ADHD and STUDENT DISCIPLINE

      SPED 322 Sp. 2016

                                                                                              Week 7, Forum 6

ADHD and the IRIS “He Just Needs a Little Discipline

PART A

  Students with ADHD need to experience success in their academics and classroom.  Here is a short video about how a student with ADHD feels in the classroom:

 https://www.youtube.com/watch?v=EQ71vgRzCA4 (03/12/2016)

     This visual of the video was powerful for me in understanding the student with ADHD.  I have had these students in my classroom and it is frustrating for all concerned within the classroom setting.  No one is happy. The other students are not happy, the teacher is not happy with the student, and they student with ADHD is not happy and always has an excuse to not do in class assignments. 

     I have also had students on Ritalin, and it is effective for having the student focus and thereby, giving the student success in the classroom.  This medicine, does need to be monitored, and altered the doses, just in case the student is not longer effective with ritalin. Ritalin is not an end all, and would be good in Matt’s case.  His mother died, and he probably has not processed the grief of her passing, and certainly, the father is very angry, and models this for his son. Possibly the father is angry the mother died, and he has not processed his grief, but is taking his anger out on his son, Matt.  

   Some strategies that I would use with Matt will be:

  1.  First do a Functional Behavior Assessment, showing antecedents to inappropriate behavior and duration of inappropriate behavior.
  2. Parental education.  Bring in the school psychologist to train the father on tests Matt has taken, and education the father to the disability of ADHD.  
  3.  “Directly target the specific problem behavior. Next, an alternative behavior, incompatible with the problem behavior, should be selected.” http://www.ldonline.org/article/5911/   (Downloaded 03/12/2016)
  4. Set up a token economy with time out for breaks to move around.
  5. Classroom responsibilities such as watering the plants.
  6. Give direct instruction on what acceptable behavior is. Model the appropriate classroom behavior with all the classroom students. 
  7. Teach note taking.  Include the entire class in note take instruction.  Use the overhead projector, maybe do several lessons with practice for note taking.  
  8. Give specific short instructions.
  9. Pace classroom work.  This is where a calendar of classwork comes in and to teach self pacing.  Teaching pacing of class work will also help prepare Matt for High School and University.

PART B

In looking at Matt’s ADHD situation through a multiple perspective:

Medical Model

“The medical model presents attention deficit hyperactivity disorder (ADHD) as a brain dysfunction to be treated with medication that changes the biology of the brain.” https://www.sharecare.com/health/add-adhd/what-medical-model-of-adhd (03/12/2016)

In other words, give the person with diagnosed ADHD medication to control their disability.

Educational Model

http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf (03/12/2016)

The Department of Education has a pdf of an educational model for ADHD.  The following steps are suggested:

  1.  Identify children with ADHD
  2. Overall strategy:  Evaluate – Select Appropriate Instruction – Integrate appropriate practices for student with an IEP (Individual Educational Plan)
  3. Implement the Strategy:  Academic Instruction – Introduce Lessons – Provide Advance Organizers – Review – Set Learning Expectations – Set Behavior Expectations – State Needed Materials – Explain – Simplify
  4. Conduct Lesson
  5. Conclude Lesson
  6. Individualize
  7. Behavioral Interventions
  8. Classroom Accommodations
  9. Special Classroom Seating
  10. Instructional Tools

Science Model

“Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what’s expected of them but have trouble following through because they can’t sit still, pay attention, or focus on details.   Of course, all kids (especially younger ones) act this way at times, particularly when they’re anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and happen in different settings.” http://kidshealth.org/en/parents/adhd.html (3/12/2016)

“Some of the most prestigious scientific-based organizations in the world conclude that ADHD is a real disorder with potentially devastating consequences when not properly identified, diagnosed and treated.

 Causes and Brain Chemistry

Research has demonstrated that ADHD has a very strong neurobiological basis.” http://www.chadd.org/Understanding-ADHD/About-ADHD/The-Science-of-ADHD.aspx (03/12/2016)

Cultural Model:

  The cultural model for a person with ADHD is it is the parents fault.  This chart shows exactly what goes through society’s mind and the part where they place the blame.  

https://www.google.com/search?q=cultural+model+of+adhd&espv=2&biw=1220&bih=702&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwiVr5asmrzLAhVC3mMKHZ_VAqoQsAQISA&dpr=1#imgrc=cVYFb7n4oKpsaM%3A (03/12/2016)

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Kat. K. M. M.Ed

Author of: How to Feel and Understand Love Attraction Send Love...the unseen realm needs love too! Carcassonne - Oracle at Delphi - Romantic Love Heals Magi of Genghis Kahn Love attraction Oracle Cards Love is evolving and my own love relationships are evolving. My art is evolving. My healing work is evolving.

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