.com)

~Keep assignments short(childdevelopmentinfo.com)

~Keep a planner to help the child with their assignments(childdevelopmentinfo.com)

~Have child repeat questions before answering (childdevelopmentinfo.com)

 "ATTENTION PLEASE!! ATTENTION PLEASE!!" Classroom Management
Classroom management is also very important in making a child with ADHD to be successful in their education. The goal is to focus the classroom environment to better fit the childâs needs. The classroom management can be grouped into three major areas. 1. Classroom environment 2. Tasks and materials 3. Curriculum and material. Some examples of good classroom management are:

~Create and maintain a stable, structured instructional regimen (Robert, R. 2001)

~The Mouth Goes Shut: this means that when you say, âWhen the hand goes up, the mouth goes shut.â (Wells, R. 2006).

~Give me Five!! âHave the student give you a high five while stating 2 ears listening, 2 eyes watching, 1 mouth shut.â (Wells, R. 2006).

~Use a pointer to direct the students attention to the work(www.ed.gov/teachers...).

~Seat the child near the teacher and away from windows(www.ed.gov/teachers...).

~Play low classical music, and donât turn it up so they have to be quiet to hear it (www.ed.gov/teachers...).

~Use a signal to help the child stay on task(Bailey, E).

~Make sure the child looks directly at your eyes when speaking to you (Bailey, E).

~Keep directions short and simple (Bailey, E).

~Find the student a âhomeworkâ buddy (Bailey, E).

~Provide practice tests or quizzes (www.adhdinfo.com...).

~Schedule difficult subjects in the morning(www.adhdinfo.com...).

~Mix classroom lectures with brief physical activities, like going to the bathroom or a water break(www.adhdinfo.com...).

~Give the student extra time to finish a worksheet or reading assignment in class(www.adhdinfo.com...).

~Make examples of the other students. (If Jimmy is doing something disruptive say, "Oh look how nice Cindy Lou is doing her worksheet.)(www.adhdinfo.com...).

 PG: Parental Guidance (A How-To guide for Parents)
Parental help is something that is extremely important in the success of a child with ADHDâs education. Here are some tips that parents can do at home to help the child soar!

~Communicate with the teacher

~Be available for conferences with the teacher frequently

~Make sure your child has a quiet place for homework

~Praise your child for well done work

~Have a reward system for good days or weeks at school

~Help your child develop good social skills

~Educate yourself about how ADHD effects your childâs schooling

~Check your childâs homework planner to make sure all assignments are complete

~Reinforce study skills with note-taking, highlighting, and reading out loud

~Praise your child for behaving well in school(Gill-Jaffe, E., Dumke, L., Segal R., Benedictis, T., Smith, M., Segal, J. Sept. 2007).

 Final Thoughts
So as you have learned from this article, there is no cure for ADHD. Sure, some might grow out of it, or just simply adjust to it, but more than likely not. It is important not only for teachers, but parents as well to get involved and really learn how to help your child succeed. From my experience that I've had working with children who are ADHD, they are some of the smartest kids that I know. They just need to learn to focus and really put in the effort, and their work will be amazing. For example, I had this one child I was working with in summer school named Dylan. He was labeled ADHD and when he first came to summer school his medicine wasn't the right doses. Because of this he was erratic, unable to focus, sit still or really learn. We started him an incentive chart and that combined with getting his medicine under control he was a completely different kid. He was able to focus and learn. He has made great progress in math and is continuing to make slow and steady progress in reading. So just make sure to be patient, listen kindly and really get to know the children who you are working with and what makes them truly great!

 Quiz Time!!
1. Which of the following is NOT an example of behavioral modification?

a. positive and negative reinforcement

b. only negative reinforcement

c. direct instructions

d. have the child help with "special" jobs

2. Who of the following was a famous person with ADHD?

a. George W. Bush

b. Abraham Lincoln

c. Benjamin Franklin

d. both c and d

3. You have a student who cannot sit still to complete a worksheet. He is throwing things, talking out of turn and disrupting the class. What is something that you SHOULD NOT do?

a. Place the student in a quiet area

b. Place the student near your desk

c. Put the student in time-out

d. Use another student as an example

4. You have a parent whose student is ADHD, however they don't want to get involved with their child's education. They just don't seem to care. What is an example of something you can do to get the parent involved?

a. Yell and scream at them

b. Have them reported to child services

c. Set up a conference and homework schedule with the parent

d. Nothing, if they don't care why should you?

Answers: 1. b 2. d 3. c 4. c

 References
Centers for Disease Control and Prevention (September 20, 2005), National Center of Birth Defects and Devleopmental Disabilities. Retrieved February 2, 2009.Website: http://www.cdc.gov/ncbddd/adhd.what.htm

Editors, ADDitude. (Aug/Sept 2005) myths and facts about ADHD. Retrieved on February 2, 2009, from ADDitude Magazine. Website: http://www.additudemag.com/adhd/articles/873.htm

Matlen, T.(September 22, 2000).myths and facts about ADHD. Retrieved on February 2, 2009 from addconsults.com. Website: http://www.chaddnorcal.org/newsletter/articles/Myths.htm

ADHD News.com (2008). Incentive charts. Retrieved on February 2, 2009. Website: http://www.adhdnews.com/adhd-incentive-charts.htm

Goldstein, S & Mather, N. (2001). Behavior Modification in Classroom. Retrieved on February 2, 2009. Website: http://www.ldonline.org/article6030

http://www.childdevelopmentinfo.com/learning/teacher/shtml, Classroom Management and Strategies for teachers.

Robert, R. (Feb. 2001). Strategies for counselors and teachers. Retrieved from Counseling and Human Development on February 2, 2009. Website: http://findarticles.com/p/articles/mi_qa3934/is_200102/ai_n8941490

Wells, R. (May 6, 2006.) Classroom Management. Retrieved on February 2, 2009. Website: http://www.edarticle.com/special-education/add-and-adhd/add-adhd-classroom-management-tools-that-stop-talk-outs-off-task-behavior-and-misconduct.html

http://www.ed.gov/teachers/needs/spaced/adhd/adhd-resource-pt2.pdf. Teaching children with ADHD. Strategies and Practices.

Bailey, E. Classroom management of ADHD. Retrieved on February 2, 2009 from ADHDcentral.com. Website: http://www.healthcentral.com/adhd/education-159176-5.html

http://www.adhdinfo.com/info/parents/caring/par_classroom_needs_tips.jsp?usertrack.filter_applied=true&NovaId=2229645031290031103 (2009) Classroom needs and Tips.

Gill-Jaffe, E., Dumke, L., Segal R., Benedictis, T., Smith, M., Segal, J. (Sept. 2007) Teaching Strategies for ADHD. Retrieved on February 2, 2009. Website: http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm