ADHD

This week we cover Chapter 6: Students with Attention-Deficit/Hyperactivity Disorder (ADHD).

We will look at the etiology (cause), characteristics, and classifications of ADHD. As you will read in the chapter, ADHD is not a category of disability under IDEA, but can be covered by 504.. If the ADHD affects academics, the student may qualify for the category of Other Health Disabilities (OHD).

1. Activity 1: Read Cedric’s case study at the beginning of the chapter. Answer the question concerning Cedric on page 196 of the textbook.

2. Activity 2: Environmental vs Biological table (attached below)

3. Activity 3: The Brain and ADHD (attached below)

Some helpful links to understand ADHD beyond your textbook:

"Every ADHD Symptom explained in 12 minutes" Inspire and Thrive

"Failing at Normal: An ADHD Success Story" Jessica McCabe

Brain Research - ADHD Types

Dr. Daniel Amen "Rewire Your ADHD Brain to Crave hard Work"

ADHD Brain Science

Back to the Cases (I believe you can answer those questions without me copying and pasting the whole textbook right?)

Now that you’ve read about attention-deficit/hyperactivity disorder, look back at the student stories at the beginning of this chapter. Then, answer the questions about each of their cases.

Cedric is a student who is not eligible for services through IDEA because ADHD is not negatively affecting his educational performance; instead, he has a Section 504 plan.

Review the chart in Figure 6.3 that distinguishes between these two laws. What are the key differences in the supports and accountability for these laws? How might these differences have an impact on your responsibilities as a special educator?

Now apply the information about Section 504 and IDEA to Cedric’s case. What would have to be different for him to be eligible for special education services? What options exist for him as a student with a Section 504 plan?

Using strategies comparable to those that Cedric’s parents use at home, what could Cedric’s teacher do to facilitate his success at school?

**Cedric has always been an active child. He has the dubious distinction of having been asked not to return to two different preschool programs because of his behavior; concerns were raised about his safety and that of other students after several incidents of running away from teachers, climbing on classroom furniture, and pushing and repeatedly hitting other children. One of the preschool teachers used the word whirlwind to describe Cedric. Cedric’s parents report that he prefers games and activities that include lots of movement, and he most enjoys swimming at the neighborhood pool. Cedric’s pediatrician diagnosed him with ADHD when he was 4 years old, and he has taken medication since that time. His mother also has attended a variety of parent education classes to learn how to better understand and respond to Cedric’s attentional problems. At home he follows a highly structured routine each morning and evening, and he earns rewards (such as extra swimming time) for positive behavior. In first grade, Cedric has difficulty with the necessary classroom structure and procedures, as well as the expectation for focusing attention, remaining seated for some activities, and taking turns. Cedric’s teacher often is surprised by what he has learned: She sometimes assumes that he is not listening because he so often is moving, but she is gradually recognizing this is not always the case. The school’s intervention team has discussed Cedric’s academic and behavior needs. For now, since he is making appropriate learning progress, they are focusing on helping his teacher address behavior concerns. Cedric says of his behavior, “Sometimes I just do things and can’t stop,” a description his teacher would consider very accurate. Cedric has a Section 504 plan that addresses his medication and behavior plan. He does not receive special education services, nor does that seem likely to happen at this point. Although he experiences difficulties, he does not have a disability as defined by the Individuals with Disabilities Education Act (IDEA).

Environmental vs Biological -Complete the table below using the list words below the table. Also, answer the question below using at least a ¾ page of text with citations from the text and any other resources you use.

Dopamine imbalance

Lead exposure

Low birth weight

Genetic variants (DRD4, DAT1)

Alcohol exposure

Prefrontal cortex differences

Answer the question using at least a ¾ page of text with citations from the text and any other resources you use.

Which factors do you think has the strongest influence on ADHD development—genetic or environmental? Support your answer with evidence from the readings.

This week we cover Chapter 6: Students with Attention-Deficit/Hyperactivity Disorder (ADHD).

We will look at the etiology (cause), characteristics, and classifications of ADHD. As you will read in the chapter, ADHD is not a category of disability under IDEA, but can be covered by 504.. If the ADHD affects academics, the student may qualify for the category of Other Health Disabilities (OHD).

1. Activity 1: Read Cedric’s case study at the beginning of the chapter. Answer the question concerning Cedric on page 196 of the textbook.

2. Activity 2: Environmental vs Biological table (attached below)

3. Activity 3: The Brain and ADHD (attached below)

Some helpful links to understand ADHD beyond your textbook:

"Every ADHD Symptom explained in 12 minutes" Inspire and Thrive

"Failing at Normal: An ADHD Success Story" Jessica McCabe

Brain Research - ADHD Types

Dr. Daniel Amen "Rewire Your ADHD Brain to Crave hard Work"

ADHD Brain Science

Back to the Cases (I believe you can answer those questions without me copying and pasting the whole textbook right?)

Now that you’ve read about attention-deficit/hyperactivity disorder, look back at the student stories at the beginning of this chapter. Then, answer the questions about each of their cases.

Cedric is a student who is not eligible for services through IDEA because ADHD is not negatively affecting his educational performance; instead, he has a Section 504 plan.

Review the chart in Figure 6.3 that distinguishes between these two laws. What are the key differences in the supports and accountability for these laws? How might these differences have an impact on your responsibilities as a special educator?

Now apply the information about Section 504 and IDEA to Cedric’s case. What would have to be different for him to be eligible for special education services? What options exist for him as a student with a Section 504 plan?

Using strategies comparable to those that Cedric’s parents use at home, what could Cedric’s teacher do to facilitate his success at school?

**Cedric has always been an active child. He has the dubious distinction of having been asked not to return to two different preschool programs because of his behavior; concerns were raised about his safety and that of other students after several incidents of running away from teachers, climbing on classroom furniture, and pushing and repeatedly hitting other children. One of the preschool teachers used the word whirlwind to describe Cedric. Cedric’s parents report that he prefers games and activities that include lots of movement, and he most enjoys swimming at the neighborhood pool. Cedric’s pediatrician diagnosed him with ADHD when he was 4 years old, and he has taken medication since that time. His mother also has attended a variety of parent education classes to learn how to better understand and respond to Cedric’s attentional problems. At home he follows a highly structured routine each morning and evening, and he earns rewards (such as extra swimming time) for positive behavior. In first grade, Cedric has difficulty with the necessary classroom structure and procedures, as well as the expectation for focusing attention, remaining seated for some activities, and taking turns. Cedric’s teacher often is surprised by what he has learned: She sometimes assumes that he is not listening because he so often is moving, but she is gradually recognizing this is not always the case. The school’s intervention team has discussed Cedric’s academic and behavior needs. For now, since he is making appropriate learning progress, they are focusing on helping his teacher address behavior concerns. Cedric says of his behavior, “Sometimes I just do things and can’t stop,” a description his teacher would consider very accurate. Cedric has a Section 504 plan that addresses his medication and behavior plan. He does not receive special education services, nor does that seem likely to happen at this point. Although he experiences difficulties, he does not have a disability as defined by the Individuals with Disabilities Education Act (IDEA).