KEY
TERMS USED TO DESCRIBE AN ATTENTION DEFICIT DISORDER
(taken
from pp. 83-84, Diagnostic Criteria from DSM-IV, The American Psychiatric
Association, 1994)
Either
(1) or (2):
(1)
at least six of the following symptoms of inattention during a period of at
least 6 months to a degree that is maladaptive and inconsistent with
developmental level:
(a)
often fails to give close attention to details
(b)
often has difficulty sustaining attention in tasks
(c)
often does not seem to listen when spoken to directly
(d)
often does not follow through on instructions and fails to finish tasks or
duties
(e)
often has difficulty organizing tasks and activities
(f)
often avoids, dislikes, or is reluctant to engage in tasks that require
sustained mental effort
(g)
often loses things necessary for tasks or activities
(h)
is often easily distracted by extraneous stimuli
(i)
is often forgetful in daily activities
(2)
at least six of the following symptoms of hyperactivity- impulsivity during at
least 6 months to a degree that is maladaptive and inconsistent with the
developmental level:
(a)
often fidgets with hands or feet or squirms in seat
(b)
often leaves seat in classroom or in other situations in which remaining seated
is expected
(c)
often runs about or climbs excessively in situations in which it is
inappropriate
(d)
often has difficulty playing or engaging in leisure activities quietly
(e)
is often "on the go" or often acts as if "driven by a motor
(f)
often talks excessively
(g)
often blurts out answers before questions have been completed
(h)
often has difficulty awaiting turns
(i)
often interrupts or intrudes on others
Attention-Deficit/Hyperactivity
Disorder (Not Otherwise Specified) - a category of disorders with prominent
symptoms of inattention or hyperactivity-impulsivity that do not meet criteria
for Attention- Deficit/Hyperactivity Disorder.
Though
the above characteristics describe children, these characteristics can also
follow that individual through adulthood. This might mean that the problems
he/she had in grade school and high school ( restlessness, inability to
concentrate, poor organization skills, projects being late, poor listening
skills, etc.) might continue on through college and employment. Because a student has a diagnosis of ADHD,
it does not necessarily follow that the child requires special education or
related services. If the ADHD is
treated medically and does not have an educational impact, then the student can
and should be served through a Section 504 plan. Special education should be the last option, as no child should
be unnecessarily identified as disabled.
By thinking about the needs of the student and providing appropriate
accommodations, most ADHD students can be effectively served in the general
education classroom. Additional
assistance can be provided by consulting or special education resource
teachers, or by contacting this department at 453-1036.
ACCOMMODATIONS
FOR CLASSROOM
For
lecture setting:
-
tape recorders or micro tape players
-
note takers
-
hard copies of notes provided by the instructor or other student
-
lap top computer for note taking
-
calculators (some have voice synthesizers)
-
classroom without a lot of distractions (such as noise, decorations,
interruptions, etc.)
-
request that the directions be clear and concise (possibly in written form- on
the blackboard or on paper)
-a
detailed syllabus to give ample time to complete reading and writing
assignments
For
test-taking:
-
quiet environment
-
extended time
-
administer test on the computer
-
use a tape recorder to record the answers
-
oral examinations
-
index cards, blank paper, and/or ruler (help keep place on line)
-
break projects to weekly and then daily goals
-
use daily checklist of what needs to be done that day (might help if you
prepare it the night before)
-
use alarm watch or timer as a reminder for meetings and classes
-
electronic organizers or daily planners
-
mini talking memo
-
color coding for reading/scanning (highlighters and colored mylar templates)
-
Premack Principle - perform the task that is unpleasant first, and followed by
the one that is liked or a reward.
-
use white noise machine or environmental soothers to cover noise
-
study in an environment that doesn't have a lot of visual or auditory
distractions
-
use a watch alarm or timer set for 10min intervals to be reminded to get back
on task
-
find outlets for restlessness such as exercise and/or sports
A
SAMPLE OF ACCOMMODATION EXAMPLES FOR ADD/ADHD-SECONDARY
(Taken
from actual cases)
A
student with ADD is having trouble remembering his homework and assignment. He
was successful with an electronic organizer. Cost was $300.
A
student with ADD was having difficulties keeping track of his assignments and
remembering verbal instructions. He decided to color code his schoolwork and
request instructions in writing.
A
student with ADD had difficulties with organization skills. He used an
organizer to keep track of what he needed to get done and when it was due.
A
student with dyslexia and ADD was accommodated by the use of a speak and spell
dictionary, as well as an organizer. We weren't given the total cost.