You are on page 1of 29

ADHD students with or without hyperactivity is a

disorder of neurobiology etiology.


It is genetic and permanent. It can be diagnosed at 6-7
years old.
ADHD affects a 3-7 % of the children/teenagers.
Three main symptoms:
Attention deficit
Impulsivity
Motor and vocal hyperactivity

CONSEQUENCES (1)

Having difficulties to differentiate between main


and secondary
Difficulties on having to do two activities at the
same time
To be lazy and disorganised
Having difficulties to memorize and learn
Problems to move from one encouragement to
other
Difficulties to understand detailed information

CONSEQUENCES

They dont obey or follow rules or instructions


Frquent interruptions during activities and talking
in class with peers, in the other hand, they dont
participate
They start an activity without finishing it up, they
continue with other activities
They dont think carefully about the given
question
Unpredictable conduct

CONSECUENCES

Clumsy
They involve in dangerous activities and have
more accidents than any other students in class
They messed up the class rhythm
Problems of obeying games rules

ADHD with deficit of attention: is the kid that


does not listen, he forgets things, does not pay
attention, avoids activities with continuous work
ADHD with hyperactivity-impulsive. The child
moves a lot. He interrupts conversations and
activities and talks. Kid is very aggressive.
ADHD combined: it puts together the other types.
It is the most frequent.

Specialists use these treatments:


Psychological treatment to parents, teachers and
children
Pharmacological treatment
Psichoeducational treatment

With these treatments we have different dimensions


of intervention in children with ADHD:

Pharmacological treatment.

Strategy to control the behaviour in children


with ADHD

Principles of intervention in class to face their


symptoms.

Doctors task
Positive effects of the medicament have been tested
by specialists
Pharmacological treatment is normal to start taking it
at the age of 6, in some extreme cases the treatment
could be before the age of 6.
The common medicament selection is metilfenidato.
It showed positive results, approx. an 80% of the
cases
The purpose of the medicine is to prepare the
organism of the kid for learning in a relaxing and
emotive way

For the intervention we have to follow these steps:


a.

Identification of the changes in behaviour that we


want to apply for the kid

b.

Techniques to modify the behaviour of children with


ADHD

c.

Other specific situations

Identification of the change in behaviour that we


want to do in the kid
We must know these:
Behaviour that we want to change
When and where it happens
Reaction of this behaviour in others
What does the kid obtain with this
behaviour
We can use a behaviour register

Techniques to modify the behaviour of children with ADHD


Some of the techniques more effectives and used with the
children that have adhd are:
- Positive reinforcement
-Extintion
-Time out
Others specifics situations:
These children can:
-it moves constantly
-Loose control, scream (if the child looses control, we have
to get him out of the classroom)

Positive reinforcement:
It consists in reinforced behaviours that we want to
repeat more frequently. For do this, there are different
points:
1.
To praise very specific behaviours
2.
To praise always by sincere and true way
3.
To use social reforcement, privileges or rewards
4.
To work in groups
5.
The dairy can be very useful to reinforce the good
behaviour of the child

Extintion
It consist that the teacher leaves to pay attention a
behaviour to reduce or prevent that its repeated. For do
this, there are different points:
It doesnt exist any factor which reinforce the conduct
that we want finish
To be patient and constant until we observe a decrease
in a problematic behaviour
The strategy will not do when the conduct can be
dangerous for the child or for the others
Is necessary to pay attention to the child and
congratulate him/her.

Time out
It consists to isolate child in a place where there is nothing
that can stimulate him/her for a period of time after a bad
behaviour. Is necessary to take things into account:
1. This strategy is for children that are in infant education
and primary education, but also is common in
adolescent
2. After the first application, we have to agree the
conducts and conditions with the children
3. Is very important to choose a good environment
4. Be done the strategy for one minute per year of age

Guidelines of intervention of deficit attention.


The consequences of this symptom are:
To control encouragement
Supervise and help to supervise
Improve the way of giving orders
Divide the homework
To increase the motivation

Guidelines of intervention of impulsiveness

To define the rules


To favour self-control
To award the good behaviour
To increase the reflectivity

AIMS
Mathematics:
1.

2.

3.
4.

5.

6.

7.

To allow students the option of using


manipulatives when needed
To allow students more space on
worksheets to solve problems
To allow student to solve fewer problems:.
Require student to show work on only a
few problems
Provide students with worksheets with
problems already written on them
Provide immediate feedback to avoid the
repeated application of an incorrect
concept
To pair struggling students with a helping
peer

CONTENTS (1)
Block 1. Natural numbers and numerical operations
Counting, measuring, sorting, and expression of
numbers in everyday life situations
Block 2. The measure: estimation and calculation of
magnitudes
Timing
Units of measurement of time: cyclical time and time
intervals (clock reading, whole hours, half). Selection
and use of the appropriate unit to determine the
duration of an interval of time

CONTENTS (2)
Block 3. Geometry
Flat shapes and spatial
Identification of geometric bodies in familiar objects.
Directions using the basic geometric vocabulary
Block 4. Treatment of information, chance and
probability statistical graphics
Use of basic techniques for collecting and sorting data
in familiar contexts and close.

ACTIVITY 1
Block 1. Natural numbers
and numerical operations

Children will have to solve a


given problem. It is about
division, how to divide with
numbers. It will be given a paper
sheet for each student

ACTIVITY 2
Block 2. The measure:
estimation and calculation of
magnitudes
Timing:
1. We have built a big Clock
with cardboards because we
are going to assess students
in class after finishing the
given paper sheets
2. Given paper sheets to
complete the excersises

ACTIVITY 3
Block 3. Geometry
Flat shapes and spatial
Handle paper sheet to
each student and complete
the 3 exercises.
Then with the polygons
that we have in class we
will evaluate and correct
the whole activity

ACTIVITY 4

Spinners:
This is an online activity.
Here is the link:
http://jmathpage.com/JIM
SProbabilitypage.html

Introduction:
Carlos, 8 years old, adopted
He is in second year of Primary Education
A brother (Mario)
A caregiver who helps them with everything
Issues:
Misbehaving over the two years
Peers are tired of him
Parents intervention
Leads to depression and isolation
Curricular adaptions in school because he is behind
Some tasks and rules need to be implied and followed by
teachers, parents and himself

Students with ADHD often need modifications in the instructional approach and the
physical arrangements in order to succeed.

Further strategies:
1. To help the child focus on school work, we use:

2.To keep the attention of students the classroom should well organised and not to be a
mess. It is also important the use:

3.Role of the teacher: creative, full of energy and an effectiveness rapid instruction
4.Learning occurs when there are child-centred accommodations such as being flexible,
providing structure and routines, using success oriented programs, and teaching selfmonitoring
5.Social skills: increasing self-steem, peer helpers, organising role plays in class, regular
communication to parents.
With all these interventions, the child will build a positively self-steem

Have students with hyperactivity to do two things at once:


Sit perfectly still and look at the teacher with a purpose, while teacher
speaking
2.Teacher: Control of questions of the student
3.Student: Be firm on what the teacher says
1.

Allow the students to respond orally:


Writing is not necessarily for every activity
2.Its also a good practice, for all the classroom, because all activities are a
good practice to follow for all the students
1.

Work with images and visual activities:


Attract and catch students with images, also for students with ADHD

1.

Watch the teaching tempo:


VERY IMPORTANT to adjust the volume and intensity of the lessons.
2.Also very important to control the time for every activity
1.

In our point of view, ADHD is almost a 'hidden impairment.


In our conclusion we thought about a question: why students with ADHD were diagnosed
with it in the first place? And just due to being disrupting lessons in class.
But were they being disruptive or was it because they have more physical energy than
others, and are unable to sit down for certain lengths of time because of this energy
building up
In our opinions, If teachers were to adapt their teaching methods or at least create
alternative learning methods then surly this would enable all children to participate
successfully, and we wouldn'tt have to medicate them
Why is it expected that children are to sit still at a table or on the carpet, not all children
are the same, if a child has so much energy and is unable to focus on a math's lesson, why
is this such a bad thing if they are good in other areas of the curriculum?
Instead of labeling children that cant sit still or are more energetic than others, maybe
teachers and schools should spend less time trying to diagnose children with ADHD, and
more time focusing on how to help channel their energy into something they are able to
focus on and are good at

Bye, bye!