CEP week 10 - Chapter 6: Students with Attention-Deficit...

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Chapter 6: Students with Attention-Deficit Hyperactivity Disorder Definition: “a pervasive pattern of inattention, impulsivity and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development.” -begins before the age of 7 -originates in the brain -long term -not always apparent in a school setting due to the structure and expectations -more likely to have a production deficit than an acquisition deficit, greatest difficulty lies in completing their work -not caused by environment situations or other disabilities but may be present with them. ADHD-predominantly inattentive type -inattention is the primary symptom. -might skip important parts of an assignment -forgetful in school and home ADHD-predominantly hyperactive-impulsive type -hyper and impulsive -have a hard time sitting still at their desk, and would rather run than walk ADHD combined type- - inattention, hyper and impulsive Characteristics: Cognitive Characteristics: related to the functions of their brain that regulate attention, primary deficit is behavior inhibition and self-regulation problems related to neurological factors. It’s not that the students can’t pay attention but that they cannot regulate where their attention is directed, or how to redirect their attention when it wanders. Executive functions: mental activities that help them regulate their behaviors 1. Working Memory: mental activity that enables students to remember events and use hindsight and foresight based on that memory. 2. Self-directed speech: voice in your head that keeps you thinking about the topic. Children with ADHD have problems using this 3 . Some students with ADHD have a hard time harnessing their emotions when working on a task, so they may become over frustrated with a task. 4. Reconstitution: (planning) the ability to use analysis and synthesis analysis: skill of breaking down what is observed into component parts synthesis: skill of combining parts in order to perform new actions. Academic Characteristics: Students need “diverse and instructional interventions and other supports to help them reach their potential.” If effective interventions are put in place then many students are successful, and are able to overcome or compensate for the symptoms with ADHD. Many students with ADHD achieve below their potential because of the demands of school. If students remain positive about school work they are more successful in academics. Social and Emotional Characteristics: likely to experience depression Self Esteem: a person’s overall regard for him or herself as a person. It is not clear whether or not students with ADHD have low or high self-esteem. Some researchers have found that students with ADHD tend to have lower self- esteem than other students. Social Functioning:
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This note was uploaded on 01/31/2012 for the course CEP 240 taught by Professor Dalhoe during the Spring '07 term at Michigan State University.

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CEP week 10 - Chapter 6: Students with Attention-Deficit...

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