Educational Considerations

In 2007, J.E Nowacek investigated the array of perceptions that general education teachers have on individuals diagnosed with ADHD. Here, researchers looked to see whether or not teaching modifications and other educational considerations were used in order to accommodate the different learning styles of their students.

Results had shown that general educators seemed to have a general understanding of the key elements and characteristics of ADHD. However, they provided little to no modifications for diagnosed children in their classroom.

As a prospective educator myself, it is difficult to accommodate every need in the classroom, especially when you have numerous students, some even having conflicting styles due to special learning disabilities. One thing to know, is that the majority (more than half) of diagnosed students receive little to no special education. This means that in more cases than none, these students are in a general education classroom with no direct personal help from a professional.

As a parent you can help in several ways:

• Sit down with the professionals assigned for your child's individualized education plan (IEP) and talk about the special considerations that are fitting and beneficial to your child. If through assessments and observations your child shows no improvement, a process can be taken in order to get your child the IEP they deserve.
• Try to spend time with your child at home for goal planning. Help them form their own personal goals, this could carry on in the classroom.
• Use progress monitoring: Monitor not only at-home progress but speak with the educational professionals to learn more about in-school progress. This could be on anything from tests to observing their ability to maintain relationships.

As an educator you can help in several ways:

• You don't need to have any drastic changes, because often times pleasing one student may effect a whole class. So make little changes that could help and you can learn about what types of changes could be effective if you speak to your special educator.
• Instead of using one method of assessment, for example a test, you can offer different forms of assessment, like projects or essays.
• Provide different visual and auditory stimuli in your lessons.
• Often times these individuals have difficulty paying attention with a room full of aimless pictures and objects. Keep your room educational and fun so if they are caught staring, they're atleast learning and reading about something that could benefit them.

Recognize the signs!

I mentioned in a previous post how individuals with the hyperactive/impulsive type of ADHD often exhibit more dominant characteristics which lead to earlier identification. This is compared to the inattentive type. Well, I found this clip that gave some signs to tell whether or not your childs inattentive actions could lead to a diagnosis.

TIPS:

• Remember, punishing your child for these types of actions may lower their overall self-esteem. Try your best to help your child try to justify their actions rather than assuming it all intentional.
• Try to spend a few minutes a day to focus on goals! (I want you to try to look me in the eye and understand me the next time we speak)

Barkley's Model of ADHD

 Last year I remember learning about Barkley's Model of ADHD

 Here he analyzes the psychological and behavioral characteristics of ADHD. 

His model is broken down into four main parts that are all connected to what is called behavior inhibition:

1. Working memory
2. Internalization of speech
3. Self-regulation
4. Reconstitution

In everyday terms:

Working memory: This could be anything from impairments in short term memory, difficulty keeping tasks in mind, time-awareness or management.

Internalization of speech: Here is where most people will have the capability to effectively problem solve, have an inner voice and moral reasoning. Often times, those with ADHD have impaired abilities in these everyday actions.

Self-regulation: Those diagnosed with ADHD lack in persistent goal-directed behavior. It is often difficult for these individuals to keep motivated when it comes to working towards a goal.

Reconstitution: This relates to the difficulty with verbal and behavioral analyzing. These individuals have a hard time justifying their behaviors.

TIPS:

• Understand that there is an array of symptoms that may cause your child to act or behave a certain way.
• Try to learn how your child learns best and use the rule of reinforcement!
• Try to form a structural/positive environment.

Dr. Russel Barkley is a well known ADHD expert, I inserted a link below that will send you to his official website, there is alot of great insight here!

Russell Barkley ADHD

Co-existing Behaviors

In one of my Introduction to Special Education courses, my professor talked about what we call co-morbidity. This simply means that an individual exhibits more than just ADHD symptoms and may have other behaviors or impairments as well.

Often times it entails other learning disabilities, emotional or behavioral disorders, and even substance abuse.

In order to help your child cope with or adapt to the symptoms associated with their specific disorder, it is important to develop certain educational and behavioral considerations as soon as possible. This could be anything from altering classroom structure, teacher direction, functional assessments or modifications.

As you can see in the below Venn Diagram, only about 30% of those diagnosed with ADHD exhibit those symptoms alone.

Tips on Identifying ADHD Characteristics in Adults and Children

ADHD Signs and Symptoms!

Here you can see the difference in symptoms and signs depending on the type of ADHD one has and the age of the individual.



Remember: The earlier the identification, the earlier you can seek help!

Predicted age of onset

A study was conducted in 2007 by Daniel Waschbusch examining the typical age of onset of ADHD in diagnosed individuals. This study also looked  to pinpoint the certain factors that may influence this.

What was found was that depending on the type of ADHD, different ages of onset typically occur. These types consist of the predominantly inattentive type, the hyperactive/impulsive type, and the combination of both. Those who had the combination (hyperactive/impulsive and inattentive type) had shown hyperactive and impulsive tendencies at an earlier age than their inattentive characteristics.

This is often times easier to recognize because hyperactive and impulsive actions or behaviors are typically more noticeable than inattentiveness. For example, it may be easier to recognize your child's excessive hyperactivity than say their inability to concentrate during a typical conversation.

Some factors were found to have an influence on the age at which characteristics are recognized:

• Child-parent relationships: This may not necessarily cause the onset of noticeable characteristics to occur later, but it does affect when they get noticed. This seems to me very understandable. If a parent has a poor relationship or connection with their child, the psychological and behavioral characteristics of ADHD may go unrecognized for a longer period of time. 
• Unhealthy home environment: Like I mentioned in a previous post, stress and difficulties at home may enhance  ones hyperactivity or impulsive nature. A positive environment may influence your child to have better coping skills when it comes to other social environments, like school.

TIPS FOR YOU:

1. Try and recognize the dominant characteristics of your child. If any behaviors seem like more than a stage, seek other perspectives like a doctor or teacher.
2. The earlier the identification, the earlier you can seek help and develop a specific learning plan for your child.
3. Try to keep home stress at a minimum, it'll ease not only your stress, but it will not enhance the negative behaviors induced by ADHD in your child.

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