Learning Disability

Definition & AB Educ. Code

Children with Learning Disabilities have average or above average intelligence but experience academic
difficulties because of processing difficulties. Areas of processing that may be affected include phonological,
language, visual (visual spatial, visual-motor), attention, memory, speed of processing and executive
functioning. Also affects social interactions, self-esteem, and employment
Code: 54
Characteristics &/or
Observable Behaviours

Teaching Strategies & Resources

Links &/or Sources

- May avoid risk taking in

the classroom

- Give appropriate amount of time for

processing

- Need extra time to

process questions

- Have a secret cue to let student know when

you will be calling on them

Information for Classroom

Teachers:
http://www.learnalberta.ca/
content/inmdict/html/learni
ng_disabilities.html

- May perceive things

differently than others
(may get in trouble and
not know why)

- Provide direct instruction

- May obsessively point

out other students
mistakes, to prove that
they are not the only ones

- Avoid sarcasm

- Use positive reinforcement

- Have a routine you follow

- Visually and orally present info

How Difficult can this be?

https://www.youtube.com/
watch?
v=Xx5kr2T7rK8&list=PL
F6C1F5FB8916AD3D

ADD/ADHD
Definition & AB Educ. Code 58
3 Types:
- Hyperactive-impulsive
- Inattentive type
- Combined
ADD/ADHD a neurobiological condition that can cause inattention, hyperactivity and/or
impulsivity, and other learning difficulties. Research suggests that AD/HD is most likely caused by
abnormalities in certain neurotransmitters or messengers in the brain, making the brain
inefficient or sluggish in the areas that control impulses, screen sensory input and focus
attention.
Characteristics &/or
Observable
Behaviours

Teaching Strategies & Resources

Links &/or Sources

- Signs of hyperactivity
include restlessness,
squirming and
fidgeting and
excessive talking

- Seat ADHD student away from

distractions, preferably front and center

Kids with ADHD

- Signs of impulsivity

- Seat student near a good role model

-Increase distance between desks to
decrease distractions

https://www.youtube.co
m/watch?
v=Rcy2jF1EXjk

include acting without

planning or difficulty
following rules,
interrupting others,
difficulty managing
frustration, emotions
and transitions.

- Create a cool-down area

- Play quiet music
- Create a stage for announcements in
the classroom

Teaching Students with

Attention
Deficit/Hyperactivity
Disorder.
http://education.alberta
.ca/media/511987/focu
s.pdf

- Signs of inattention
include missing
important details,
difficulty staying on
task, difficulty staying
with short term
memory, problems
focusing and
maintaining attention
Conduct Disorder
Definition & AB Educ. Code 42
- Characterized by a persistent pattern of behavior in which the basic rights of others are
ignored. Children and teens with conduct disorder tend to be impulsive and behave in ways that
are socially unacceptable and often dangerous.
- Four main types of chronic and persistent behavior: aggressive conduct; property damage or
theft; lying; and serious violations of rules.
- May be a result of genetics, chaotic home environments, the child's temperament, physical
causes or neurological factors. Conduct disorder is treated through counseling
Characteristics &/or
Observable
Behaviours

Teaching Strategies & Resources

Links &/or Sources

- Exhibit more severe

forms of chronic
behavior than students
with oppositional defiant
disorder.

- Use "start" requests rather than "stop"

requests. "Do" requests are more
desirable than "don't" requests

Childrens Mental
Health Fact Sheet for
the Classroom

- When appropriate, offer a choice

http://www.macmh.org/
publications/fact_sheet
s/Conduct.pdf

- Many young children

with oppositional defiant
disorder may develop
conduct disorder, as
they get older.
- Mild forms of conduct
disorder tend to
improve, as the child
grows older; however,
without intervention
conduct disorder can
lead to school failure,

- Describe the desired behaviour in clear

and specific terms to reduce
misunderstanding. Avoid entering into a
discussion or argument about the
behaviour
- Recognize that most behaviour has a
function. Use observation and data to
determine the function of the behaviour
as this will help in determining
appropriate strategies to implement

Evidence Based
Practice for CD
http://www.kidsmentalh
ealth.ca/documents/EB
P_conduct_disorder.pdf

injuries, teenage
pregnancy, mental
health issues and
conflict with the law.

Oppositional Defiant Disorder (ODD)

Definition & AB Educ. Code 42, 53
A frequent and persistent pattern of anger, irritability, arguing, defiance or vindictiveness toward
parents and other authority figures.
ECS 42, Grades 1-12 42, 53
Characteristics &/or
Observable Behaviours

Teaching Strategies &

Resources

Links &/or
Sources

Signs of ODD generally begin

during preschool years.
Sometimes ODD may develop
later, but almost always before
the early teen years. The
Diagnostic and Statistical Manual
of Mental Disorders (DSM-5),
published by the American
Psychiatric Association, lists
criteria for diagnosing ODD. DSM5 criteria for diagnosis of ODD
show a pattern of behavior that:

Diminish Power Struggles:

http://www.interv
entioncentral.org/
behavioralinterventions/chal
lengingstudents/schoolwide-strategiesmanagingdefiance-noncomplianc

Includes at least four symptoms

from any of these categories
angry and irritable mood;
argumentative and defiant
behavior; or vindictiveness

Discuss the problem privately

with the student.

Occurs with at least one individual

who is not a sibling

The Power Struggle Reduction

Plan to prevent confrontations

Providing the student with

simple directives and choices.
State pre-determined
consequences clearly before
problems occur.
Listen to the student before
reacting.
Give brief and direct
instructions in a calm tone.

Walk away before the situation

gets too "hot."

http://sparkpolicy.
com/buildingbridg
es/documents/Trai
ningODDpresenta
tion.pdf
http://www.cmhsr
each.org/disorder
_odd.html

Causes significant problems at

work, school or home

with students with ODD. These

strategies include:

Occurs on its own, rather than as

part of the course of another
mental health problem, such as a
substance use disorder,
depression or bipolar disorder

Talk and work with another

teacher. Agree to take over for
each other.

Lasts at least six months

Often loses temper
Is often touchy or easily annoyed
by others
Is often angry and resentful
Often argues with adults or people
in authority
Often actively defies or refuses to
comply with adults' requests or
rules
Often deliberately annoys people
Often blames others for his or her
mistakes or misbehaviour
Is often spiteful or vindictive
Has shown spiteful or vindictive
behavior at least twice in the past
six months
These behaviors must be
displayed more often than is
typical for your child's peers. For
children younger than 5 years, the
behavior must occur on most days
for a period of at least six months.
For individuals 5 years or older,
the behavior must occur at least
once a week for at least six
months.

Pre-determine your
consequences and then follow
through.
Decide which rules are
negotiable and which are nonnegotiable.
When away from an incident,
list all the things that hooked you
into the power struggle. BR23
"Walk-by" reinforcements
should be brief, even non-verbal,
and minimal attention should be
drawn.
Whisper praises without
bringing attention to the student.
Leave a positive note for the
student to discover.
These strategies, when
implemented in a consistent
manner, have proven effective in
teaching and parenting roles.
Don't threaten unless you are
willing to carry the threats out.
Threatening students with ODD
allows them to test your ability to
follow through.
Clearly define the behaviors
you expect. Students with ODD
search for the "gray area" to
justify their actions.

Clearly define the

consequences of compliant and
non-compliant behavior. This
provides a direct relationship
Moderate. Some symptoms occur between the desired or undesired
in at least two settings.
behavior and the respective
Severe. Some symptoms occur in consequence and prevents
Mild. Symptoms occur only in one
setting, such as only at home,
school, work or with peers.

three or more settings.

"fueling" an argument.

For some children, symptoms may

first be seen only at home, but
with time extend to other settings,
such as school and with friends.

Always be firm and consistent.

Students with ODD are constantly
looking for an "open gate" and an
opportunity to challenge your
directives or justify their position.
During confrontations, do not
allow your emotions to rule. With
students with ODD, your anger
demonstrates that they are in
control. Behave like Clint
Eastwood in Dirty Harry stay
cool, calm, and collected under
the most challenging situation.