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                                Intended Audience & Objectives

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                                Intended Audience & Objectives

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Intended Audience:
Other teachers, LBS, LSC, assistant principal, special education coordinators, parents of current students, parents in the community, and the students themselves.

Objectives:

Determine symptoms and behavioral indicators of ADHD and how it presents in teenagers.

Evaluate the role of executive brain function and its
impact on school performance in teenagers with ADHD

Describe common behavioral challenges in teenagers
with ADHD, and propose techniques for managing
them.

Propose specific strategies for supporting teenagers
with ADHD in the educational setting.

Analyze the benefits and drawbacks to using ADHD
medication

Implementation

I plan to use this artifact with my PLC and with my LBS to help the students and parents truly understand ADHD as well as the strategies and resources available to help support students with ADHD

I plan to evaluate its effectiveness by meeting with parents and staff to determine what type of information they wished was included as well as a reflection from parents and staff as to how the artifact supported the learning of students with ADHD

My personal and professional goals were to better understand a variety of strategies that can be used to help students with ADHD as well as teach the parents and other staff members how to help the diagnose and figure out what strategies will be the most effective.

I forsee possible challenges with support from parents at home who don't want to take the time to use the strategies at home rather than just relying on the school.

Strategies to address challenges and continue with implementation

The knowledge and skills that I expect my audience to know and be able to do after engaging with the artifact include being able to better understand and diagnose specific underlying conditions in addition to ADHD so that parents can tailor the treatment to their child's needs.  This will also benefit the students in helping them understad why they do what they do. I also believe that the parents and staff will be able to select from a large list of strategies to use with the students. Finally, the parents and teachers can support the development of kids with ADHD by showing them examples of others who are thriving with ADHD.

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ADHD is way more extensive than what people realize; there are many coexisting conditions that may not be completely apparent.

The two diagnostic tools will provide teachers and parents with the knowledge of the severity of the ADHD to the extent that it may be a disibility for many.

They will be able to truly understand their child and be well equipped to advocate for them.

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Diagnostic Criteria for Attention-Deficit/Hyperactivity Disorder (Dendy, 2011, p.14)

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 Diagnostic Criteria for Attention Deficit/Hyperactivity Tool 1

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 Diagnostic Criteria for Attention Deficit/Hyperactivity Tool 1

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The assessment looks at three different criteria- Inattention, Hyperactivity, and Impulsivity

Each section has a series of statements where the teacher/parent can place a checkmark

Pros- It is very quick and gives an immediate picture of whether the child has ADHD Inattentive, ADHD Impuslivity, or ADHD Innattentive & Impulsive

Drawbacks- It doesn’t examine any other coexisting conditions for which they may also need to be treated

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This diagnostic tool is very extensive and jam packed with a lot of great information.

This takes what was learned in the first diagnostic tool; then, it looks at under the surface or “Not so Obvious” behaviors and conditions that accompany an ADHD diagnosis

Sadly, parents don’t really get a lot of training or information from the doctors that provide them with diagnosis.

This tool will empower parents to truly have the knowledge they need to give their child the best possible treatment.

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The ADD/ADHD Iceberg (Dendy, 2011, p.14)

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Pros-Parents will know what questions to ask doctors, the knowledge to request specific testing,  know what specialists to take them to in order to get a professional diagnosis, and, most importantly, the ability to see their child in a whole new way.

Cons- Due to its complexity, some may lack the background knowledge and have to spend some time researching and becoming familiar with the terminology and what it all means.

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The ADD/ADHD Iceberg (Dendy, 2011, p.346)

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This blank chart can be used in conjuntion with the complete chart (pg. 14) by writing in the characteristics and desciptors identified and transfering them into the blank chart, thus giving parents an individual picture of their own child.

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Executive Functioning Information & Deficits Tool 3

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Executive Functioning Information & Deficits Tool 3

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Executive functioning skills is another area that teens with ADD/ADHD tend to struggle, and parents may lack the knowledge and background to understand the importance of executive functioning skills.

There is a huge increase in the use of executive functioning skills as they get into middle school and high school

Parents need to be aware of the executive functioning skills and the role they play in academics and behavior

The parents, staff, and students will learn about the components of executive functions and the many deficits that exist with ADHD/ADD

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 Impact of Executive Functioning Deficits on Academics & Behavior (Dendy, 2011, p.39-45)

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Impact of Executive Function Deficits on Academics and Behavior

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Impact of Executive Function Deficits on Academics and Behavior

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The information goes into detail defining each of the executive function skills, it pointing out what deficits look like in each area, and it explains how these deficits will impact learning and behavior.

Teachers, parents, and students will be to identify their own deficits that may exist in each of the executive functions.

When used as a diagnostic tool, it will provide parents and staff a clearer picture of each student and identify any underlying deficits that need to be addressed

This information will be extremely helpful to teachers not only to diagnose, but also to put very specific strategies into place given that we have to use the MTSS model with our students that are struggling to meet the academic standards and those that are struggling socially and emotionally.

It can be used with the strategies and resource section in part two of this artifact

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          Rationale for Part 2 Resources & Strategies

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          Rationale for Part 2 Resources & Strategies

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The second part of the artifact will include resources for the parents, teachers, and students.

Once they have identified the specific struggles and deficits from part 1, they will be able to access an organized list of strategies for each of the problem areas.

It will empower parents, who may be struggling to understand how to help their child, as well as what it means for the students.

As a teacher, we want students to be able to identify their own behaviors and implement strategies on their own

If the students truly understand why they are struggling, they will be able to better advocate for the interventions that will allow them to be successful.

Parents will be able to help teach and reinforce these strategies at home.

Several of these strategies are also a great resource for other teachers and staff to use with their students, especially the learning support coaches and other special education personnel.

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Problematic Behaviors linked to Executive Skill Deficits: Tips for Eliminating School Failure (Dendy, 2011, p.125-127)

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Problematic Behaviors linked to Executive Skill Deficits: Tips for Eliminating School Failure 

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Problematic Behaviors linked to Executive Skill Deficits: Tips for Eliminating School Failure 

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It focuses on the key executive functioning deficits that, according to studies, are linked to school failure for students with ADD or ADHD

It outlines many strategies to problems associated with executive functioning deficits

Pros- It really shows what executive functioning skills are, and it categorizes them and offers many specific strategies

Cons-Many of the strategies are not updated to modern technology in the classroom but can be easily modified to fit today's learner

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Homework Tips for Parents  (Dendy, 2011 ps. 135-137)

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This document outlines specific strategies that teachers and parents can use together to help students with homeork

The strategies include the following

Remembering their homework assignments

Setting up a homework session

During the homework

Supervision of homework sessions

Improving attention during homework sessions

After the homework session

Returning homework to school

Teaching organization and memory skills

Mainintaning communication with the teacher

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Strategies to Combat Disorganization (Dendy, 2011 p. 139-141)       

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This powerful resource provides parents, teachers, and students with a chart that identifies 11 specific problem areas for students.

It then offers specific strategies to combat each of problems that they may be experiencing.

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Strategies to Combat Impaired Working Memory & forgetfulness (Dendy, 2011, p. 143-145)

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Strategies to Combat Impaired Working Memory & forgetfulness

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Strategies to Combat Impaired Working Memory & forgetfulness

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This resource is also formatted as a problem/strategy chart and identifies 8 problems associated with impaired working memory and forgetfulness.

It provides parents and teachers with with strategies right at their fingertips.

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Impaired sense of time problem/strategy chart (Dendy, 2011, p. 147-149)

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Impaired Sense of time Problem/Strategy Chart

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Impaired Sense of time Problem/Strategy Chart

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This chart is a great resource for parents and teachers as it includes a variety of researched strategies that they can refer to based on the problem areas.

The Impaired Sense of Time problem/Solution chart includes seven different problems associated with and impaired sense of time.

It provides solutions in the areas that include: being on time to school, tardy to class, late turning homework in, planning, patience, impaired time awareness, and difficulty sitting still

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Medication Effectiveness at School (Dendy, 2011, p. 248)

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Assessing the effectiveness of medication is critical for a student and their family as they navigate dosages and types.

This resource is intended for individual teachers to fill out regarding their observations in two areas: academic performance, & ADD/ADHD -Related Behaviors including Executive Function.

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Student Comments about Medication (Dendy, 2011, p. 249) 

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This resource provides a unique look at ADD/ADHD from the perspective of those individuals that take stimulants.

Parents and teachers will benefit from hearing the statements from students about how they perceive the medication impacting them.

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Review of Behavioral Strategies (Dendy, 2011, p. 271)

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This a great list of strategies that would benefit teachers and parents when managing the behavior of children with ADD/ADHD

There are two favorite strategies:

If you can't change the kids ADD/ADHD behavior, change the environment

Identify the antecedent "trigger" behavior and develop plan.

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Intervention Strategies (Dendy, 2011, p. 279-282)

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This is a great resource for teachers and parents that describes 14 different behaviors and detailed interventions.

This would work well with MTSS and planning interventions for students.

It could be used to standardize the approaches used with specific exhibited behaviors

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Appendix A6- What helps me study best at home? (Dendy, 2001, p. 351)

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Appendix A6- What helps me study best at home?

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Appendix A6- What helps me study best at home?

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This resource is used to survey students' individual preferences for how they study best

This resource is very benefitial for teachers, parents, and students because it creates an individualized plan specific their learning style.

This is especially important as they get older and have to rely more on executive function skills

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Menu of Classroom Accommodations Appendix B2 (Dendy, 2011, p. 364)

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This resource offers a menu-like list of accomodations and modifications.

This resource is powerful for parents and students to see to it that all of their needs are being met.

The parents and students can use this information to advocate for changes to help level the playing field

This resource would be a great tool for MTSS as well.

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Functional Behavior Assessment Appendix B4 (Dendy, 2011, p. 366-367)  

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This resource chart is great at helping teachers identify behaviors and their causes.

There are many contributing factors that lead to specific behavior issues

This resource gives the teachers a thorough view that will be helpful when creating a behavior plan for students

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Rationale for Part 3  ADD/ADHD Success Stories

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Rationale for Part 3  ADD/ADHD Success Stories

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The videos and links of ADHD success stories will provide kids and adults suffering from ADHD with a model for success and help inspire or motivate them to thrive with ADHD.

Personal connections will help students understand that they are not alone and will encourage them to use the tips and ideas to help find success in their own lives.

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This website has a massive amount of different famous people and their stories of living, coping, and succeeding with ADHD and other disorders.

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Share these ADHD success stories with your child. These celebrities and successful adults and children with ADHD could inspire your child with ADHD.

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Cicci, G. (2018, April) Making ADHD your Superpower [https://youtu.be/I9LRSgxbQqM]. 

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In this video, George discusses the idea of ADHD as a "superpower" that can be utilized at work and in your daily life.

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Making ADHD your Superpower | George Cicci | TEDxWVU

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McCabe, J. (2017, October). Failing at Normal: An ADHD Success Story [https://youtu.beJiwZQNYlGQI]. 

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Failing at Normal: An ADHD Success Story

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Failing at Normal: An ADHD Success Story

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Jessica McCabe discusses her life as starting as a gifted child to one with failures and regular struggles because of ADHD

Her Youtube channel HowtoADHD is dedicated to help not only people with ADHD, but also their parents, partners a teachers and to remind them, that they are not alone.

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Failing at Normal: An ADHD Success Story | Jessica McCabe | TEDxBratislava

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Aguirre, A. (2017, June).	Not just Living but Thriving with ADHD [https://youtu.be/I0DLQ8MUgTk].

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Angela went from being told that school just wasn't for her to becoming a published poet, performer, teaching artist, and advocate for students with special needs.

Now, she wants to show how she is not only surviving with ADHD, but she is thriving.

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Not Just LIVING but THRIVING with ADHD | Angela Aguirre | TEDxCalStateLA

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[Dreams Around The World]. (2018, April 2) ADULT ADHD, How To Thrive While Staying. [https://youtu.be/IEw33xBmlJI]. Youtube. https://youtu.be/IEw33xBmlJI

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 Adult ADHD, How to Thrive While Staying True to Yourself

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 Adult ADHD, How to Thrive While Staying True to Yourself

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This video offers advice about what individuals with ADHD can do to thrive  by making some simple changes which include items like staying away from video games, changing your diet, getting enough sleept, and many more great tips.

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ADULT ADHD, How To Thrive While Staying True To Yourself - Dreams Around The World

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Smith. S.[Different Brains.com] (2016, Sept. 27)Succeeding With ADHD: Maximizing the Abilities of Neurodiversity. Youtube. https://youtu.be/zNLjl142GV0

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Succeeding With ADHD: Maximizing the Abilities of Neurodiversity

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Succeeding With ADHD: Maximizing the Abilities of Neurodiversity

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Shawn Smith is interviewed by Harold Reitman, M.D. about his diagnoses of ADHD, how he started his own organization, and the importance of self-advocacy.

He discusses how he was discriminated against and how he has fought and won.

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Succeeding With ADHD: Maximizing the Abilities of Neurodiversity, with Shawn Smith | EDB 49

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“ADHD SUCCESS Stories.” Understood, Understood, 29 Jan. 2021, https://www.understood.org/articles/en/adhd-success-stories.

Aguirre, A. (2017, June). Not just Living but Thriving with ADHD [https://youtu.be/I0DLQ8MUgTk].

Cicci, G. (2018, April) Making ADHD your Superpower [https://youtu.be/I9LRSgxbQqM].

[Dreams Around The World]. (2018, April 2) ADULT ADHD, How To Thrive While Staying. [https://youtu.be/IEw33xBmlJI]. Youtube. https://youtu.be/IEw33xBmlJI

McCabe, J. (2017, October). Failing at Normal: An ADHD Success Story [https://youtu.beJiwZQNYlGQI].

Smith. S.[Different Brains.com] (2016, Sept. 27)Succeeding With ADHD: Maximizing the Abilities of Neurodiversity. Youtube. https://youtu.be/zNLjl142GV0

Ziegler Dendy, Chris A., M.S. (2001). Teaching teens with ADD, ADHD & executive function deficits: 2nd Ed. Bethesda, MD: Woodbine House.