NAME: MARIBETH G.

LIWAG

MAJOR: MAED-ECE

SUBJECT: EARLY INTERVENTION IN EARLY YEARS

PROFESSOR: VANESSA INIWAN,Ph.D.

Introduction

All children differ from one another to varying degrees. However, in some students the
learning difficulties are more serious, and the children deviate more significantly in one way or
another.

For children with special needs, early intervention is an important step towards helping
the child fulfill his or her full academic, emotional, and social potential. Early intervention refers
to a process during which the developmental abilities of the child are evaluated.

What Is ADHD?

Attention deficit hyperactivity disorder (ADHD) is a neurological disorder that impacts

the parts of the brain that help us plan, focus on, and execute tasks. People with ADHD have
trouble with impulse-control, focusing, and organization.

CHARACTERISTIC OF ADHD

 inattention

 lack of focus

 poor time management

 weak impulse control

 exaggerated emotions

 hyperfocus

 hyperactivity

Many patients and clinicians describe ADHD as an iceberg, where most symptoms lay
hiding under the surface — out of sight but ever present

What Causes ADHD?

The causes of ADHD remain somewhat unclear. Scientists have not yet identified the
specific causes of ADHD. There is evidence that genetics contribute to ADHD. For example,
three out of four children with ADHD have a relative with the disorder. Other factors that may
contribute to the development of ADHD include being born prematurely, brain injury and the
mother smoking, using alcohol or having extreme stress during pregnancy.

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What Are the Symptoms of ADHD?

A child may be diagnosed with ADHD only if he or she exhibits at least six of nine
symptoms from one of the lists below, and if the symptoms have been noticeable for at least six
months in two or more settings — for example, at home and at school.

ADHD is diagnosed as one of three types: inattentive type, hyperactive/impulsive type

or combined type. A diagnosis is based on the symptoms that have occurred over the past six
months.

Inattentive type-Doesn’t pay close attention to details or makes careless mistakes in school or
job

o Doesn’t pay close attention to details or makes careless mistakes in school or job
tasks.
o Has problems staying focused on tasks or activities, such as during lectures,
conversations or long reading.
o Does not seem to listen when spoken to (i.e., seems to be elsewhere).
o Does not follow through on instructions and doesn’t complete schoolwork,
chores or job duties (may start tasks but quickly loses focus).
o Has problems organizing tasks and work (for instance, does not manage time
well; has messy, disorganized work; misses deadlines).
o Avoids or dislikes tasks that require sustained mental effort, such as preparing
reports and completing forms.
o Often loses things needed for tasks or daily life, such as school papers, books,
keys, wallet, cell phone and eyeglasses.
o Is easily distracted.
o Forgets daily tasks, such as doing chores and running errands. Older teens and
adults may forget to return phone calls, pay bills and keep appointments.

Hyperactive/impulsive Type

o Fidgets with or taps hands or feet, or squirms in seat.

o Not able to stay seated (in classroom, workplace).
o Runs about or climbs where it is inappropriate.
o Unable to play or do leisure activities quietly.
o Always “on the go,” as if driven by a motor.
o Talks too much.
o Blurts out an answer before a question has been finished (for instance may finish
people’s sentences, can’t wait to speak in conversations).
o Has difficulty waiting his or her turn, such as while waiting in line.
o Interrupts or intrudes on others (for instance, cuts into conversations, games or
activities, or starts using other people’s things without permission). Older teens
and adults may take over what others are doing.

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 There is no lab test to diagnose ADHD. Diagnosis involves gathering information from
parents, teachers and others, filling out checklists and having a medical evaluation (including
vision and hearing screening) to rule out other medical problems.

ADHD and Adults

Many adults with ADHD do not realize they have the disorder. Adults with ADHD are
treated with medication, psychotherapy or a combination. Behavior management strategies,
such as ways to minimize distractions and increase structure and organization, and involving
immediate family members can also be helpful.

What are your ADHD treatment options?

Treatment for attention deficit hyperactivity disorder (ADHD or ADD) isn’t just about taking
medication.

Nutritious meals, play and exercise, learning new coping skills, and improving social skills
are all part of a balanced treatment plan that can improve your child’s performance at school,
bolster their relationships with others, and decrease stress and frustration—for them and for
your whole family.

Add more omega-3 fatty acids to your child’s diet. Studies show that omega-3s reduce
hyperactivity and impulsivity and enhance concentration in kids (and adults) with ADHD.

ADHD treatment starts at home

If your child is one of them, the following tips can help.

 Set a regular bedtime (and enforce it).

 If background noise keeps your child up, try a sound machine or a fan.

 Turn off all electronics (TV, computer, video games, iPhone) at least an hour before
bed.

 Limit physical activity in the evening.

ADHD Medication

 Stimulants such as Ritalin and Adderall are often prescribed for ADHD, but they might
not be the best option for your child—and they’re certainly not the only treatment.
Medication for ADHD is more effective when combined with other treatments.
 The bottom line: medication is a tool, not a cure.
 Exercising is one of the easiest and most effective ways to reduce the symptoms of
ADHD .

Classroom Strategies for ADHD Students

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 There are some school-based management strategies shown to be effective for ADHD
students: behavioral classroom management and organizational training. 1

The behavioral classroom management approach encourages a student’s positive behaviors in

the classroom, through a reward systems or a daily report card, and discourages their negative
behaviors. This teacher-led approach has been shown to influence student behavior in a
constructive manner, increasing academic engagement.

Organizational training teaches children time management, planning skills, and ways to keep
school materials organized in order to optimize student learning and reduce distractions.

What Teachers Can Do To Help

Here are some tips for classroom success.

Communication

 Give frequent feedback and attention to positive behavior;

 Provide extra warnings before transitions and changes in routines; and.

Assignments and Tasks

 Make assignments clear—check with the student to see if they understand what they
need to do;
 Allow breaks—for children with ADHD, paying attention takes extra effort and can be
very tiring;
 Use organizational tools, such as a homework folder, to limit the number of things the
child has to track.

Close collaboration between the school, parents, and healthcare providers will help ensure the
child gets the right support.

Assessment Use for a Person with ADHD

Rating Scales and Checklists

Scales and checklists help clinicians obtain information from adults, parents, teachers,
and others about symptoms and functioning in various settings. Symptoms must be present in
more than one setting (such as both at home and in school or work)

What Is Tourette's Syndrome?

Tourette's syndrome is a problem with the nervous system that causes people to make

sudden movements or sounds, called tics, that they can't control. The disorder is named for Dr.
Georges Gilles de la Tourette, the pioneering French neurologist who in 1885 first described the
condition in an 86-year-old French noblewoman.

A tic is a sudden, repetitive, nonrhythmic motor movement or vocalization involving discrete

muscle groups. Tics can be invisible to the observer, such as abdominal tensing or toe
crunching. Common motor and phonic tics are, respectively, eye blinking and throat clearing.

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 Examples of tics include:

 blinking, wrinkling the nose or grimacing.

 jerking or banging the head.
 clicking the fingers.
 touching other people or things.
 coughing, grunting or sniffing.
 repeating a sound or phrase – in a small number of cases, this may be something
obscene or offensive.
The early symptoms of TS are typically noticed first in childhood, with the average onset
between the ages of 3 and 9 years . Although TS can be a chronic condition with symptoms
lasting a lifetime, most people with the condition experience their worst tic symptoms in their
early teens, with improvement occurring in the late teens and continuing into adulthood.

Males are about three to four times more likely than females to develop Tourette syndrome.

Causes

Although the cause of TS is unknown, current research points to abnormalities in certain

brain regions (including the basal ganglia, frontal lobes, and cortex), the circuits that
interconnect these regions, and the neurotransmitters (dopamine, serotonin, and
norepinephrine responsible for communication among nerve cells. Researchers think the
trouble in this brain network may play a role in Tourette's.

Doctors don't know exactly what causes these problems in the brain, but genes probably play a
role. It's likely that there is more than one cause.

People who have family members with Tourette's are more likely to get it themselves. But
people in the same family may have different symptoms.

What are the symptoms?

The main symptom is tics. Some are so mild they're not even noticeable. Others happen often
and are obvious. Stress, excitement, or being sick or tired can make them worse. The more
severe ones can be embarrassing and can affect your social life or work. Treatments can
control tics, but some people don’t need any unless their symptoms really bother them.

Tics are classified as either simple or complex.

Tics are classified as:

 Simple tics. These sudden, brief and repetitive tics involve a limited number of muscle
groups.

 Complex tics. These distinct, coordinated patterns of movements involve several muscle

groups.

Tics can also involve movement (motor tics) or sounds (vocal tics). Motor tics usually begin
before vocal tics do. But the spectrum of tics that people experience is diverse.

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Can people with TS control their tics?
Although the symptoms of TS are involuntary, some people can sometimes suppress,
camouflage, or otherwise manage their tics in an effort to minimize their impact on functioning.

How is TS diagnosed?
TS is a diagnosis that doctors make after verifying that the patient has had both motor and
vocal tics for at least 1 year.

There are no blood, laboratory, or imaging tests needed for diagnosis.  In rare cases,
neuroimaging studies, such as magnetic resonance imaging (MRI) or computerized tomography
(CT),   electroencephalogram (EEG) studies, or certain blood tests may be used to rule out other
conditions that might be confused with TS when the history or clinical examination is atypical. 

How is TS treated?
Because tic symptoms often do not cause impairment, the majority of people with TS require
no medication for tic suppression. Unfortunately, there is no one medication that is helpful to
all people with TS, nor does any medication completely eliminate symptoms.  In addition, all
medications have side effects.

Is TS inherited?
Evidence from twin and family studies suggests that TS is an inherited disorder. Although early
family studies suggested an autosomal dominant mode of inheritance (an autosomal dominant
disorder is one in which only one copy of the defective gene, inherited from one parent, is
necessary to produce the disorder.

The gender of the person also plays an important role in TS gene expression. At-risk males are
more likely to have tics and at-risk females are more likely to have obsessive-compulsive
symptoms.

Things Teachers Can Do For Students with Tourette Syndrome

Remember, a child with TS is a person first…who happens to have TS. As an education
professional, it is important to remain curious regarding how to teach and be supportive of a
student with this complex neurodevelopmental disorder.

1. Recognize that tics are involuntary movements and sounds that wax and wane and can
change unpredictably

2. Reduce Stress/Anxiety.

3. Identify the skills deficits that may contribute to increased stress/symptoms, as well as the
strategies and supports to address the skills deficits.

4. Ignore the symptoms that can be ignored. This demonstrates acceptance and normalizes
Tourette Syndrome and other related symptoms.

5. Consider whether accommodations are needed for handwriting issues. Handwriting issues
are among the most common difficulties for children with TS. Accommodations can include the
use of a computer, tablet, a scribe, or having notes provided.

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6. Be aware of co-occurring conditions, such as Obsessive Compulsive Disorder (OCD) or
Attention Deficit/Hyperactivity Disorder (ADHD), which are very common for students with TS.

7. Be creative with interventions. Teaching life-long strategies and providing supports,

accommodations, and modifications are typically more effective than relying on consequences.

8. Involve the student with TS in developing plans and strategies for managing symptoms that
can be difficult or impossible to ignore.

9. Promote communication with parents or caregivers. Be sure to share the student’s

achievements and strengths, not just the weaknesses.

10. Use the Association’s resources for assistance in developing supports and strategies.