We found 43 results that contain "adhd"

https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


The culture of the classroom can either support or create barriers to student success (Piffner,
2011).

Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.

Many students with ADHD have trouble following directions. Here are some guidelines that might help address this problem.


Number of Directions: Give a minimal number of directions or steps at a time.
If necessary, have students repeat the directions to the teacher or a peer partner.


Form of Directions: Provide written directions or steps, or a visual model of a
completed project. Teach students how to refer to these items as reminders of
process steps to complete tasks. This strategy is particularly helpful for long-term
projects.

Organizational Supports for ADHD Students
https://docs.google.com/document/d/1wTGnherc8l_HMne5w_9NMBrDZLZ6cMsAZt7TpcEcBJE/edit#heading=h.mddqnveicxtz

Combined type.
The student may exhibit symptoms that include behaviors from both categories above.

In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.

If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).

Causes for mental disorders are very difficult to pinpoint, but the general consensus is that they are products of the interaction of genetics with the environment. Certain people who have genes that influence how the brain processes dopamine may be at increased risk for ADHD, but having the genes doesn’t necessarily mean a person will show signs of the condition. There are a number of things that parents can do or not do that alter a child’s development—and their chances of having ADHD.

The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).

Primer text from The College of William & Mary

ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).

In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children