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UNDERSTANDING AND LEARNING,ABOUT STUDENTS HEALTH,Teacher Workshop Curriculum Outline. Goal To increase teachers comfort with common topics of adolescent health and. improve the interaction between the school and the School Based Health Clinic SBHC. Workshop Two ADHD What Does It Really Mean,ADHD Quiz Test Your Knowledge. Definition of ADHD and What Causes It,Diagnosing ADHD What is A Teacher s Role. Demographics of ADHD and Associated Comorbidities disorders you often see. together with ADHD, Treatment of ADHD Medical vs Behavioral management. Lesson Plan ADHD,What Does it Really Mean, Goal To understand what ADHD means how it is diagnosed and to learn strategies for.
identifying and managing ADHD in the classroom, Introduction Brief introduction of yourself and teachers Briefly review lesson plan outline 5. ADHD Quiz Test Your Knowledge Distribute quiz and allow teachers five minutes to. complete State you will discuss answers at end of workshop 5 minutes. What Is ADHD and What Causes It 10 minutes Review three types DSM IV criteria then. review handout What Is ADHD,Key points, ADHD has three different types hyperactive impulsive inattentive combined. Strict criteria exist to diagnose ADHD based on the DSM IV. Symptoms must be present in more than one place e g home AND school. Must result in impaired functioning e g difficulty with school work behavior. Diagnosing ADHD What is A Teacher s Role 10 minutes Review the role a teacher plays. in the diagnosis of ADHD Handouts ADHD What is a Teacher s Role and Sample. Questions From ADHD Teacher s Rating Scales,Key points. Teachers play very important role in diagnosing ADHD. Diagnosis usually made by the pediatrician or a specialist psychiatrist neurologist. but with input from teacher scales, Diagnosis based on history there are no tests images that help with diagnosis. How Does ADHD Affect Our Students 5 minutes Review demographics of ADHD as well. as comorbidities associated with ADHD Handouts How Does ADHD Affect Our Students and. ADHD is Often Not The Only Problem,Key points, ADHD most common neuropsychiatric disorder of childhood.
ADHD can negatively affect many aspects of a student s life. ADHD is often associated with comorbidities other disorders seen together with. ADHD and it is important to recognize these disorders. Treatment of ADHD 10 minutes Discuss teachers perceptions and experiences with treatment. of ADHD Handout Treatment of ADHD,Key points, First step in treatment is proper and complete diagnosis. Treatment of ADHD involves several modalities, Behavior modifications and classroom modifications can help. Medications play an important role in treatment, Important to communicate with parents and physician. Review ADHD quiz 5 minutes,Questions 5 minutes,ADHD Quiz Test Your Knowledge. 1 ADHD and ADD are different conditions, 2 ADHD is one of the most commonly diagnosed behavioral conditions in children.
3 ADHD is easy to recognize,4 ADHD is diagnosed through. a A blood test,b X rays or Brain Scans, c Behavioral checklist completed by parents and teachers. d All of the above, 5 Responding well to ADHD medication means a child has ADHD. 6 Eating less sugar can help children with ADHD,7 ADHD is diagnosed more commonly in. c Diagnosed equally, 8 Although the exact causes of ADHD are unknown all of the following are.
considered possible causes except,a Genetic factors. b Chemical imbalance in the brain,c Poor parenting skills. d Smoking during pregnancy, http www healthcentral com adhd quizzes 192951 html ic 506016. http www harvardhealthcontent com interactive tools ADHD php. What is ADHD, Definition Attention Deficit Hyperactivity Disorder is a neurobehavioral disorder. characterized by pervasive inattention and or hyperactivity impulsivity and. resulting in significant functional impairment 1, A Real Disorder In 2002 75 scientists from around the world discussed the continuing.
inaccurate portrayal of ADHD and in response signed an ADHD Consensus. As attested to by the numerous scientists signing this document there is no question. among the world s leading clinical researchers that ADHD involves a serious deficiency in a set. of psychological abilities and that these deficiencies pose serious harm to most individuals. possessing the disorder And there is no doubt that ADHD leads to impairments in major life. activities including social relations education family functioning occupational functioning. self sufficiency and adherence to social rules norms and laws 2. What Causes ADHD 3, The causes etiologies of ADHD are still not entirely known or agreed upon. Research has shown GENETICS play important role in ADHD if parent. has ADHD 20 50 of children will have ADHD as well, There is scientific evidence that persons with ADHD have differences in. o Structure of the brain, o Chemicals in the brain that play a role in regulating attention and. activity serotonin dopamine norepinephrine, o Activation in areas of brain that affect impulse control and attention. However other non genetic factors also play role including. o Maternal alcohol tobacco use during pregnancy,o Prematurity.
o Perinatal brain insults trauma infections,o High exposure to lead. Child s environment plays important role in symptoms. No Evidence that sugar food additives or poor parenting skills play any. http www cdc gov ncbddd adhd, http www healthcentral com adhd c 1443 11538 myth adhd real. http www ed gov teachers needs speced adhd adhd resource pt1 pdf. Diagnosis of ADHD, Diagnosis is based on criteria in DSM IV Diagnostic and Statistical Manual of Mental. Disorders 4th edition Manual from American Psychiatric Association that lists all. mental health disorders for children and adults as well as the criteria for diagnosing. Diagnosis Must Include, Duration Symptoms must be present for at least 6 months. Early Onset Onset of symptoms before age 7, Settings Symptoms must be present in at least two different settings e g.
home AND school, Impact Must cause clear significant functional impairment in academic or. social life, Must exclude other diagnosis including mental retardation Pervasive. Developmental Disorder psychosis mood disorder,Three types. o Predominantly Inattentive Type difficulty with, organizing completing a task following instructions paying. attention to details often misplaces items, o Predominantly Hyperactive Impulsive Type difficulty with.
sitting still for long periods of time waiting in line listening Often. fidgety talkative blurts out answers, o Combined Type Symptoms of both types are present. http www psychweekly com aspx article articledetail aspx articleid 502. How do I distinguish poor behavior or not paying attention from true ADHD. o Many students exhibit some symptoms of hyperactivity and or inattention. however does not necessarily mean they have ADHD, o Important that student meets criteria for true diagnosis including. significant impairment presence of symptoms in at least two settings. o If ADHD is suspected it is important that the student undergoes a. complete evaluation,Diagnosing ADHD What is a Teacher s Role. Diagnosis of ADHD is made based on DSM IV criteria by a physician However. diagnosis can t be made without input from child s school as DSM IV requires symptoms. to be present in multiple settings Therefore a teacher must play an important role in. the identification and diagnosis of students with ADHD. o If a teacher suspects a student has symptoms of ADHD he she should refer to. SBHC and talk with student s parents about specific concerns. o The SBHC will be in contact with student s parents and primary physician to. begin the evaluation,EVALUATIONS, o The assessment of ADHD requires evidence directly obtained from the. classroom teacher or other school professional regarding the core symptoms of. ADHD the duration of symptoms the degree of functional impairment and. coexisting conditions From the American Academy of Pediatrics Clinical Practice. Guideline Diagnosis and Evaluation of the Child With ADHD. o As part of the evaluation of a student a primary physician will likely request a. teacher fill out a questionnaire rating scale Examples include. Conner s Teacher Rating Scale,Long version 59 items.
Short Version 28 items,ADD H Comprehensive Teacher Rating Scale ACTeRS. NICHQ Vanderbilt Assessment Scale,SNAP IV Teacher Rating Scale. o These evaluations are an important part of the evaluation diagnosis of a student. o See next page for sample questions, o ADHD recognized under both IDEA Individuals with Disabilities. Education Act and Section 504 of Rehabilitation Act. o Student diagnosed with ADHD MAY be eligible for special services and or. accommodations under these Acts,Sample Questions from ADHD. Teacher s Rating Scales,Sample Questions From, NICHQ Vanderbilt Assessment Scale TEACHER Informant 1.
Never Occasionally Often Very Often,1 Fails to give attention to details or. makes careless mistakes in schoolwork,2 Has difficulty sustaining attention to. tasks or activities,3 Does not seem to listen when spoken. to directly,4 Does not follow through on,instructions and fails to finish. schoolwork not due to oppositional,behavior or failure to understand.
5 Has difficulty organizing tasks and,activities,6 Avoids dislikes or is reluctant to. engage in tasks that require sustained,mental effort. 7 Loses things necessary for tasks or,activities school assignments pencils. 8 Is easily distracted by extraneous, Total of 35 questions plus academic and behavior performance rating. Sample Questions From,SNAP IV Teacher and Parent Rating Scale 2.
Not at Just a little Quite a Very much,Often fails to give close attention to. details or makes careless mistakes in,schoolwork work or other activities. Often has difficulty sustaining attention,in tasks or play activities. Often runs about or climbs excessively,in situations in which it is inappropriate. Often has difficulty playing or engaging,in leisure activities quietly.
Often blurts out answers before,questions have been completed. Total of 35 questions plus academic and behavior performance rating. http www nccpeds com ADHD 05 pdf,http www myadhd com snap iv 6160 18sampl html. How Does ADHD Affect Our Students, ADHD is the most common childhood psychiatric disorder. Estimated 4 12 childhood prevalence of ADHD CDC s 2003 National Survey of. Children s Health found 7 8 prevalence in children in the U S 1. Boys are 3 4 times more likely to be diagnosed with ADHD than girls whether. this represents true prevalence is debated as boys are more likely to have. Hyperactive Impulsive type and therefore may just be more easily identified. Between 60 85 of children with ADHD will still meet criteria for ADHD as. adolescents 2 30 70 of children with ADHD will continue to have symptoms as. Percent of Youth 4 17 ever diagnosed with Attention Deficit Hyperactivity Disorder National. Survey of Children s Health 20031,ADHD in Adolescence. Increased Risk of,Substance Abuse,Earlier reckless sexual activity.
Motor Vehicle Accidents,Academic impairment,Problems with peer relationships. research aboutkidshealth ca,www cdc gov ncbddd adhd adhdprevalence htm. Practice Parameter for the Assessment and Treatment of Children and Adolescents with Attention. Deficit Hyperactivity Disorder Journal of the American Academy of Child and Adolescent Psychiatry 2007 46 7. http www nimh nih gov publicat adhd cfm adult,ADHD IS OFTEN NOT THE ONLY PROBLEM. http www psychiatryweekly com userdocs ArticleImages 200706wigal prevalence jpg. Only approximately 30 of affected students have AHDH as their sole diagnosis. http www ncpamd com ADD Co1 gif,TREATMENT OF ADHD, Treatment of ADHD involves several different modalities. I Identification Evaluation and Diagnosis is First Step. Without proper evaluation and diagnosis many child with ADHD go un treated. As discussed earlier failure to treat ADHD can have a significant detrimental. impact on a student s life, Evaluation should always include looking for co existing disorders including.
learning disorders,Multiple re assessments often required. II Behavioral Modifications1, Goal is to modify the physical and social environment to result in behavioral. Aim to increase structure limit distraction, Positive reinforcement for desired behavior and setting consequences for. inappropriate behavior, Need for consistency and repetition of rewards and consequences. Effective Behavioral Techniques for Children With Attention Deficit Hyperactivity Disorder 2. Technique Description Example, Positive Providing rewards or privileges contingent on the child s Child completes an assignment and is.
reinforcement performance permitted to play on the computer. Time out Removing access to positive reinforcement contingent on Child hits sibling impulsively and is. performance of unwanted or problem behavior required to sit for 5 minutes in the corner. of the room, Response Withdrawing rewards or privileges contingent on the Child loses free time privileges for not. cost performance of unwanted or problem behavior completing homework. Token Combining positive reinforcement and response cost The Child earns stars for completing. economy child earns rewards and privileges contingent on assignments and loses stars for getting out. UNDERSTANDING AND LEARNING ABOUT STUDENT HEALTH Written by Meg Sullivan MD with help from Marina Catallozzi MD Pam Haller MDiv MPH and Erica Gibson MD UNDERSTANDING AND LEARNING ABOUT STUDENTS HEALTH Teacher Workshop Curriculum Outline Goal To increase teachers comfort with common topics of adolescent health and improve the interaction between the school and the School Based

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