ADHD, Behavioral, & Emotional Disorders
ADD/ADHD, Behavioral and Emotional Disorders Definition
The website shows three important facts.
1. Brain disorders are beginning in the early childhood.
2. Three to five children suffer from this disorder.
3. Two to three more boys than girls are affected by this disorder.
Is it myth or is it reality? Attention Deficit Hyperactivity Disorder
-more energy than other kids
ADHD is a neurobehavioral disorder. Defined by clinical symptoms that are seen. Younger adults or adolescents that come in thinking they have ADHD get examined for other diagnosis's.
Core symptoms: inattention, distractibility, hyperactivity, and impulsivity
Diagnosing: Inappropriate for child's age, how it impacts function, becomes functional problem, chronic condition with symptoms lasting longer than six months.
WHO GETS ADHD? 3-5 percent of children are diagnosed with this, and 1 and 8 children are being treated in schools for this. It is more common in boys for 3-6 times more common. When children hit puberty it tends to equal out between boys and girls.
Emotional Behavioral Disorders Video
Special education qualifications
identification process- academic testing, behavior rating scales
causes- no exact cause, prenatal, parental, and postnatal
characteristics: hyperactivity, aggression, self behaviors, withdrawal, or failure to interact with others, excessive fear or anxiety around others, immaturity, temper tantrums, poor coping skills, poor self image, low self esteem, illegal behaviors, drug and alcohol abuse.
Have a wide range of academic ability, but are usually one to two grades below their peers. High levels of absences are seen with this, along with drop outs.
It is a struggle to find teachers to keep working with students like this due to burn outs.
Teaching Tips for Students with Emotions/Behavioral Disorders
Five Tips for handling kids with Emotional Behavior Disorders in a classroom
1. Keep classroom rules simple and clear (no more than 3-5 main rules)
2. Reward Positive behaviors (celebrate success more than punish)
3. Allow for mini-breaks (stretch, get out of seat, move around)
4. Fair treatment for all (don't bend rules for any student)
5. Use motivational strategies ( offer incentives for success, celebrate hard work, praise good efforts)
Application of Content:
I plan to give incentives for the good work as well as bad. I don't want any of my students to feel as if they aren't doing good in classes or that others are smarter than them.
I will work with each child equally and give each child the amount of time they need to work on their work or to get help.
Also I will allow each child time when they get frustrated to go to an area in the room where they can lay down and relax until they cool off or cuddle with a teddy bear until they feel calmed down.