Chapter Summary:
Chapter 11 explains that to be diagnosed with attention-deficit/hyperactivity disorder (ADHD), a child must consistently display six or more symptoms of inattention or hyperactivity-impulsivity for a period of at least 6 months. You will also learn about the prevalence, types, causes, characteristics, and educational approached for children with attention-deficit/hyperactivity disorder.
Learning Outcomes:
• Define attention-deficit/hyperactive disorder (ADHD) and describe the most common treatment options for ADHD.
• Define physical disabilities and health impairments.
• State two reasons why the number of children served under the other health impairments or orthopedic impairments categories of the Individuals with Disabilities Education Act is much smaller than the actual number of children who have health impairments or physical disabilities.
• List and describe the types and causes of health conditions and physical impairments seen most frequently in school-age children.
• Briefly explain how severity, age of onset, and visibility of a health impairment or physical disability can affect a child’s educational performance.
• Discuss the importance of a “parallel curriculum” for students with health impairments or physical disabilities.
• Explain why the continuum of educational services and placement options is especially critical for students with health impairments or physical disabilities.
Reflection Questions:
1. How does the original description of Still’s disease as a “defect of moral control” coincide with the perception (or misperception, perhaps) of ADHD by some people?
2. What is the subjective nature of diagnosing ADHD?
Chapter Activity:
1. Complete the Behavior Management & ADHD: He Just Needs a Little Discipline Activity: http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/case_based/IA_He_Just_Needs_A_Little_Discipline.pdf.
Read the Objective and the Scenario in the Activity. Answer the following questions:
1. Do you think that medications such as Ritalin are an effective solution for children with ADHD? What other strategies might you use to address Matt’s behavior?
2. What is the best way to work with parents who deny the existence of a disability and/or the need for medication?
3. Do you think that the team’s approach of sending Matt to the office when he became disruptive was effective? Can you suggest other ways they could handle Matt’s disruptive behavior?
4. Given Mr. Snyder’s reaction to Jill’s attempt to convince him that Matt needs more help controlling his behavior, how should she proceed?
*You may refer to the STAR Sheet at the end of the activity to help you answer the questions.