Term
| terminology- past and present of ADHD |
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Definition
| brain damage syndrome, minimum brain dysfunction, hyperactivity, ADD without hyperactivity |
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Term
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Definition
IDEA- eligible
SEC 504- only if physically or mentally limits a major life activity |
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Term
| differentiating instruction |
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Definition
| intervention, setting, mgt, and affect |
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Term
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Definition
intervention- medicine, section 504
hard to handle and disruptive, sociable and smart |
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Term
| diagnostic criteria for ADHD |
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Definition
| must have 6 or more symptoms of inattention and hyperactivity. |
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Term
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Definition
| unknown but many theories including that it is a neurobiological based condition |
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Term
| characteristics of students with adhd |
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Definition
| limited sustained attention, reduced impulse control or limited delay of gratification, excessive task-irrelevant activity |
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Term
| common characteristics of adhd |
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Definition
early childhood ( lots of talking, difficulty paying attn)
middle childhood (messy and careless work)
adolescence- impatience
adulthood- restlessness |
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Term
| who assesses if a child has adhd |
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Definition
| education personnel, according to section 504 |
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Term
| continuum of placement option |
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Definition
| (sec 504 and IDEA) says that students should be in general education with appropriate adaptations and interventions. |
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Term
| developing educational plans |
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Definition
| should be developed by a committee: parents, professionals, and if possible the student |
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Term
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Definition
| teachers need to understand intended effects and potential side effects |
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Term
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Definition
| ritaline adderall and concerta |
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Term
| possible side effects for adhd medicine |
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Definition
| loss of appetite, stomachaches, headaches, tics, extreme mood changes, excessive irritability |
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Term
| Model of Educational Intervention |
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Definition
| environmental management, assessment procedures, instructional accommodations, student-regulated strategies, program planning and collaboration, medical management |
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Term
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Definition
| teachers should have proactive management systems to help avoid crises. |
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Term
| group management in the classroom |
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Definition
| establish classroom rules and consequences for breaking the rules |
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Term
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Definition
| student with ADHD thrive in an organized, structured classroom. |
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Term
| physical classroom management |
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Definition
| classroom must be large enough for students to have space to themselves and others. |
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Term
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Definition
| behaviors should be positively reinforced to encourage when done correctly |
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Term
| Promoting Inclusive Practices for ADHD |
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Definition
| schoolwide support should be promoted through awareness activities |
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Term
| two critical elements for successful inclusion |
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Definition
1. community-building skills for teachers
2. resources for developing awareness in peers |
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Term
| a few successful traits teachers have for inclusion |
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Definition
| positive academic expectations, fairness, flexibility, clarity of teaching, firmness, warmth, patience, humor |
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Term
| collaborating with parents of students with ADHD |
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Definition
| important for professionals to collaborate with the parents. this will make or break the success of a child |
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