We found 25 results that contain "social"

Megan’s work as the first Communication Arts & Sciences Leadership Development Fellow established strong connections with Dean Prabu David as she supported his goal of improving the graduate student experience. Together, they began a 1-credit course to increase awareness of college offerings and university resources, socialize students in the college, and begin to build community. Further, Megan worked with the college’s only GSO, The Association of Graduate Students in Communication (AGSCOM), to facilitate its official recognition as an RSO and supported Karen Cleveland’s new GSO in the Department of Media & Information. A September 2017 meeting between Megan, Dean David, and Matt Helm, the Director of Graduate Student Life & Wellness at the time, led to a social event held at the college that saw graduate students sharing lunch and discussing plans for future social events held off-campus.

Megan’s work as the first Communication Arts & Sciences Leadership Development Fellow established strong connections with Dean Prabu David as she supported his goal of improving the graduate student experience. Together, they began a 1-credit course to increase awareness of college offerings and university resources, socialize students in the college, and begin to build community. Further, Megan worked with the college’s only GSO, The Association of Graduate Students in Communication (AGSCOM), to facilitate its official recognition as an RSO and supported Karen Cleveland’s new GSO in the Department of Media & Information. A September 2017 meeting between Megan, Dean David, and Matt Helm, the Director of Graduate Student Life & Wellness at the time, led to a social event held at the college that saw graduate students sharing lunch and discussing plans for future social events held off-campus.

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.

It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).

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.

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.

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).

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

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).


The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list
three types of ADHD and the accompanying characteristics.


Predominantly inattentive type.
The student may:
o submit inaccurate or incomplete work,
o have difficulty attending to conversations, activities, or tasks,
o be easily distracted,
o have difficulty following directions,
o frequently lose materials, and/or
o have difficulty organizing tasks and materials.


Predominantly hyperactive/impulsive type.
The student may:
o Appear to be in constant motion,
o frequently fidget or move in his or her seat,
o become restless during quiet activities,
o leave his or her seat when expected to remain seated,
o interrupt others and classroom activities,
o talk excessively, and/or
o fail to follow classroom procedures (e.g., blurt out answers without raising hand).


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 degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmental
demands.