ADHD with Impulsivity and Hyperactivity

   SPED 463 CSUF Sum 2016

                                                                                                     Discussion 4

Discussion 4

Tony is a student with attention deficit hyperactivity disorder (ADHD) with impulsivity and hyperactivity.  Tony is working on a computer program that does not seem to be working. Tony tells the teacher that the computer program was installed incorrectly, but his teacher tells him to get back to work.  Tony feel agitated, frustrated, feels like he is going to explode, and asks the teacher if he can “go to the bathroom” and the teacher says “no”, “get back to work”. Tony starts banging his head against the wall and the teacher asks someone to get the principal.

https://www.youtube.com/watch?v=EQ71vgRzCA4   (6/10/2016) Video on how student feels w/ADHD

Questions:

Should the teacher anticipate this kind of problem in a student with ADHD with hyperactivity and impulsivity?

Yes,  one of the “limiting distractions” (Lerner, p. 210) says is to “keep routines, simple and direct”.  Logging into the computer program was not simple and direct for Tony.  

Should the teacher have allowed Tony to leave the classroom?  A student with ADHD works best by be provided with opportunities for Moving (Lerner, p. 210) “ Permit students to move in class, sharpen pencils, get papers, get materials, alternate activities – standing, sitting, moving, allow students to work while standing or while leaning on their desks, use computers – allow students to go to computers during work time.”    Yes, I believe allowing Tony to use a 3 minutes bathroom break, would have allowed him to move and release some intensity, and then return back to the classroom, where the teacher can then help him log into the computer program.

Do you think this was the best educational setting for Tony?

Yes, if Tony can be accommodated in managing his impulsivity because logging into the computer program is almost considered as a transition activity and “Impulsive students act out physically and/or verbally.  Particularly challenging for impulsive students are transition times, when class activities shift from unstructured activities to structured activities.” (p. 209, Lerner).

IRIS EXPRESSIVE LANGUAGE

http://iris.peabody.vanderbilt.edu/iris-resource-locator/?term=disability (6/10/2016)

http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Expressive_Language.pdf (6/10/2016)

Question 1

Briana’s scenario included two examples of a consistent expressive-language issue. What is it? How was she able to work around her inability to recall the word oval? What ideas or suggestions can you suggest that Briana’s teacher implement to support her during class discussions? During test-taking?  

Briana has consistent forgetful of word recall.  Recalling the appropriate word for the subject she is talking about or writing about.  If she see’s the word, or hears the word, she is able to write it down and say yes to that being the word.   Briana was able to work around her inability to recall the word, by explaining what the Oval began to look like, “A circle with longer sides”  Then one of her friends said “Is it an oval” and she was able to reply “yes”.  

     Briana’s teacher used the exact and precise Word Bank, sheet where she was able to get an A on the paper.  This is invaluable to a student with a Learning Disability. This is an excellent support and may be an accommodation on Briana’s IEP, just for future reference for her future learning.  Actually Briana, needs to learn to self advocate for herself, and remember to have a word recall list accommodation on her IEP. Of course Word Recalls on the wall of the classroom is fabulous, but in the practice of UDL, Briana’s own list of Word Bank is perfect for her learning.

Question 2  

What type of expressive-language challenge does Jalen face? Jalen needs an assessment option that allows him to convey the wealth of knowledge he has acquired. Can you think of any viable alternatives.

     Jalen may have a Learning Disability in processing his thoughts into writing.  The paragraph does not have mention of this. Jalen can be taught a learning strategies on memory and recall, such as, using acronyms, for memorization of the large amount of information on his favorite topic.  Then when he gets to a test, he can write a sentence down, and practice his recall of the information he studied. Everything was correct for this student, as he studied his favorite subject, but needs to be taught this strategy for memory recall.

     Assistive technology will be beneficial for Jaden.  He can speak into the device while it writes what he is saying into a document.  He may need to use a resource room to use the device, as his speaking into the device, during test taking, may interrupt other students in the classroom, and they may complain.

IRIS PRAGMATICS http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Pragmatics.pdf (6/10/2016)

  Six year old, Lela, wants to join in a game being played on the playground.  The students before her asked, and we allowed into the game. Lela, wandered around and approaches them several times, but walks away without saying anything.  She joins the game without asking, and is allowed to play, but the other students are uncomfortable because she did not ask.

Question:  What should Lela have done in order to join the girl’s game?  What pragmatics skills does she need to develop?

  It will be in Lela’s best interest to teach her to observe how other students approach to ask if they can play and practice through role playing.  The teacher could create a lesson plan around social interaction on the playground and all the students in the classroom can role play and practice appropriate social behaviors on the playground.  This way, Lela will not be singled out, but will learn through active role playing with other students, and they will learn at the same time.

Question:  As a teacher, what suggestions do I have to improve their pragmatics skills?  Is there anything I can do to lessen the negative perceptions that their peers may develop? 

   As stated in the above answer, as a teacher, I will create a lesson plan around benevolent playground playing. Then have the students make a play and whole class participation in role playing appropriate benevolent pragmatic approachable language that reduces negative perceptions on the playground and also with the classroom.  Also, the entire school could participate or be observers of social skills on the playground through a school play, or reading different books on the matter, and if there are any videos or movies out that can reinforce this. 

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:Kat: K. M. M.Ed

Author, Artist, Philosopher.

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