Teaching Students with Attention Deficit Disorder

ADHD/Special Needs ... Misunderstood Kids Outside the Box! Not everyone fits inside the box we call the classroom and classroom structures--students and teachers included. Learn to allow students to hang out of the box a little...and allow yourself to do the same, when appropriate. As a teacher, I am called to advocate, not judge; I am called to encourage, not predict; I am called to learn my subject--my students . Students with ADHD cannot always change their behavior--I, as a teacher, can change mine. Learn to recognize the behaviors of the students with ADHD--see resource list for more specific information. To respect all students equally means to teach each student individually. The student who doodles during the lecture may be absorbing every word--learn to recognize and accept and adapt to the differences between visual, auditory, and kinesthetic learners. To teach students individually requires acknowledgement of how individuals think. The student with ADHD or other disabilities related to autism may think "visually." Be kind and discreet.

How to Stop Trying So Hard (or Just Be Who You Are) God has given you one face, and you make yourself another. – William Shakespeare For most of us, the plan is to have an extraordinary life. Our time in this world is so precious, and brief, it just makes sense to get everything we can out of each day. And then, by building one day upon the next, we can create a life full of meaning. However, something can happen along the way when attempting to find this meaning – we begin trying too hard. I have seen this many times in my professional career. Long hours spent away from the people who matter the most, agreeing to decisions and directions that are not aligned with our personal values, and saying things we really don’t mean, but feel compelled to say anyway, are all examples of trying too hard and not living within our hearts. We can try too hard in our personal relationships as well. Instead of trying so hard to avoid what you do not want to become in your life, focus on who you are and who you are becoming. Willingness to be yourself.

Executive Functioning and Learning Disabilities I have often written about learning strategies, and how important it is to help students become “strategic” in their approach to learning, and I discussed some ways that teachers can promote student learning by both teaching and reinforcing the use of effective strategies to their students and by imbedding effective teaching strategies into their classroom instruction. What was missing from that discussion was any real focus on the kinds of “thinking” students need to do when they are confronted with different types of learning challenges and opportunities. These “thinking ingredients” fall under the umbrella term “executive functioning.” A Working Definition of “Executive Functioning” “Executive functioning” is a term used to describe the many different cognitive processes that individuals use to control their behavior and to get ready to respond to different situations. We All Have It and We All Do It

ADDitude ADHD and Social Issues | ADHD Behavior Parents ask this question so often; I’m surprised a book hasn’t been written on this one topic. Everyone seems to think kids are maturing at later ages now more so than even in the recent past. It appears that this delay in reaching some level of maturity is probably related to changes in our society. Everyone matures at a different age, at different rates and reaches levels of maturity that can vary so widely as to make it difficult to say when it has been reached. This is probably one of the first things parents notice when a child is beginning the stages of “growing up”. As kids mature they stop answering questions with huh? Some teens develop social skills before their teen years. When your teen start doing things to improve him or herself, then they have realized if they want to get what they want out of life, them they must continuously learn to improve themselves. For the parents of most teens, this may be one of the most demanded and sought after signs of maturing.

Attention Deficit Hyperactivity Disorder (ADHD) Diagnosis Children mature at different rates and have different personalities, temperaments, and energy levels. Most children get distracted, act impulsively, and struggle to concentrate at one time or another. No single test can diagnose a child as having ADHD. Between them, the referring pediatrician and specialist will determine if a child: Is experiencing undetected seizures that could be associated with other medical conditionsHas a middle ear infection that is causing hearing problemsHas any undetected hearing or vision problemsHas any medical problems that affect thinking and behaviorHas any learning disabilitiesHas anxiety or depression, or other psychiatric problems that might cause ADHD-like symptomsHas been affected by a significant and sudden change, such as the death of a family member, a divorce, or parent's job loss. The specialist also will ask: Are the behaviors excessive and long-term, and do they affect all aspects of the child's life? A learning disability. Treatments

Flickor och ADD - ADHD och ADD ADHD & the brain: Does ADHD treatment improve long-term academic, social and behavioral outcomes? The ADHD challenge The core symp­toms of ADHD fre­quently cause sig­nif­i­cant impair­ment in aca­d­e­mic, social and behav­ioral func­tion­ing that adversely impact indi­vid­u­als’ qual­ity of life. These symp­toms often per­sist into adult­hood, poten­tially com­pro­mis­ing an individual’s func­tion­ing over many years. Under­stand­ing how ADHD impacts long-term func­tion­ing, and whether adverse long-term affects are dimin­ished with treat­ment, is thus extremely impor­tant. In last month’s issue of Atten­tion Research Update I reviewed a paper that syn­the­sized research on long-term aca­d­e­mic out­comes for youth with ADHD. What about the impact of ADHD and ADHD treat­ment on long-term out­comes in other impor­tant domains such as social and occu­pa­tional func­tion­ing, anti­so­cial behav­ior and sub­stance use, dri­ving, and self-esteem? The evi­dence review The authors began by search­ing for rel­e­vant stud­ies pub­lished between 1980 and 2010. The Results An impor­tant caution