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Special Population Resource: Power Point On ADHD Children

Special Population Resource: Power Point On ADHD Children. Grace Nwosu Assistant Professor, Curriculum and Instruction. Definitions . ADHD Is a behavior disorder which implies that a child is causing trouble for someone else or himself. (Kirk, Gallagher, and Anastasiow 2003).

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Special Population Resource: Power Point On ADHD Children

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  1. Special Population Resource:Power Point On ADHD Children Grace Nwosu Assistant Professor, Curriculum and Instruction

  2. Definitions • ADHD • Is a behavior disorder which implies that a child is causing trouble for someone else or himself. (Kirk, Gallagher, and Anastasiow 2003).

  3. Definitions Continued • Federal Government Definition: • Their definitions determine who receives federal funds to help with exceptionality. Thus ADHD is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performances.

  4. Definitions Continued • An inability to learn that cannot be explained by intellectual, sensory or health factors. • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behaviors or feelings under normal circumstances. • A general pervasive mood of unhappiness or depression or • A tendency to develop physical symptoms or fear associated with personal or school problems (Code of Federal Regulations, Title 34, 5 300., 7(b) (9))

  5. Why I Chose The Topic? • I chose the topic because of the behaviors of kindergarten children.

  6. Special Population Child • Male • Age 5-6 yrs old • A foster child to a single mother

  7. Procedures of the Paper • Verbal consent letter • Written consent letter • Interviews at her home

  8. Some Questions and Answers • How do you describe your child? • I describe my child as being more active, easily bored and disruptive, especially in the classroom • What do you understand to be the cause of the problem? • The doctors have never given me a reason for my child being ADHD

  9. Some Questions and Answers Continued • How much violence exists? • I do not call it violence but disruptive behavior is what he exhibits. Since he has become older, his disruptive behavior has been on the increase

  10. Questions and Answers Continued • What can be done to help and ADHD child to succeed in life? • Education about ADHD, support from the community and teachers trained to deal with children who have been diagnosed with ADHD • Do you expect from professionals remediation or curse? • I expect from professionals remediation

  11. Parent Complaint • “The child does not sit still, always restless and does not follow instructions, what can I do to get him to comply?

  12. My Opinion on Field Experience 1 • Interview was based on prior permission to interview the child’s parents. • Parent’s level of understanding was revealed. • Parent had little or no knowledge of ADHD. • Later on thought that something was wrong with the school system’s approach in dealing with the problem. • Parents need education on the intervention strategies to adopt.

  13. Activity With The Child • Subjects: • ADHD child • His mother • 3 siblings • 4 other children about his age

  14. Activity With The Child • Method • Instruments were set out or displayed • Instrument name was explained • Examples of playing methods were shown • The participants were asked to play along with music that was played • The ADHD child requested for the activity to continue each time they stopped

  15. Findings • The boy was neither disruptive nor restless • Waited for his turn • Performs better at the activity of interest • Behave better with smaller group • Performs better with teacher constant supervision

  16. Recommendations • Find out what the interest of the child is • Allow him breaks in between • Smaller group to work with • Enough sleep • Organized environment • Activities – School, schoolwork at home

  17. Conclusion My result could be the approach of the integrated music, which I used. I am not generalizing that what I observed was solely limited to my activity. Other variables, which may have influenced my observations, may be intake of medication, the child’s area of interest (which is music) or smaller group of people he worked with.

  18. References • Hanson, Marei J. (2004). Early Transition for Children and Families. Transitions from • Infant/toddler services to Preschool Education ERIC Digest E581. ERICEDRS • 19900901. Available: Database: ERIC Weblinks3.epnet/citation.asp? • Boston, Houghton Mifflin Company.

  19. References (continued) • Kirk, Gallaher and Anastasiow (2003) 10th edition. Education Exception Children. Boston, Houghton Mifflin Company. • Parent Report, The. 10/3/2004. Online source. Available: •

  20. References (continued) • Ramsey, E and Walker (1998). Family Management Correlates of Antisocial behavior among middle school boys. Behavioral Disorder, 13(3), 187-20. • Robin, L. (1996). Deviant Children grow up. Baltimore Williams and Wilkins.

  21. References (Continued) * Salisbury, Christian L., Smith, Barbara J., (2004) Effective Practices for preparing Young Children with disabilities for school. ERIC Digest #E519. ERICEDRS. 19930601. • Available: Database: ERIC

  22. References (Continued) • Zantal-Weiner, Kathy (2004). Preschool Services for Children with Handicaps. ERIC Digest #450. Journal Code. RIENOV 1988. Entry Mouth: 198811 ERIC Number • ED2195394. Available: Database: • Images from HealthyPlace.Com (for academic purposes) (Several educative articles are available on that site)

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