Classroom strategies for supporting students with ADHD and autism

ADHD to 89985

SPECIAL NEEDS STUDENTS: STRATEGIES for ADHD and ASD STUDENTS in the CLASSROOM

The objective of this work is to conduct a review of literature for the purpose of learning and distinguishing between the different types of learning disabilities. This work is also concerned with effective classroom strategies that could be used to support students with ADHD and Autism to overcome the various barriers to learning. This work will specifically concentrate on students in the United States with ADHD and Autism.

ASD - Autism Spectrum Disorder

Accommodations -- Materials or methods that help people with learning disabilities to complete tasks successfully. Reasonable accommodations must be provided -- by law -- to people with diagnosed disabilities. Examples include extra work time, use of technology (e.g., tape recorder, computer) or changes in a work setting (such as getting directions in writing or on tape).

Assessment -- the steps taken to find out if someone has a learning disability. Can include tests and interviews.

Attention Deficit Hyperactivity Disorder (ADHD) -- a condition in which a person has a hard time paying attention, staying focused and being organized. A person with ADHD may be unusually active and impulsive, although some people with ADHD are not especially active. ADHD can lead to learning problems and behavior problems.

Cognition -- the process of knowing.

Diagnosis -- a decision that someone has a condition. A diagnosis of learning disabled must be made by a qualified person.

Dyslexia -- a serious difficulty with understanding and/or using language. It includes problems in reading, writing and/or spelling.

Learning Disability -- a serious difficulty with processing information, understanding and using spoken or written language, and/or reasoning and doing calculations in math.

Learning Strategies -- Ways a person learns (e.g., repeating something several times or explaining it out loud to oneself).

Learning Styles -- the ways a person prefers to learn (e.g., by seeing, listening or "hands on").

Metacognition -- Thinking about and being aware of how one learns.

Screening -- Collecting information that might point to a possible learning disability. A definite diagnosis must be made by a qualified professional. (Southern LINCS Literacy and Learning Disabilities, July 16, 2002)

LITERATURE REVIEW

II. CAUSES

The causes of ADHD are brain-circuitry related and it has been shown in recent research that the problem is not one related to attention due to the brain's inability to "filter competing sensory inputs such as sight and sound...instead researchers now believe that children with ADHD are unable to inhibit their impulsive motor responses to such input." (U.S. Department of Education, 2003) Studies conducted by imaging the brain of the child with ADHD have indicated "which brain regions may malfunction in patients with ADHD, and thus account for the symptoms of the condition." (U.S. Department of Education, 2003) the 'Diagnostic and Statistical Manual of Mental Health Disorder (DSM-IV) are utilized as the standard clinical definition for making determination of the presence of ADHD. Several characteristics must be present for the child to be clinically diagnosed as having ADHD including the following: (1) severity; (2) early onset; (3) duration; (4) impact; and (5) settings. Each of these are defined as follows:

Severity - the behavior in question must occur more frequently in the child than in other children at the same developmental stage.

Early onset - at least some of the symptoms must have been present prior to age 7.

Duration - the symptoms must also have been present for at least 6 months prior to the evaluation.

Impact - the symptoms must have a negative impact on the child's academic or social life.

Settings - the symptoms must be present in multiple settings.

Specific criteria set out in the DSM-IV are as follows:

DSM-IV Criteria for Attention Deficit Hyperactivity Disorder

According to the DSM-IV, a person with Attention Deficit Hyperactivity Disorder must have either (1) or (2):

1) Six (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive