ADD/ADHD Alternatives in the ClassroomWhat does it mean to a kid to be labeled attention-deficit disordered (ADD)? Or to have "hyperactive" added to the label (ADHD)? What can teachers do to boost the success of students with attention and behavioral difficulties? Are we relying too much on medication for these kids and not enough on new perspectives on learning, child development, the child's socioeconomic and cultural background, biological and psychological research, and the learner's emotional and social needs? Armstrong urges educators and parents to look for the positive characteristics in learners who may carry the ADD/ADHD label. Are they bursting with energy? Are they intensely creative? Do they enjoy hands-on learning? Are they natural leaders? Are they unusually introspective and reflective? We need to look beyond a "deficit" approach and embrace a more holistic view of learners that includes teaching to their multiple intelligences, learning styles, and other brain-friendly approaches. For example, here are some classroom activities for kids who "can't sit still" Learning spelling words by having kids jump up out of their seats on the vowels and sit down on the consonants. Mastering the multiplication tables by forming a conga line, moving around the classroom counting from 1 to 30 out loud, and on every multiple of 3 shaking their hips and legs. Showing patterns of molecular bonding in chemistry class through a "swing your atom" square dance. |
Contents
Limitationsand Assumptionsof the ADDADHD Paradigm | 1 |
ADDADHD is a biological disorder | 3 |
The primary symptoms of ADDADHD are hyperactivity distractibility and impulsivity | 8 |
ADDADHD affects from 3 to 5 percent of all children | 10 |
ADDADHD can be diagnosed through medical exams observations rating scales performance tasks and psychological tests | 11 |
The most effective approach for treating ADDADHD involves the administration of psychostimulants such as Ritalin | 14 |
Many children will continue to have ADDADHD throughout their lives | 17 |
A child can have ADDADHD and also have other disorders | 19 |
Toward a Holistic Paradigm | 48 |
Strategies To Empower Not Cotrol Kids Labeled ADDADHD | 56 |
Educational Strategies | 57 |
Cognitive Strategies | 67 |
Physical Strategies | 73 |
Affective Strategies | 80 |
Interpersonal Strategies | 87 |
Ecological Strategies | 90 |
Alternatives to the ADDADHD Paradigm | 22 |
Sociocultural Perspective | 28 |
Cognitive Perspective | 33 |
Educational Perspective | 35 |
Developmental Perspective | 38 |
Gender Differences Perspective | 42 |
Psychoaffective Perspective | 43 |
Other editions - View all
Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder ... Thomas Armstrong No preview available - 2005 |
Common terms and phrases
activity ADD or ADHD ADD/ADHD field ADD/ADHD label ADD/ADHD paradigm ADD/ADHD world Adolescent adult adulthood American Psychiatric Association Armstrong assessment Assumption attention and behavior attention deficit disorder Attention deficit hyperactivity attention-deficit disorder attention-deficit hyperactivity disordered Barkley behavior difficulties behavior problems Biofeedback brain children identified children labeled ADD/ADHD children with attention classroom Clinical cognitive comorbid context Continuous Performance Tasks creative cultural curriculum deficit hyperactivity disorder developed developmental diagnosed distractibility effective emotional example focus gene Grinspoon hands-on haptic help kids holistic approach identified as ADD/ADHD impulsivity Journal kids identified kids labeled ADD/ADHD kids with attentional kinds of behavior labeled ADD learning disabilities literature Methylphenidate multiple intelligences neoteny normal parents Pediatrics percent perspective positive Press programs Psychiatry research suggests Ritalin self-talk social stimulation strategies strong physical education students labeled ADD/ADHD symptoms of ADD/ADHD teacher teaching therapy Thomas Armstrong tion traits treatment York Zentall