Foundations of

Special & Inclusive

Education

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

Ang modyul na ito ay hindi ipinagbibili at eksklusibong ginawa para lamang sa mga mag-aaral
ng Aurora State College of Technology- Education Department. Walang bahagi ng modyul na
ito ang maaring kopyahin sa anumang porma – mapaelektroniko, mapamekanikal man tulad
ng pagtatala, pagfo-photocopy, o pagtatala nang walang pahintulot sa naglimbag at sa awtor.

Disclaimer: Ang lahat ng mga larawan at mga lekturang materyal na nakapaloob at makikita
sa modyul na ito ay copyrighted ng mga nagmamay-ari. Hindi inaari ng awtor ng modyul ang
mga ito. Kung pagmamay-ari mo ang ilan sa mga larawan at mga lekturang materyal na
nakapaloob at makikita sa modyul na ito at hindi mo ninanais na maisama ito, kontakin lamang
kami sa e-mail address na davepatrickruiz@gmail.com at ito ay aming gagawan ng agarang
solusyon.

Inilimbag sa:
Aurora State College of Technology
Brgy. Zabali Baler, Aurora

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 Module 3 :
Attention Deficit Hyperactivity Disorder

What if?
A true to life classroom experience…..
(rolinamanzanillofajardo)

What if you have a learner who seemed always not interested

to listen, learn, and do school tasks? What if you have a learner who
is very intelligent but keeps on moving and talking even when you are
at the peak of your discussion? What if you have a learner who shouts
out loud and throws things not minding if there will be someone who
might get hurt when frustrated? What if you have a learner who keeps
on asking questions, intruding, and sharing whatever he/she knows
about the lesson and sometimes out of the topic? Are you going to
pull out or reprimand this learner in front of the class? If you are in
the case what will you do? (Please pause for a moment of reflection)
I have met this kind of learner in a class of 35 in the year 2014.
A learner who has a very superior intelligence but behaving differently
in class, the reason why other teachers highly recommended to kick
him out and recommended him to transfer to a special school. I was
the adviser then who neglected the recommendation because of the
belief that he can be better with proper teaching strategies, treatment,
and guidance.
To make the story short I won the petition, he stayed in the
school. With gladness and deep humility, this learner who suffered
from a hidden disorder called ADHD that he himself does not
understand why he is acting differently graduated elementary with
high honors. Thanks be to God for the wisdom he gave me to manage
this kind of learner and made difference to his life. With this
experience, I learned the other mission of teaching and it is LOVE.

Reflection:
In teaching career there is no such thing as choosing of a
student. They just come on your way and all you have to do is
to accept, understand, and make difference in their life. Do not
despair if you have one or two challenging student/s because
God entrusted them to you because He believes that YOU as
His steward CAN MAKE A DIFFERENCE TO HIS CHILD.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 WHAT IS ATTENTION DEFICIT
HYPERACTIVITY DISORDER OR ADHD?

Definition of terms
a. INATTENTION- Manifest behaviorally in ADHD as wandering
off task, lacking persistence, having difficulty sustaining focus, and
being disorganized and is not due to defiance or lack of
comprehension.

b. HYPERACTIVITY-refers to excessive motor activity (such as a

child running about) when it is not appropriate, or excessive
fidgeting, tapping or talkativeness. In adults, hyperactivity may
manifest as extreme restlessness or wearing others out with their
activity.

c. IMPULSIVITY-refers to hasty actions but occur in the moment

without forethought and that have high potential for harm to the
individual (e.g. darting in to the street without looking). May reflect a
desire for immediate rewards or an inability to delay gratification.

Diagnostic and Statistical Manual of Mental Disorders (DSM-5):

attention deficit hyperactivity disorder (ADHD) is a PERSISTENT
PATTERN of inattention and/or hyperactivity-impulsivity that interferes with
functioning or development, as characterized by (1) and/or (2):

1. INATTENTION: Six (or more) of the

following symptoms have persisted for at least 6
months to a degree that is inconsistent with
developmental level and that negatively impacts
directly on social and academic/occupational
activities:

Note: The symptoms are not solely a

manifestation of oppositional behaviour,
defiance, hostility, or failure to understand tasks
or instructions. For older adolescents and adults
(age 17 and older), at least five symptoms are
required:

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 Try me to assess yourself
DSM 5 standard
a. Often fails to give close attention to details or makes careless
mistakes in schoolwork, at work, or during other activities (e.g.,
overlooks or misses details, work is inaccurate)
b. Often has difficulty sustaining attention in tasks or play activities
(e.g., has difficulty remaining focused during lectures,
conversations, or lengthy reading).
c. Often does not seem to listen when spoken to directly (e.g., mind
seems elsewhere, even in the absence of any obvious distraction).
d. Often does not follow through on instructions and fails to finish
schoolwork, chores, or duties in the workplace (e.g., starts tasks
but quickly loses focus and is easily sidetracked).
e. Often has difficulty organizing tasks and activities (e.g., difficulty
managing sequential tasks; difficulty keeping materials and
belongings in order; messy, disorganized work; has poor time
management; fails to meet deadlines).
f. Often avoids, dislikes, or is reluctant to engage in tasks that
require sustained mental effort (e.g., schoolwork or homework;
for older adolescents and adults, preparing reports, completing
forms, reviewing lengthy papers).
g. Often loses things necessary for tasks or activities (e.g., school
materials, pencils, books, tools, wallets, keys, paperwork,
eyeglasses, mobile telephones).
h. Is often easily distracted by extraneous stimuli (for older
adolescents and adults, may include unrelated thoughts).
i. Is often forgetful in daily activities (e.g., doing chores, running
errands; for older adolescents and adults, returning calls, paying
bills, keeping appointments).

2. HYPERACTIVITY AND IMPULSIVITY: Six (or

more) of the following symptoms have persisted for at least 6months
to a degree that is inconsistent with developmental level and that
negatively impacts directly on social and academic/occupational
activities:

NOTE: The symptoms are not solely a manifestation

of oppositional behaviour, defiance, hostility, or a
failure to understand tasks or instructions. For older
adolescents and adults (age 17 and older), at least five
symptoms are required.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

Before moving on to the criteria of ADHD under the category of hyperactivity kindly analyse
the picture and write your understanding about it.

Try me to assess yourself

DSM-5 standard
a. often fidgets with or taps hands or feet or squirms in seat.
b. Often leaves seat in the situations when remaining seated is expected (e.g.,
leaves his/her place in the classroom, in the office or other workplace, or in
other situations that require remaining in place).
c. Often runs about or climbs in situations where it is inappropriate. (Note: In
adolescents or adults , may be limited to feeling restless.)
d. Often unable to play or engage in leisure activities quietly.
e. Is often “on the go”, acting as if “driven by a motor” (e.g., is unable to be or
uncomfortable being still for extended time, as in restaurants, meetings; may
be experienced by others as being restless or difficult to keep up with).
f. Often talks excessively.
g. Often blurts out an answer before a question has been completed (e.g.,
completes people’s sentences; cannot wait for turn in conversation).
h. Often has difficulty waiting his or her turn (e.g. while waiting in line).
i. Often interrupts or intrudes on others (e.g., butts into conversations, games,
or activities; may start using other people’s things without asking or receiving
permission; for adolescents and adults, may intrude into or take over what
others are doing).

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

Now look at your analyses regarding the given picture, did you get the right answer?
.

What have you realized after studying symptoms of ADHD?

A. Several inattentive or hyperactive symptoms were present prior to age 12 years.

B. Several inattentive or hyperactive-impulsive symptoms are present in two or more
settings (e.g., at home, school, or work; with friends of relatives; in other activities).
C. There is clear evidence that the symptoms interfere with, or reduce the quality of,
social, academic, or occupational functioning.

3. COMBINED TYPE
Criterion A1 (inattention) and criterion A2 (hyperactivity-impulsivity) are met
for the past 6 months.

4. PREDOMINANTLY INATTENTIVE PRESENTATION: If

Criterion A1 (inattention) is met but Criterion A2 (hyperactivity-impulsivity) is not
met for the past 6 months.

5. PREDOMINANTLY HYPERACTIVE/IMPULSIVE
PRESENTATION: If Criterion A2 (hyperactivity-impulsivity) is met and
Criterion A1 (inattention) is not met for the past 6 months.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

WHEN DOES ADHD BEGIN?
ADHD begins in CHILDHOOD or later in everyone’s life.

DOES SYMPTOMS OF ADHD VARY?

YES! Symptoms vary depending on context within a given setting. Signs of the
disorder may be minimal or absent when the individual is receiving frequent rewards
for appropriate behaviour, is under close supervision, is in a novel setting, is engaged
in especially interesting activities , has consistent external stimulation (e.g., via
electronic screens), or is interacting in one-on-one situations (e.g., the clinician’s
office).

Check your understanding

1. What is ADHD? Answer the question in your words.

2. What are the five categories of

ADHD?

3. Compare and contrast impulsive vs. hyperactive child by completing the Venn
diagram.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

ASSOCIATED FEATURES SUPPORTING DIAGNOSIS
(DSM 5)
Mild delays in language, motor, or social development are not specific to ADHD
but often co-occur. Associated features may include low frustration tolerance,
irritability, or mood lability. Even in the absence of a specific learning disorder,
academic or work performance is often impaired. INATTENTIVE BEHAVIOR is
associated with various underlying cognitive processes, and in individuals with ADHD
may exhibit cognitive problems on tests of attention, executive function, or memory,
although these tests are not sufficiently sensitive or specific to serve as diagnostic
indices. By early adulthood, ADHD is associated with an increased risk of suicide
attempt, primarily when comorbid with mood, conduct, or substance use disorders.

FUNCTIONAL CONSEQUENCES OF
ATTENTION/DEFICIT HYPERACTIVITY DISORDER
(DSM 5)

ADHD is associated with reduced school performance and academic attainment

, social rejection , and, in adults, poorer occupational performance, attainment,
attendance, and higher probability of unemployment as well as elevated interpersonal
conflict. Children with ADHD are significantly more likely than their peers without
ADHD to develop conduct disorder in adolescence and antisocial personality
disorder in adulthood, consequently increasing the likelihood for substance use
disorders and incarceration. The risk of subsequent substance use disorders is
elevated, especially when conduct disorder or antisocial personality disorder
develops. Individuals with ADHD are more likely than peers to be injured. Traffic
accidents and violations are more frequent in drivers with ADHD. There may be an
elevated likelihood of obesity among individuals with ADHD.
Inadequate or variable self-application to tasks that require sustained effort is
often interpreted by others as laziness, irresponsibility, or failure to cooperate.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 Family relationship may be characterized by discord and negative interactions.
Peer relationships are often disrupted by peer rejection, neglect, or teasing of the
individual with ADHD. On average, individuals with ADHD obtain less schooling,
have poorer vocational achievement , and have reduced intellectual scores than their
peers, although there is great variability. In its severe form, the disorder is markedly
impairing, affecting social, familial, and scholastic/occupational adjustment.
Academic deficits, school related problems, and peer neglect tend to be most
associated with elevated symptoms of inattention, whereas peer rejection and, to a
lesser extent, accidental injury are most salient with marked symptoms of
hyperactivity or impulsivity.

PREVALENCE
ADHD is more frequent in males than in females in the general population, with
a ration of approximately 2:1 in children and 1.6:1 in adults. Females are more likely
than males to present primarily with inattentive features (DSM 5).

• ADHD occurs in most cultures in about 5% of children and about 2.5% of adults
• affects approximately 3-4% of school-aged children
• Usually start having problems before they reach 7 years old but others may get
ADHD later in life
• Some children outgrow ADHD, about 60% continue to have symptoms into
adulthood
• Petti et al 2013 recent studies by the American Academy of Child and Adolescent
Psychiatry and American Psychiatric Association indicate that almost 10% of
children between the ages of 4 to 17 are reported by their parents as being
diagnosed with ADHD. So, in a classroom of 30 children, two to three children
may have ADHD.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

CAUSES OF ADHD
 Environmental
- Premature infants with VERY LOW birth weight <1500grams conveys
a two-to three fold risk for ADHD (DSM 5, Petti et al, 2013)
-exposure to cigarette smoke, herbicides or pesticides and viral infection
as a fetus in the womb
-exposure to toxic substances in the environment such as lead from old
paint after birth or while in the womb
-nutritional deficiencies
-unhealthy diet
-there may be a history of child abuse, neglect, multiple foster
placements, infections (e.g. encephalitis), or alcohol exposure in utero.

 Brain injuries
- Cerebral trauma/infections
 Genetic factor likely the basic cause
-ADHD is elevated in the first- degree biological relatives of individuals
with ADHD. The heritability of ADHD is substantial. While specific
genes have been correlated with ADHD, they are neither necessary nor
sufficient causal factors (DSM 5).
- Petti et al (2013), it runs in families or inherited for about 75%.
 Thyroid dysfunction is also a risk factor

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 Comorbid disorders or Co-existing Problems of ADHD
Prevalence of comorbid disorders for children with ADHD vs those without

Larson et al, 2007

Untreated children with ADHD will lead to Oppositional Defiant Disorder,

conduct disorder, and most importantly antisocial personality disorder in adult life. Given
this scenario an adult with ADHD might end up in jail, hospital, or worst death. Children
with ADHD are at much higher risk for getting into trouble with the law or developing
depression, becoming suicidal, and abusing substances than children with ADHD alone.

Oppositional Defiant Disorder. Kids with this condition, in which a child is overly
stubborn or rebellious, often argue with adults and refuse to obey rules.

Learning disability. Difficulty understanding certain sounds or words or have

problems expressing self in words. A school-aged child may struggle with reading,
spelling, writing and math.

Conduct Disorder. This condition includes behaviors in which the child may lie, steal,
fight, or bully others. He or she may destroy property, break into homes, or carry or use
weapons. These children or teens are also at a higher risk of using illegal substances.
Kids with conduct disorder are at risk of getting into trouble at school or with the police.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

Bipolar disorder. A condition in which extreme mood swings go from mania (an
extremely high elevated mood) to depression in short periods of time.

Note:
Assessment/prompt diagnosis is very much important to children possessing ADHD
attitude for them not to be branded as lazy, idiot, slow, hard headed, defiant, rude, and
etc. Such labels undermine self-esteem and can lead to years of underachievement and
family turmoil.

ENGLER 2013-no definitive diagnostic for ADHD

• no blood analysis
• no brain scan
• no genetic screen

“NOT EASY TO TELL WHETHER A CHILD HAS ADHD”

Unless…
• a child is descriptive in class
• falling behind academically

How is ADHD diagnosed or rule out?

• Battery of formal and informal assessments are done.

WHO CAN ADMINISTER FORMAL ASSESSMENT?

• Neurodevelopmental/ developmental Pediatrician
• Clinical psychologist
• Occupational therapist etc.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

FORMAL ASSESSMENTS

1. Developmental pediatrician or neurodevelopmental pediatrician who has significant

experience with ADHD
-focus on child behavior system
-where and when the child symptoms occur and when it was first noticed
A. May use Conners’ Rating Scale-determine the nature and severity of the child’s
symptoms (marital and family stresses are asked)
B. Medical History
• Goal is to rule out anxiety, depression, sleep problems, seizure disorders, vision
or hearing problem
• “Some medications can cause symptoms of hyperactivity or distractibility in
some children”.
C. Family background
D. Developmental History
-pregnancy to prenatal
-birth (normal,CS?full term?premature?)
-illnesses and injuries
-primary handling AND CHILD CARE
-MOTOR DEVELOPMENT
-communication history

E. SOCIAL history
-as an infant
-play behavior
F. FAMILY observation history
G. EDUCATIONAL history

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 2. Psychologist
H. MENTAL STATUS EXAMINATION-to structure data about aspects of the
individual’s mental functioning
SUBHEADINGS
1. General appearance
2. Psychomotor behavior
3. Mood and affect
4. Speech
5. Cognition
6. Thought patterns
7. Level of consciousness

Findings here may see if the patient is very articulate but very conscious of self and
environment

I. GENERAL MENTAL ABILITY TESTS (Raven progressive matrices)-John C.

Raven
-designed to measure the reasoning ability made of 60 multiple choice
questions, listed in order of difficulty
-a test to measure the intelligence level of the client
e.g. of intelligence level are slow, average, below average, superior
intelligence, very superior intelligence etc.

J. PERSONALITY TEST (Projective Test: House Tree Person Test and Human
Figure Drawing Test)

A psychological test in which a

subjects responses to
ambiguous or unstructured
standard stimuli, such as series
of cartoons, abstract
patterns or incomplete
sentences, are analyzed in order
to determine
underlying personality
traits, feelings, or attitudes.

K. Vineland Social Maturity Scale (Edgar Arnold Doll)

a non-projective personality measure designed to help in the assessment of
social competence

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 8 sub-scales
1. Communication skill
2. General self-help ability
3. Locomotion skill
4. Occupation skill
5. Self direction
6. Self help dressing
7. Socialization skill
8. self-help eating

L. Attention deficit hyperactive test

-a test that could assess hyperactivity, impulsivity, inattention, aggression and
conduct problems

INFORMAL ASSESSMENTS

1. OMNIBUS DEVELOPMENTAL SCALE

- an informal test designed to determine the child’s level along five developmental areas
physical health, psychosocial, language communication, reading and writing and finally
the self-help skills

2. MECHAM’S VERBAL LANGUAGE DEVELOPMENTAL SCALE

-an instrument that is used to evaluate the child’s expressive, receptive,
writing and reading skills

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

Try me!

Think of a closed child with an age range 1-10, then assess his/her speaking, listening,
reading and writing skill using the instrument below.

Mecham’s Verbal Language Developmental Scale (MVLDS)

https://www.scribd.com/doc/82774902/VerbalLangDevScale-Mecham-1958
Name: Date of birth: Chronological
Age/Sex: M F OverAll Language Age Obtained: Speech
Pathologist: Date of evaluation:
Key: (S)peaking (L)istening (R)eading (W)riting

0-1 Year Level

S 1. “Crows”, laughs or smiles
Vocalizes inarticulately (other than crying or fretting).Spontaneously gurgles or coos
with evident animation or satisfaction. Laughs spontaneously or when stimulated.

S 2. Produces consonant sounds reflexively

Produces consonant sounds spontaneously, especially after being fed or while lying
comfortably in crib. Sounds may be mixed with vowels and unconventional clicks and
noises; but are recognizable as consonant sounds.

S 3. Talks; imitates sounds

Babbles; or uses inarticulate speech which reveals apparent initiative or expressive
attempts at words as something more than there pleasurable vocalization.

S 4. Responds to name and “no-no”

Turns and look toward speaker consistently when speaker says his name. Hesitates or
refrains from performing activity consistently upon being told ”no-no”.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

S 5. Comprehends “bye-bye” and “pat-a-cake”
Waves hand in “bye-bye” gesture when “bye-bye” is spoken or in some way indicates
that he understands the expression. Claps hands in pat-a-cake fashion upon hearing “pat-
a-cake”one or more times from the speaker.

S 6. Echoes words (dada or mama)

Upon hearing words such as “dada” or “mama”, repeats it back in understandable
fashion.

S 7. Follows simple instructions

Comes when called; goes short distances to particular points as directed; performs baby
game pantomime on demand; in general, cooperates on verbal request in very simple
activities.

1-2 Year Level

S 8. Expressive vocabulary of at least 2 words

States 2 or more words spontaneously without having to be asked by someone to say
them. Words must not be accidental, but must have been heard several times as words
which are definitely tied with the context of the situation and are meaningful. Such words
as mama, dada, and bye-bye should be given credit.

W 9. Marks with pencil or crayon

Chooses pencil or crayon specially because they make a mark. Amuses self with same
for brief periods; marks up and down, side-to-side, or with circling motion without
breaking point or tearing paper. Does so spontaneously or on request as a means of self-
occupation.

L 10. Recognizes names of familiar objects

Recognizes names of a dozen or more common objects when he hears them.

L 11. Recognizes hair, mouth, ears, and hands when they are named
Identifies these by pointing to them when asked, “Where are your eyes? Where is
your hair?” etc.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

S 12. Expressive vocabulary of at least 25 words
Has vocabulary of at least 25 words with which to express himself. These include
nouns, mainly, with some verbs, adverbs, and adjectives. Very seldom
uses prepositions, conjunctions, etc.

S 13. Uses names of familiar objects

Uses names of several familiar objects (not including persons)for particular purposes;
not merely tells names of such objects when presented, but calls for or refers to them by
name spontaneously. Names may be substitutes for or corruptions of dictionary words
but should be more than recognizable sounds.

L 14. Identifies common pictures when named

Recognizes common pictures in the Golden ABC or comparable books and points
to them as they are named.

S 15. Talks in short sentences

Uses short sentences or phrases, or subject-object combinations. Speech is
practically useful within those limits, and not mere “parrot talk.”

S 16. Can name common pictures

Names most common pictures such as those found in Golden Book Dictionary.
Not mere repetition but names spontaneously as he leafs through book.

2-3 Year Level

S 17. Verbalizes toilet needs

Verbalizes needs fairly consistently during the day in time for something to be
done about them; indicates type of need.

S 18. Asks for “another”

Upon being given a piece of gum, candy, or a cookie, will ask for another, wanting
one for each hand, or, upon eating one cookie, immediately requests another. Must
use the word“ another” or “more” to get full credit.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

S 19. Uses plurals
Uses some plurals correctly in conversational speech by adding –es or –s
to the end of words.

S 20. Vocabulary of at 50 words or more in conversational speech

Informant will not be sure whether he has more than 2 words but is definite that he
has at least 50 in his vocabulary which he uses for ordinary communicative purposes in
conversational speech.

S 21. Uses pronouns I, me, you, etc.

Uses these pronouns and perhaps others in correct or nearly correct grammatical
form. Child may substitute me for I, she for her, but never substitutes me for you, her, etc.

S 22. Expresses vocally a desire to take turns

Respects other children as social necessity and will await his turn in situations which
call for a “turn” such as riding tricycle, swinging, etc. Expresses desire to take his turn
when it comes.

S 23. Identifies action in familiar action pictures

Distinguish physical actions such as jumping, walking, etc. when he sees them in picture
form.

S 24. Names one color

Can name at least one of the primary colors (red, yellow, blue)accurately upon being
asked. Does so consistently except for shades of color which are considerably lighter or
darker than average. Example: May not name pink or maroon, even though red is
consistently named correctly.

S 25. Names almost all common pictures

Routinely names most pictures in Golden ABC book, etc., and does so on own
initiative without having to be cued. On request can tell actions delivered by action
pictures.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 3 -4Year Level

S 26. Says full name

Upon being encouraged to give first and last name, can do so without being cued by
parent or other person.

S 27. Relates experiences

Gives simple accounts of experiences or tells stories (unprompted) with sequential and
coherent content and relevant detail. Vocabulary and language forms not so important as
the continuity of the account.

S 28. Says at least one nursery rhyme

With a little encouragement can recite at least one common nursery rhyme such as
”Little Bo Beep” or ”Little Miss Muffet”,etc. by heart. Item receives full credit if child
recites blessing onfood without help from parent.

S 29. Recites poem or sings song from memory

Does so in front of a small group or other person, and in a way which would be
considered a creditable performance.

S 30. Names all colors

Names all primary colors (red, yellow, blue), not from heart necessarily, but when
shown toys or crayons of different colors, child will state colors correctly.

4 – 5 Year Level

R 31. Reads by way of pictures

Tells a familiar story as he looks at the pictures in the picture books containing such
stories as ”The Three Bears”, “Little Red Riding Hood,” etc. Story corresponds to
pictures as he goes from one picture to another. May leave out portions of story which
are not represented by a picture.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

W 32. Draws with pencil or crayon
Draws with pencil or crayon and produces simple but recognizable forms such as
man, house, tree, animal, landscape. Credit detailed or differential coloring.

W 33. Prints simple words

Prints or writes legibly first name or a few familiar words of 3 or 4 letters not using
copy. Does so spontaneously or from dictation. Correct spelling not essential.

5 – 6 Year Level

S 34. Relates fanciful tales

Tells an experience or plan of action which is imaginative only. This is more for
self-satisfaction or projecting himself into the act or experience rather than “lying” as a
means to an end, i.e.it is imaginative expression as opposed to deliberate lying.

S 35. Names penny, nickel, dime

Asks for penny, nickel and dime discriminately for different purposes. Example:
Will ask for penny for buying lollipop, but for nickel or dime for buying ice cream
cone.

S 36. Recites numbers to 30s

Can count to 30 by ones upon being asked to do so. Does not need help after
beginning to count. May not be able to count by5s or 10s as yet.

S 37. Asks meaning of words

Upon hearing a new or unfamiliar word, will ask its meaning. He may ask directly
”What does that mean?” or ”What’s that?” or ”What’s ?” (repeating the word on
the latter question)

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 6– 7 Year Level

S 38. Uses telephone to communicate

Uses local telephone for practical purposes, that is …child…carries on purposive
conversation effectively, not including long distance calls. Parent may supply number, but
child dials it himself

S 39. Can tell a familiar story

Can tell at some length, a familiar story such as ”Little Red Riding Hood” or “The
Three Bears”,and includes the majority of detail. Consider transitive if considerable detail
is left out.

R 40. Reads on pre-primer level

Is able to read a pre-primer book and recognizes the majority of the words without
having to refer to the pictures in the book.

W 41. Writes numbers from 1-50

Writes numbers legibly from 1-50. Does so upon request and does not need to copy
or seek help from someone else.

S 42. Names quarter, half-dollar, dollar, etc.

Full credit should be given proper use of 25-cents, 50-cents, 2-bits or 4-bits, etc. if these
are used currently as the names of the coins presented

W 43. Writes with pencil

Writes legibly with a pencil a dozen or more simple words with correct spelling. Does
so on own initiative or from dictation, but not from copy.

R 44. Reads on own initiative

Makes independent and effective use of simple reading material(at about 4th grade
level) such as comic strips, movie titles, simple stories, notes,
simple instructions, elementary news items, for own entertainment or information.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

W 45. Writes occasional short letters
Now and then writes brief letters to friends or relatives on own initiative or following
mild suggestions, and does so without help except for spelling of unusual words and
supplying unfamiliar addresses. Addresses envelopes and provides for mailing same.

9 – 15 Year Level

S 46. Can retell short story that he has read on his own
Can retell short unfamiliar story that he has read on his own, or can describe a movie
that he has seen recently. Gives considerable detail and describes at length.

W 47. Answers ads purchased by mail

Responds to magazine, radio, or other advertising by reading coupons, requesting
samples, sending for literature, ordering from catalogs.

R 48. Enjoys books, newspapers, magazines

Reads for practical information or personal enjoyment, such as story or news
columns in papers, magazine stories, library books, stories of adventure.

W 49. Writes by letter

Writes business or social letters which require communication of serious information,
exchange of significant news, giving or acknowledging of instructions.

S 50. Follows current events and discusses them with other

Discusses current news, sports, sensational events, and follows such matters with some continuity.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

Scoring: Score 1 point for every skill shown positive (+)Score 0.5 point for every
emerging (+/-) skill
S AL S AL S AL S AL
1.0 0.17 13.5 1.73 26.0 3.19 38.5 6.36
1.5 0.24 14.0 1.78 26.5 3.28 39.0 6.49
2.0 0.30 14.5 1.84 27.0 3.38 39.5 6.62
2.5 0.40 15.0 1.90 27.5 3.48 40.0 6.74
3.0 0.45 15.5 1.96 28.0 3.57 40.5 6.86
3.5 0.50 16.0 2.00 28.5 3.67 41.0 7.00
4.0 0.60 16.5 2.05 29.0 3.77 41.5 7.24
4.5 0.68 17.0 2...11 29.5 3.88 42.0 7.47
5.0 0.74 17.5 2.16 30.0 4.00 42.5 7.72
5.5 0.80 18.0 2.22 30.5 4.16 43.0 8.00
6.0 0.88 18.5 2.26 31.0 4.34 43.5 8.22
6.5 0.95 19.0 2.33 31.5 4.49 44.0 8.48
7.0 1.00 19.5 2.39 32.0 4.65 44.5 8.74
7.5 1.07 20.0 2.44 32.5 4.84 45.0 9.00
8.0 1.13 20.5 2.50 33.0 5.00 45.5 9.50
8.5 1.17 21.0 2.55 33.5 5.13 46.0 10.0
0
9.0 1.24 21.5 2.60 34.0 5.24 46.5 10.5
0
9.5 1.28 22.0 2.66 34.5 5.37 47.0 11.0
0
10.0 1.35 22.5 2.71 35.0 5.50 47.5 11.5
0
10.5 1.40 23.0 2.76 35.5 5.62 48.0 12.0
0
11.0 1.45 23.5 2.83 36.0 5.74 48.5 13.0
0
11.5 1.51 24.0 2.88 36.5 5.87 49.0 14.0
0
12.0 1.56 24.5 2.94 37.0 6.00 49.5 15.0
0
12.5 1.62 25.0 3.00 37.5 6.13 50.0 16.0
0
13.0 1.66 25.5 3.09 38.0 6.24

S = Raw score
AL= Over-all Language Age (years)Raw Score =
Over-all Language Age =

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

3. Ekwall-Shanker Reading Inventory
-designed to help educators effectively assist students in developing their
reading ability
-can be used to measure oral and silent reading ability, listening
comprehension, phonemic awareness, and concepts about print letter
knowledge, basic sight vocabulary, phonics, structural analysis, content
clues, dictionary skills, fluency skills, vocabulary, reading comprehension
and reading interest
Note: You may visit the link below the see the actual instrument.
https://assessmentclinicuic.files.wordpress.com/2018/10/ekwal-
shanker- iri.pdf

4. School Function Assessment

-used to assess the child’s performance of functional task that support his
participation in the academic and social aspects of an elementary school program
(K-Grade 6)
- SFA facilitates collaborative program planning for students with various
disabling conditions
• https://www.pearsonassessments.com/store/usassessments/en/Sto
re/Professional- Assessments/Behavior/Adaptive/School-
Function-Assessment/p/100000547.html

 https://images.pearsonclinical.com/images/assets/S
FA/SFAOverview.pdf Copyright© 2008 Pearson
Education, Inc. or its affliate(s).

5. Behavioral Chart/ Behavioral Checklist

- an instrument used to assess the child’s behavior on a daily basis
- the general is being assessed every day for the pupils to be on track of their behavior

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

6. Play behavior inventory
- the child is closely monitored during playing time
- behavior is closely observed and recorded

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 CLASSROOM INTERVENTIONS FOR STUDENTS WITH ADHD

1. STOPLIGHT SYSTEM (Nixon 2004, Manzanillo 2015)

Goal: to stop the negative behavior of the child
-The system uses the graphic of a stoplight and a magnet bearing a child’s name
to indicate when he is behaving well or having behavioral difficulty.
-Stoplight system is a form of behavior modification technique in which reward,
token economy, positive and negative reinforcement are used in implementing
the system (Manzanillo, 2014). Below the system are the classroom rules that
the child needed to follow.
- Lacey et al 2002, Nixon 2004, stoplight system is an effective strategy to
minimize or manage the noise level of primary pupils. It is an effective way to
modify the negative behavior of a child because it provides a visual reminder of
a verbal instruction.
Example of rules to follow:
Note: In the example the goals are to increase the child’s waiting time to speak and to
decrease the child’s impulsivity when frustrated and facing conflicts through stoplight
system.

INCREASING THE CHILD’S WAITING TIME TO SPEAK

1. I will my hand properly if I want to answer or speak.

2. I will talk only when I am called
3. I will wait patiently for my turn to speak.
4. I will refine my speech by not talking or asking topics not related to the lesson.

Add 2 more rules

5.

6.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 DECREASING THE CHILD’S IMPULSIVITY WHEN FRUSTRATED
AND FACING CONFLICTS

1. I will not shout when I am frustrated, angry and facing conflicts

2. I will not throw anything when I am….
3. I will not tap my chair when I am….
4. I will not kick or hurt anybody or anything when I am…..

Add 2 more rules

5.

6.

Think more

1. Is it proper to use “I” as a starting statement in making rules for a child with
ADHD? Why?

Points to consider: Content 5 points

Organization of ideas 3 points
Neatness 2 points
10 points

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 STEPS TO FOLLOW TO MODIFY THE NEGATIVE BEHAVIOR OF
A CHILD USING STOPLIGHT SYSTEM

• establish the rules(the teacher and students work together to establish

the class rules and expectations)
1s
t
• identify the rewards (e.g. will receive 1 bottle cap for each rule followed)
• Note: bottle caps earned may trade to a thing of their choice (e.g. school
supplies, books, toy, special lunch with a friend or additional time to play
2n favorite game etc.)

d
• enforce the rules (If pupil breaks a class rule after being reminded
the magnet bearing his/her name is moved from green light to yellow
light. The child loses 3 bottle caps and is denied a classroom or
extracurricular privelege. A second infraction takes the child's magnet
to red light, as aconsequence 5 bottle caps and two priveleges is lost. If
there is third infraction, the child owes 10 bottle caps, forfeits oaa
priveleges for the day.
3r • Note: Warn the child before moving his/her name into yellow or red
d color. If a child's behavior improves allow him/her to move back to
green or higher color.

Other classroom intervention to modify the child’s negative behavior

1. Praise the child for every proper behavior displayed

2. Keep the child on track of his/her behavior displayed
3. Place the child in front side near the teacher’s working table
4. Give the child a very responsible seatmate who can remind him/her what to bring
home, copy etc.
5. Make the child be surrounded by pupils who are well behaved just to keep him/her
away from distractions
6. Make him/her a leader of the class especially during group work or prayer time
7. Make him/her as the messenger of the class
8. Talk to him/her privately when negative behavior is displayed
9. Do not embarrass or reprimand the child in front of the class
10. Give him/her positive feedback or note when positive behavior is manifested
11. Present/facilitate the lesson in a very lively/energetic manner
12. Use different teaching strategies to convey the lesson in a very unique way
13. Conference with parents as need arises
14. Behavior therapy
Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor
  Modifications in physical and social environment using rewards and
no punitive consequences
Positive reinforcement, time-out, token economy
Small reachable goals
Keep organized: maintaining daily schedule, charts/checklists
Keep on task: minimum distractions, limiting choices
 School based interventions
Qualifications for special ed/IEP/accommodations under section 504
Tutoring/resource room support
Classroom modifications
Extended time to complete tasks

What jobs are good for someone with ADHD?

Attention deficit hyperactivity disorder is usually thought to be a disorder of

childhood, but up to 50 percent of children with ADHD grow up to have adult ADHD.
Adult ADHD symptoms such as disorganization, difficulty staying focused, and
becoming easily bored or disinterested can make it harder to do well at work. But with
the right career choice and management tips, your work life can be successful (Iliades
2014). https://www.webmd.com/add-adhd/best-jobs-adults

1. fire fighter 11.police officer

2. self-employed or independent contractors 12. entertainer
3. advertising professionals 13. emergency room doctor
4. emergency room nurse 14. military career
5. paramedics 15. television producers
6. artist 16. inventor
7. musician 17. designer
8. builder 18. teachers
9. salesperson 19. public relations professional etc.

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 International Celebrities with ADHD https://www.healthline.com/health/adhd/celebrities#8

Michael Phelps
ADHD made schoolwork difficult for Phelps when he was little. He liked to move, acted
up in class, and had a hard time getting his work finished. Phelps was diagnosed with ADHD
at age 9.
“I [saw] kids who, we were all in the same class, and the teachers treated them differently
than they would treat me,” Phelps told People magazine. “I had a teacher tell me that I
would never amount to anything and I would never be successful.”
Medication made his symptoms better, but it was in the pool that Phelps found the ability
to deal with his disorder. The routine of practice and the soothing effects of the water helped
him to cope and excel.
“I think the biggest thing for me, once I found that it was okay to talk to someone and seek
help, I think that’s something that has changed my life forever,” he says. “Now I’m able to
live life to its fullest.”
At his retirement, Phelps was the most decorated Olympian of all time. He’s won 28
Olympic medals, 23 of which are gold.

Karina Smirnoff

This “Dancing with the Stars” performer and professional dancer went public with her
ADHD diagnosis in 2009.
“As a professional dancer, I’ve become known for my moves and my career
accomplishments, but most people don’t know about another part of my life — I’m an adult
with ADHD,” Smirnoff told The Saturday Evening Post.
Smirnoff is able to channel much of her energy into her dancing. She’s a five-time U.S.
National Champion and a World Trophy Champion.
“Like most adults, my schedule is very busy. My day is filled with 10- hour dance rehearsals
for my television show, teaching choreography, dancing in shows, and constant travel,” she
says. “With improvement in my ADHD symptoms, I can focus on finishing what I start.”

Howie Mandel
This game show host and stand-up comedian is known for his vivacious personality as well
as for his disorders. Mandel has both ADHD and obsessive-compulsive disorder
(OCD). He grew up with these disorders during a time when they weren’t officially
diagnosed or understood.
“Back in the 1960s, when I was growing up, my symptoms didn’t have a name and you
didn’t go to the doctor to find out. So, in my case, they were called ‘Howie Mandel,’”
Mandel wrote for Additude magazine.
Today, the “America’s Got Talent” host takes medication and attends therapy to help him
deal with his disorders.
“After I impulsively revealed that I have OCD on a talk show, I was devastated. I often do
things without thinking. That’s my ADHD talking,” Mandel wrote. “Out in public, after I did
the show, people came to me and said, ‘Me, too.’ They were the most comforting words
I’ve ever heard. Whatever you’re dealing with in life, know that you’re not alone.”
Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor
 Ty Pennington

This home improvement guru was always full of energy as a child.

Pennington was hyperactive, and he was a distraction to other children
in the classroom. Doctors weren’t sure how to treat his behavioral
problems at first.
“My mom was studying to be a child psychologist and she went to my
elementary school to test the worst kid they had. They were like, ‘Mrs.
Pennington, you really don’t want to know who that is,’” Pennington
told the Huffington Post.
“They let her observe me through a window and within 20 minutes I
stripped naked, wore my desk around, and swung on the blinds. I was
just a complete distraction to all the other students.”
Pennington added that doctors gave him antihistamines to make him
drowsy. Now, he takes medicine from time to time in small doses, and
still sees a psychiatrist. Pennington channels the symptoms of his
ADHD into his career and his hobbies.
“Once I figured out I was pretty decent at art and people were
interested in hiring me, I realized I had a skill besides injuring myself,”
Pennington says. “What’s kind of funny is that I ended up working with
power tools to pay my way through art school and still have all my
digits.”

Adam Levine
This Maroon 5 frontman and host of “The Voice” has come a long
way to his success. He wrote for Additude magazine that as a kid, he
struggled with what seemed normal to other kids — sitting still,
completing work, focusing. His parents helped him find treatment,
but his problems with attention persisted into adulthood.
“I had trouble sometimes writing songs and recording in the studio. I
couldn’t always focus and complete everything I had to. I remember
being in the studio once and having 30 ideas in my head, but I couldn’t
document any of them,” he wrote.
He went back to the doctor and learned that the ADHD hadn’t gone
away as he’d grown up. In fact, he still deals with it daily.
“ADHD isn’t a bad thing, and you shouldn’t feel different from those
without ADHD,” he wrote. “Remember that you are not alone. There
are others going through the same thing.”

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor

 It’s just a diagnosis
These celebrities are proof that a medical disorder doesn’t have to be a reason for
not living a full, happy life. These well-known figures, as well as other many less- famous
folks have found ways to thrive with ADHD.
The key to managing the signs and symptoms of ADHD is finding a treatment plan that
works and sticking with.

Galatians 5:22-23
But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness,
faithfulness, gentleness, self-control; against such things there is no law.

Content Credits to: Mrs. Rolina Manzanillo Fajardo

Instructor, Education Department,
Aurora State College of Technology

Foundation of Special and Inclusive Education | Dave Patrick L. Ruiz - Instructor