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ADD/ADHD What is it and why it is difficult to understand

ADD/ADHD What is it and why it is difficult to understand. This powerpoint has been created to help teachers understand ADHD and give them tools to help their students CLAUDIA CALONJE c laudia. calonje .@ challengingchildhoods.com. ADHD/ ADD. Attention Deficit H yperactive Disorder

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ADD/ADHD What is it and why it is difficult to understand

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  1. ADD/ADHDWhat is it and why it is difficult to understand This powerpoint has been created to help teachers understand ADHD and give them tools to help their students CLAUDIA CALONJE claudia.calonje.@challengingchildhoods.com

  2. ADHD/ ADD • Attention Deficit Hyperactive Disorder • A collection of traits and tendencies that define a way of being in the world. • 3 subtypes are recognized • Inattentive • Hyperactive • Combined

  3. How are they different? • INATTENTIVE • Needs to be shown details • Needs help to stay on task • Everything is interesting • Needs short precise instructions • Needs to keep notes or reminder of things to bring for a task • Forgetful with personal property and homework

  4. HYPERACTIVE • Acts without thinking , no mental or physical censure • Needs to fidget to calm down • Blurts out ideas • Has to talk non stop about ideas and interests • Has difficulty waiting or taking turns

  5. COMBINED • Characteristics from both the inattentive and hyperactive types ADHD

  6. Background • The core symptoms of Attention Deficit Hyperactivity Disorder (ADHD) are • inattention, • impulsivity and • hyperactivity • The disorder has an onset before age 7 years • Affects approximately 5% of children worldwide 2].1]. The disorder has an onset before age 7 years and affects approximately 5% of children worldwide [2]

  7. BIOLOGICAL EXPLANATION • Brain circuits are different and especially affect: • Attention • Memory • Behavioural inhibition • Cognitive control

  8. Pay Attention!!! But what if you can’t? • Effort alone cannot focus your mind • Too much effort can be counterproductive • Everything is interesting but you can’t focus on just one thing • You can superfocus sometimes and space out when you least mean to • You can radiate confidence and still feel insecure

  9. The best of intentions… • You can be loved by many, but feel as if no one really likes you • You can absolutely, totally , intend to do something, then forget to do it • You can have the greatest ideas in the world, but feel as if you can’t accomplish a thing

  10. TYPICAL TEACHER/PARENT COMMENTS • You are not performing up to your potential • You are always trying to get organized • You always wait to the last minute or later • BUT you do not put those qualities to their best use.

  11. The physical WHY of misbehaviour • Reduced skills and abilities to curb impulses • Reduced skills regulating responses • Reduced skills thinking through and problem solving • Even when rules are known and consequences are cared about there is lack of management control • Misbehaviour is an unintentional cry for help • The underlying agenda of the misbehaviour needs to be addressed • Negative attention reinforces misbehaviour

  12. Social pressures • Social vulnerability • Particularly susceptible to imitating negative role models to fit in • Particularly susceptible to being targeted as the “fall guy” • Imperative need to belong and be valued by peers

  13. PROMOTING TALENTS IN PEOPLE WHO HAVE ADHD • Choose goals that are valued by those involved • Goals should be clear and realistic • Recognize that achieving goals will require additional resources and involve changes for all • If you can’t commit adequate time accept your goals are not realistic

  14. EFFECTIVE GOAL SETTINGTHE SMART FORMULA • Specific goals (answer the 5 W’s) • Measurable (how much , how many to monitor progress) • Attainable (smaller goals before large ones in light of time frame)

  15. SMART GOALS • Realistic (consult with the pupil and use strong skills to set goals) • Timely (Set a definite time frame in which to achieve a goal) CELEBRATING BOTH EFFORT AND SUCCESS IS VITAL

  16. KEEPING COOL AND CALM • Strategies should only be used when you can identify signs of initial stress once the explosion occurs no strategy will be effective…best to ride the storm as best you can • Lead by example • Stay calm…easier said than done…fake it!!! • Don’t add demands • Use humour and be playful

  17. Knowledge and Hope • “Most people do not know much about their minds or about ADHD. They believe bad report cards from years ago. They believe their past frustrations define who they will continue to be. They carry jagged bits of broken hopes that shred their confidence.” • KNOW THYSELF IS THE FIRST STEP TO USING ADHD TO THRIVE.

  18. THE UNIQUENESS OF ADHD • Blessed with great creativity, originality , energy, wit and drive. • Original out of the box thinking • A zany sense of humour • An unpredictable approach to anything and everything • Warm hearted and generous behaviour • Highly intuitive

  19. REFERENCES AND ACKNOWLEDGMENTS • Delivered from distraction Edward M Hallowell, MD and John J . Ratey • Helping Kids and Teens with ADHD in school Joanna Steer and Kate Horstmann • Thank you to Matteo and Lewis for sharing their experiences of living with ADHD. • Please share with friends , colleagues , family • ADHD can be a blessing not a curse We just need people to have patience, compassion, empathy and understanding.

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