" One the largest take aways from my research on this topic is that simply becoming more knowledgeable about ADHD itself does not translate to more proactive classroom management when it comes to working with students who have ADHD. Further, that there needs to be more focus on education and professional development about basic knowledge of ADHD alongside of evidence-based practices when working on ways to be more proactive with students who have ADHD and overall classroom management.

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(Bolinger, 2020).

​Did you know?

• Every culture has children with ADHD.

• Classrooms in Thailand have fewer students with ADHD because children are expected and trained to behave and talk quietly in public in Thailand.

• ​East Asian countries have lower rates of ADHD due to their cultural background, Confucianism. They highly value education, harmony with others, and loyalty to country, parents and elders. The cultural environment contributes to fewer students with ADHD.

Malekpour, Aghababaei, and Hadi, 2014​

​ADHD Prevalence

• Worldwide 5-12% of children have ADHD.

• 4.4% of adults have ADHD.

• Considering class sizes in our country, the probability that 2-3 students with ADHD in each class is most likely possible and quite high.

• It is important for teachers to have knowledge in the field and to be able to regulate the physical environments, know how to focus attention in the presentations during the classes, use interesting materials, and adapt the teaching materials according to student needs.

Malekpour, Aghababaei, and Hadi, 2014​

​https://kidshealth.org/en/parents/adhd.html

​Case Study

​Mark's Teacher: Solve Organization Issue

• ​Show Mark how to organize his desk and materials.

• Provide Mark with a written checklist that outlines the steps he would need to take to organize his materials.

• Help Mark use the checklist daily and then gradually fade support so that he is able to use it on his own.

​Case Study

​Mark's Teacher: Ability to Plan

• Divide long term project into smaller and more manageable chunks.

• Set up a schedule for the completion of each chunk.

• Mark takes on the responsibility of showing his completed chunk.

• Provide Mark with frequent feedback on his progress.

​Case Study

​Mark's Teacher: Improve Writing

• Explicit instruction in writing strategies

• Show students how to monitor their writing productivity and the number of parts in their stories.

​Case Study

​Use of Report Card with Mark

• Teacher implemented a daily report card with Mark.

• Report card targeted 2 areas of difficulty (his organization and accuracy of independent seat work).

• She worked collaboratively with Mark's parents to set up and implement the report card. Feedback from parents was that the report card helpful.

​"Seven year old Teddy and his first grade classmates complete an assignment about what they hope to be doing at the ages of 12, 16, 20, and 40. Teddy writes, "I'll still play soccer at 12"; at 16, "I will drive a car"; at the age of 20, "I'll visit the North Pole!" At 40, Teddy writes, "I'll be normal."

​Teddy is curious, enthusiastic, creative, and artistic. He is a bundle of energy and humor. He has difficulties in the classroom. When his teacher gives directions, he seems to know what he needs to do. He often sits fidgeting while the other students work. He tends not to stay on task or follow through on assignments. He can become grossed in certain tasks that he finds interesting, but often to the exclusion of his other work. He taps the ruler, pencil and this distracts and annoys his peers. His teacher asks him to stop, but he begins again after a short break. Teddy is a good reader, but he does not comprehend what he reads. He has great ideas, but resists writing. When he does write it is often incoherent and illegible. Teddy worries that he is not like other children and wonders why he does not fit in.

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How can we help Teddy?​

​ Case Studies Practice:

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Response on PADLET (link on next page) SHOULD INCLUDE:

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1. What is the diagnosis for the student - Does the student have the inattentive, hyperactive or combined type?

2. Are there any strategies that we've discussed today or in your informational packet that would help the student you've read about?

3. Justify your strategies for the student with evidence.

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