Attention Deficit Hyperactivity Disorder

“Attention Deficit Hyperactivity Disorder (ADHD) is a heritable, brain-based disorder” (Tannock & Martinussen, Nov. 2001, P. 20). It is believed that genetics is a factor in ADHD, since it runs in families. According to Kuntsi and Stevenson (2000) 80% of the differences in inattention, hyperactivity, and impulsivity between students with and without ADHD can be explained by genetic factors.

Since about 2-5 percent of school aged children are diagnosed with ADHD, all teachers will have to find ways to teach these children. Trying to educate these children will be made harder by the fact that the symptoms exhibited, vary from student to student and from minute to minute in the same student.

Mike is one of these students. He is a 12-year-old student that has been diagnosed with ADHD. He is in the 7^th grade and attends regular classes. When talking with Mike, he seems to be a very bright and personable young man. He prefers to talk to adults, rather than kids his own age. He has no problems carrying on brief conservations with adults. It is obvious that his favorite pastime is reading, since there is a library book in his hands anytime that he can get away with it. Even if his teacher has made him put the book up when the lesson starts, if there is a brief pause in the action, the book is back out and his attention is focused on the book. He will not notice when the lesson starts again. The teacher must stop the lesson and make him put the book up or take it away from him.

Several of the teachers believe that Mike is very smart; one even mentioned the word genius. As with all children with ADHD, the problem these teachers face with Mike, is keeping him on task and helping him manage his behavior.

Criteria for Classification

Mike has been diagnosed with ADHD. According to his IEP, his doctor made this diagnosis. This diagnosis was made along with administration, teacher and parent interviews. Mike has a problem with “inappropriate verbalization and inappropriate sexual acting out (touching students inappropriately)” (Functional Behavior Assessment, IEP). Mike has a disability in handwriting that affects his progress in all content areas. He has a problem with his attention span in the classroom. Mike “is a very bright, creative young man. His greatest strength is reading, but sometimes he reads during his learning strategies class rather than doing a written assignment from a core subject” (Strengths relative to general curriculum/appropriate activities, IEP). He has been on medication for several years now. According to his IEP, Mike has to stay on his medication to make any achievements at school.

Summary of Involvement

October 7, 1 hour – Mike comes into the classroom for Arkansas History just before time for the class to start. He is sort of sitting at a desk in the middle of the classroom. He remains kneeling in his chair until the teacher walks up to his desk and tells him to sit in his seat.

Today they are copying notes provided by the teacher to help prepare the students for 9-weeks test. Mike is not prepared for class; he did not bring paper or pencil to this class. The teacher gets Mike a pencil, paper and hands him the notes he needs to be copying. The teacher still has to tell Mike to put his library book up and start writing.

Anything that goes on in the class distracts Mike from staying on task. Each time something happens, the teacher tells Mike to start writing again. Many of these times the teacher actually has to walk to his desk to get Mike back on task. Even though most students finish copying the notes, Mike is not one of them.

October 14, 2 hours – I observed Mike one hour in math during 4^th period. Mike sits at a group of four desks in the back corner of the classroom by himself. They are preparing for their 9 weeks test in this class. The teacher is working problems on the board from the review worksheet that the students completed for homework the night before. Mike does not have any of the problems done and he is reading his library book, The Hardy Boys. The teacher tells him to put the book up and start copying the problems from the board so that he will have something to study. Mike does not have paper or a pencil out so he is already behind. The teacher gives me a copy of her review sheet, so I can sit beside Mike and keep him on task copying the problems. Even this is not easy. Mike is not interested in working math problems. I have to repeatedly get his attention for him to write the problems. He also has problems writing. His writing is very large; any number or letter is large enough that it is several lines high on his paper. He is all over a sheet of paper for one math problem and it is very hard to tell anything on his paper. I do not think he knows what he has done on a problem 5 minutes after he has completed it.

I observed Mike for 1 hour in 6^th period science. He is not much different in this class than he was in math earlier today. He sits in the middle desk in his row. The teacher starts out by telling him to quit touching the boy in front of him. When the class starts, he is reading his book again. The students need their worksheets to review for the 9-weeks test. Mike does not have his with him. He has to get up from his desk and go to his huge backpack, that the teacher makes him leave beside the door, to find the worksheet. This takes several minutes for him to find it and return to his seat. This is a problem in all his classes. He will not use his locker, so every book, notebook, worksheets or anything else he might need for any class is carried around in this backpack. The problem is that he rarely gets anything out of it before the classes start. He always waits until the teacher calls him on it, even though he is told at the beginning of every class that he has to have his book, paper and pencil on his desk before the tardy bell rings. He never remembers, so he disrupts class to find his work and then gets a late start. This class continues like the previous classes with the teacher telling him every few minutes to start working.

October 16, 2 hours – Mike is in 4^th period math. Today they starting are a new unit. The teacher is discussing unit pricing and working examples on the board. Before she starts, she has Mike put his library book up. They need calculators today, so each student goes to the front of the classroom to get theirs. Mike is the last one to get his. The teacher tells them to set the calculator to round to two decimal points. The students have learned how to do this in a previous class. Mike is having a hard time setting his. I attempt to help him with it, but he is sure he knows how. He attempts trying to set it the same way each time, before he finally lets me help him. Of course, he is behind again. The rest of the class period goes about the same as usual, Mike not staying on task and the teacher stopping several times trying to get him back on task.

In 6^th period science today, things go a little differently. Each student is reading a science newsletter that the class has subscribed to for the semester. After getting Mike to put his library book up again, he starts reading the newsletter. He is apparently interested in this and continues reading until he has finished all the articles.

After the class has finished reading, the teacher asks the students questions about the article on pumpkin cannons. Mike has his hand up to answer every question and has problems blurting out answers without being called on. The teacher would tell him each time to wait until he is called on to answer. When he was given the opportunity to respond, he always knew the answer.

After questions, the teacher let the students work in groups to come up with an experiment to determine how far a pumpkin would splatter when it hit the ground from a cannon. She picked a group leader and then let the leader pick classmates to be in the group. Mike was picked as one of the leaders. He was excited about this project, but many of the students did not want to be in his group. After the groups were picked, Mike took charge of his group and was ready to work on this project. If something interests him, it appears that it is not a problem to stay on task.

October 23, 1 hour – This is 6^th period science. Today the class has started a new chapter in the textbook and things are going about the same for Mike; starts class reading his book, must get up to find his workbook and is told many times during the hour to get back on task.

October 28, 1 hour – The 4^th period math class is the same as usual. After putting up his book, getting up to find what he needs from his backpack and getting back to his seat, the class starts. About half way through the class, the teacher has to stop going over problems to take care of someone at the door. Mike takes this opportunity to get his library book and start reading again. The teacher starts working on the board again, not noticing Mike reading. This time I take Mike’s book and place it on the teacher desk, so he can start on math again. He does not forget it when the bell rings; he will need it for the next class.

October 30, 2 hours – 4^th period math goes as usual. Class as usual does not appear to be working for Mike, but I have not seen any efforts to make a change.

6^th period science class is a lab today. Since it is Halloween week, the class is working in the lab observing a pumpkin, outside and inside. This has Mike’s attention. The class is working in groups that are assigned by the teacher. Each student in the group is to choose a role, but they must also perform all the task required for the lab with the rest of the group. Mike decides to be the timekeeper, so his job is to keep everyone in the group on task. He gets a little carried away, to the point that he is walking around holding his watch in his hand to keep up with the exact time. I explain to him that he must do the rest of the work with his group. He only needs to check his watch occasionally to be sure they finish the work on time. He does stay on task better in this setting than in the regular classroom.

November 1, 1 hour – This is 6^th period science. Today they are using a dichotomous key to make banana splits. After each student writes a key for a banana split with the ingredients they chose, the teacher and I make the split according to the students’ key. Students have brought various ingredients that might be used to make these banana splits. Mike made sure that the teacher knew that he did not forget to bring the vanilla ice cream. Students worked in pairs in this class because there are several students that have learning problems. Mike does not have any problem staying on task for this class. He finishes in plenty of time to get his banana split made and eat it before the class ends. This was a good class for Mike.

Development

The direct causes of ADHD are still unknown, but researchers have been able to find consistent abnormalities in areas of the brain in persons with ADHD using MRIs, PET scans and fMRIs. Scientists have identified some genes that appear to have been linked to ADHD; these regulate the transport of the chemical dopamine. Dopamine is one of the brain’s neurotransmitters that convey signals from one neuron to another. ADHD symptoms appear to be a result of a dopamine imbalance. Some nongenetic factors could cause this imbalance; they are premature birth, maternal use of alcohol and tobacco during pregnancy and high lead exposure in early childhood.

“Researchers at the National Institute of Mental Health found that several regions of the brain (for example, the right prefrontal cortex; two of the clusters of nerve cells found deep in the brain, known as the basal ganglia; and regions of the cerebellum) are significantly smaller in both boys and girls with ADHD than in those without it (Giedd, Blumenthal, Molloy, & Castellanos, 2001)” (Tannock & Martinussen, Nov. 2001, p.21). These are the brain regions that regulate attention, working memory, impulsiveness and motor control. These brain regions have high levels of dopamine in a normal child. Stimulant medications can increase the levels of dopamine in those children with smaller brain regions. These medications are used to treat ADHD.

According to research in adults, they are able to perform task better by visualizing images instead of hearing the spoken word. “Children with ADHD also exhibit difficulty with tasks that require them to rapidly and continuously update and use information “online”—a working memory demand evident in many classroom activities, such as listening to a teacher’s explanation while taking notes” (Tannock & Martinussen, Nov. 2001, p.21).

Watching a child that has potential, but is failing so miserably can be disheartening. Mike has gone from being total engrossed in the classroom to having no interest at all. Getting any student interested in every lesson is not possible, but you do have their attention most of the time. With students that have the problem of ADHD, reaching them most of the time will be difficult. From observing Mike, more hands-on activities need to be used in the classroom, since theses seem to keep Mike more focused on the task. I also feel that lessons that connect to real world experiences and problems will help these students focus better. These students will need special attention during class time, but this will have to be balanced with the needs of the rest of the class.

Special Provisions

According to Mike’s IEP, he can participate in standard assessment of statewide and district wide required assessment. His instruction should be modified with reduced assignments, preferential seating, study guide/copy of notes, extra time for written response and verbal prompts to stay on task (IEP). Mike’s test should have a word bank.

Clearly defined limits, rules and consequences and frequent reminders of the rules are used to control Mike’s behavior. Sexual acting out by touching students, inappropriate verbalization to students, not completing assignments in a timely manner and lack of organizational skills will result in teacher attention, peer attention, verbal warnings, loss of privileges, detention, written warnings and short term alternative classes (IEP).

Mike has special seating arrangements only in math and this is in the back of the room. I think he could benefit from special seating in all his classes, but I think it should be at the front of the room. In this way, he could still set with other students, but he would always be in a position where the teacher could monitor his actions continually. I also believe that his organizational skills could be improved with assistance from the teacher. Most of the teachers are standing in the hall by their classroom door in between classes. They see the students as they go into the classroom. This point of contact with Mike could be used to tell him exactly what he needs to have on his desk before the tardy bell rings. This would help prevent some classroom disruptions that draw the whole classes’ attention to Mike. Mike also needs some individualized attention with his problem with writing. I believe that it would benefit all his classes if he had some daily work with penmanship.

I know that this addresses only a few of Mike’s problems, but with even some minor modifications, I believe there could be some noticeable improvements in his achievements. Mike has the potential to achieve more than what he is at this time in the classroom. He is going to be reevaluated after the first of the year. Maybe there will be some modifications made at this time that will give Mike a better opportunity to succeed.

References

Tannock, R. & Martinussen, R. (Nov. 2001). Reconceptualizing ADHD. Educational Leadership, 59 no3, 20-5. Retrieved November 20, 2002, from OCLC First Search.

Individualized Education Plan

Hallahan, D. P. & Kauffman, J. M.(2003). Exceptional learners; introduction to special education (9^th ed.). Boston: Allyn and Bacon

Lesson 1 - Runoff Water

Author: Sharon Wesley
Date Created: 12/4/2002 2:29:05 PM CST

VITAL INFORMATION

Grade/Level:
7

Subject(s):
Science

Standards:

AR- Arkansas Learning Standards

• Subject : Science

• Strand : Earth/Space Systems

• Content Standard 1: Students will demonstrate an understanding of the inquiry process through the study of Earth and space systems.

• Grade Range : Grades 5-8

Student Learning Standard ES.1.3.: Generate conclusions based on evidence acquired through experimentation.

• Content Standard 3: Students will demonstrate an understanding of the connections and applications of Earth and space systems.

• Grade Range : Grades 5-8

Student Learning Standard ES.3.8.: Illustrate the positive and negative effects of human use of natural resources on Earth.

Objective(s):
After performing an experiment on water runoff, students will demonstrate an understanding of the connection of runoff with the type of ground surface.

IMPLEMENTATION

Set:
The class will have reviewed the effects of weathering that were learned from the previous unit.
What is weathering?
What are the different kinds of weathering?
What are the causes of weathering?

This will lead to the fact that water plays a role in weathering.
Students will have read the pages 202 - 205 on Runoff, the Effects of Gravity and Water Erosion.
This lesson will give students the skills needed to identify the causes of water runoff.

Learning Activities/Time Required:
Students have already read the assigned pages.
Questions:
What happens to water that doesn't soak into the ground or evaporate?
What is runoff?
What things affect runoff?
Students will conduct experiments to see how different surfaces affect runoff.
The class will be divided into 4 groups. Each group will be looking at the runoff on a different type surface. Each group will receive a handout giving the directions for the experiment.
Group 1 - sand to represent a beach or desert
Group 2 - soil to represent a plowed field
Group 3 - grass sod to represent a lawn or meadow
Group 4 - cardboard to represent pavement
4 paint trays will be filled half full of each of the above coverings.
Each group will have a container with equal amounts of water.
The students will be able to see how different surfaces affect the amount and the speed of water runoff.

After the students have completed the experiment, each group will tell the rest of the class what happened and why they think that this was the result.

The class will then discuss where they might see these different types of surfaces around where they live.
Each student will write a description and the results of the experiment in their journal.

Time required - 1 class period

Closure:
Students will be able to define runoff and tell how different surfaces affect the amount of runoff. This will move the next lesson on how the runoff can affect the environment.

Resources and Unit Handouts:

Materials and resources:
Textbook pgs 202 - 205
Student Handout
paint trays
sand
soil
grass sod
cardboard
water
beakers
student's journal
pencil

Grouping for Instruction:
Class will be divided into 4 groups.

Adaptations/Modifications/Interventions:
Gifted students will use resources from the Internet, library and local agencies to research what happens to local runoff water. These students will write a report showing their results and any modifications they think would improve the systems used for local runoff water.

ADHD students will assist in distributing supplies to students to help with hyperactivity. The hands-on activity will help to keep the students attention.

Mentally retarded students will be paired with a nondisabled student for this activity.

Technology Integrated:

ASSESSMENT

Assessment Activity:
Each group will be able to explain the results of their part in the experiments. All students will be able to participate in the class discussion on runoff. Students journal writings will show that they understand what runoff is and how different surfaces affect runoff.

Expectations for Performance:
Students will be able to define water runoff.
Students will know how different surfaces affect water runoff.

Assessment/Rubrics:
Rubrics:
Runoff Water

Reflection:

Lesson 2 - Water Erosion

Author: Sharon Wesley
Date Created: 12/4/2002 4:35:22 PM CST

VITAL INFORMATION

Grade/Level:
7

Subject(s):
Science

Standards:

AR- Arkansas Learning Standards

• Subject : Science

• Strand : Earth/Space Systems

• Content Standard 1: Students will demonstrate an understanding of the inquiry process through the study of Earth and space systems.

• Grade Range : Grades 5-8

Student Learning Standard ES.1.2.: Understand that Earth and objects in space constantly undergo changes and/or cycles which can be observed and measured.

Student Learning Standard ES.1.3.: Generate conclusions based on evidence acquired through experimentation.

• Content Standard 2: Students will explore, demonstrate, communicate, apply and evaluate knowledge of the properties of Earth and space systems.

• Grade Range : Grades 5-8

Student Learning Standard ES.2.4.: Understand the effects of weathering and erosion on the Earth=s surface.

Objective(s):
After exploring different types of water erosion around the school campus, students will be able to make observations, draw logical conclusions, report their findings and conclusions and demonstrate an understanding of water erosion by oral and written reports.

IMPLEMENTATION

Set:
Students will have been introduced to the concept of water erosion in the previous lesson. This will lead to the study of different kinds of water erosion, covered in this lesson.

Students will have read pages 204 -- 205, Water Erosion. This lesson will give students the skills needed to identify water erosion.

Learning Activities/Time Required:
Questions from previously assigned reading:
Question:
What happens when water runs off?
What are three kinds of water erosion?
What is the difference between a rill and a gully?

A handout showing pictures of different kinds of water erosion will be distributed. This handout will also provide instructions for the mini-field trip for this period.

The mini-field trip: The class will be divided into 4 groups for the field tip. The teacher and three parent volunteers will escort the students on the trip. The class will go outside to walk around the school grounds including the athletic fields. As they walk around the property, they will identify evidence of water erosion. As they locate evidence of erosion they will make notes of their observations: where they saw the evidence, the kind of vegetation, and a possible source of the water which is causing the erosion.

After returning to the class, the students will discuss what they observed. After the discussion the students will write a report of their observations in their journals.

Time required - 1 class period.

Closure:
Students will be able to discuss observations of different kinds of erosion at the beginning of the next class. This will lead into the discussion of River Development and Stream Erosion.

Resources and Unit Handouts:

Materials and resources:
Textbook pgs. 204-205
Student handout
notebook for observations
pencil
paper
student journal

Grouping for Instruction:
Class will be divided into 4 groups.

Adaptations/Modifications/Interventions:
Gifted students will use the Internet to research Storm Water and its impact on erosion and water pollution. They will investigate what EPA has done to try to control these problems.

ADHD students will benefit from the activity involved in participating in the mini-field trip. The parent volunteers will assist in keeping them focused.

A nondisabled peer and the teacher will help mentally retarded students identify areas of erosion. They will draw pictures in their journals of the school grounds showing erosion they saw on the mini-field trip.

Technology Integrated:

ASSESSMENT

Assessment Activity:
Each group will be able to discuss their observations from the mini-field trip. Student journal writings will show that they understand the different kinds of water erosion.

Expectations for Performance:
Students will be able to explain the difference between a rill and a gully.
Students will be able to visually identify different kinds of water erosion.
Students will be able to explain the different kinds of water erosion.

Assessment/Rubrics:
Rubrics:
Water Erosion

Reflection:

Lesson 3 - River System Development

Author: Sharon Wesley
Date Created: 12/4/2002 7:46:11 PM CST

VITAL INFORMATION

Grade/Level:
7

Subject(s):
Science

Standards:

AR- Arkansas Learning Standards

• Subject : Science

• Strand : Earth/Space Systems

• Content Standard 1: Students will demonstrate an understanding of the inquiry process through the study of Earth and space systems.

• Grade Range : Grades 5-8

Student Learning Standard ES.1.2.: Understand that Earth and objects in space constantly undergo changes and/or cycles which can be observed and measured.

• Content Standard 2: Students will explore, demonstrate, communicate, apply and evaluate knowledge of the properties of Earth and space systems.

• Grade Range : Grades 5-8

Student Learning Standard ES.2.4.: Understand the effects of weathering and erosion on the Earth=s surface.

• Content Standard 3: Students will demonstrate an understanding of the connections and applications of Earth and space systems.

• Grade Range : Grades 5-8