ADHD in School

Courtney Lewis, M.S.April 1, 2009

Kids talking about ADHD and school

http://video.google.com/videosearch?q=teachers+diagnosis+ADHD&hl=en&emb=0&aq=f#q=schools++ADHD&hl=en&emb=0 1:37 - 5:10

http://uktv.co.uk/homes/item/aid/602568/displayVideo/Hi

http://video.google.com/videosearch?q=teachers+diagnosis+ADHD&hl=en&emb=0&aq=f#q=adhd+in+the+classroom&hl=en&emb=0

Across Settings

Imperative to gather information from teachers in order to make diagnosis of AD/HD

Helpful to gather info from teachers for treatment planning

Teacher Rating Scales Conners Teacher Rating Scale - Revised (CTRS – R) Sutter - Eyberg Student Behavior Inventory (SESBI-R) Achenbach Child Behavior Checklist (CBCL) – Teacher Report Form

Teacher Assessment Tips

Employ parent to have rating scales completed prior to assessment

Call after school hours Utilize email Be brief Recognize teacher’s expertise

Sticky Situation: Teacher has already “diagnosed” child with ADHD Teacher tells parents that child needs to be on

medication

Written Parent Consent

Educational Rights

FAPEFree and Appropriate Education

• Individuals with Disabilities Education Act (IDEA)

• Of the Rehabilitation Act of 1973 : Section 504

Florida Department of Education http://www.fldoe.org/ese/pubxhome.asp

IDEA

Governs all special education services in the United States

If eligible can receive an Individual Educational Plan (IEP) Modifications

March 1999 – ADHD was formally listed in the IDEA Regulations under Other Health Impairments (OHI) Schools can no longer argue is not a ‘covered’

condition

To receive services under IDEA(less common)

“To receive services the child must have a diagnosis of AD/HD that results in limited alertness to academic tasks, due to heightened alertness to environmental stimuli; must be chronic (long lasting) or acute (have substantial impact); this must result in an adverse effect on educational performance; and the student must require special educational services to address the AD/HD and its impact.”

Requires evaluation by a multidisciplinary team Routine basis Requires parental consent

Section 504

Civil Rights Statute Requiring schools not discriminate

against children with disabilities and that they provide reasonable accommodations

Eligibility Based on the existence of an identified

physical or mental condition that substantially limits a major life activity (ex. learning)

Our Role ?????

Pointless for health care professionals to be involved

“What starts in the school should stay in the school” (Hyimp, 2008)

APRIL FOOLS

Our Role

Empathize with parents AND teachers

Educate Parents Include relevant language in Ax

reports Collaborate with parent and teacher

/ provide direction Suggest accommodations

Reevaluate and fine tune across time

Empathize with Parents

Feeling… Overwhelmed Stressed Embarrassed Like a bad parent Blamed by the school

Defensive Angry Defeated

Educate Parents ….. Provide Direction

Explain educational rights National Resource Center on AD/HD

http://www.help4adhd.org/

Center for Children and Families / University at Buffalo

http://ccf.buffalo.edu/resources_downloads.php

Collaborate !!!!!!!

Facilitate (and model) positive and effective communication between teacher, parent, and student Empower parents and students with skills to

engage in future communication independently Sticky (but common) Situations

“He Said She Said” “It’s their fault” “ Don’t tell me how to do my job”

Accommodations

Endless possibilities Important to consider

Feasibility Developmental Appropriateness Child’s Individual Needs

Classroom Management Technique Assessment University of Buffalo

Florida Department of Education http://www.fldoe.org/ese/pubxhome.asp “accommodations”

School Home Note / Daily Report Card

GOAL Facilitate daily positive

communication between parent, teacher, AND student

Simplicity is key Limit number of target behaviors Feedback throughout the day Attainable goals for …

Child Teacher Parent

Target Behaviors

Elementary Walks in line appropriately Raises hand to speak with X or few reminders

Middle School Writes Legibly

Uses 1 line cross outs instead of scribbles Writes on the lines of the paper

Writes homework in assignment planner with X or few reminders

High School Brings completed homework to class Accepts feedback from teacher appropriately

Accommodations Difficulty with Instructions

Use a prearranged signal to gain student’s attention before giving instructions

Have the student paraphrase instructions or show you what to do

Check to see if student needs any assistance getting started

AccommodationsDifficulty Completing Assignments

Use a kitchen timer to define work times

Break long term assignments into parts with corresponding due dates

At first, give partial credit for late assignments or incomplete work until the student is able to complete the work on time

AccommodationsDifficulty Staying Organized

Parent facilitates backpack clean-out each evening or once a week

Let student use a special folder or binder to keep materials organized. Use dividers or folders to keep subjects organized.

Give student a checklist of materials needed for each class to be kept in the student’s locker or binder

AccommodationsDifficulty taking tests

Give verbal encouragement (keep working, answer every question) without giving clues to correct or incorrect answers

Let the student read the test items aloud to him or herself as he or she works on the test

Require fewer questions but select ones that measure all required content and skills

AccommodationsEasily Distracted / Short Attention Span

Let the student use an enclosed study carrel to complete independent work

Give student legitimate opportunities to get up and move in the classroom, use the restroom, or get a drink of water

Let student sit in an area away from busy parts of the classroom

Challenges for ParentsRelated to School

Feeling “blamed” by the school