By Mimi Rothschild
In 2007 it seems as if everyone is close to a child that has been diagnosed with Attention Deficit Hyperactivity Disorder, but what exactly is ADHD/ADD? How do you know if your child is suffering from this disorder? How do you teach a child with ADD/ADHD, especially if they are homeschooled?
Learn the answers to all these questions and more in the helpful article below which I came across last night. Please let me know what you think! Thanks!
ERIC EC Digest #E569, September 1998
Defining Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD)
Attention deficit disorder is a syndrome characterized by serious and persistent difficulties in the following three specific areas:
Attention span
Impulse control
Hyperactivity (sometimes)
ADD is a chronic disorder that can begin in infancy and extend through adulthood. It can have negative effects on a child’s life at home, in school, and within the community. It is conservatively estimated that 3 to 5% of our school-age population is affected by ADD.
The condition previously fell under the headings “learning disabled,” “brain damaged,” “hyperkinetic,” and/or “hyperactive.” The term attention deficit disorder was introduced to describe the characteristics of these children more clearly.
Diagnosing ADD/ADHD
According to the criteria in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., rev., American Psychiatric Association, 1994), to arrive at a diagnosis of ADD/ADHD, the clinician must note the presence of at least six of the nine following criteria for either Attention Span or Hyperactivity/Impulsivity.
Attention Span Criteria
Pays little attention to details; makes careless mistakes.
Has short attention span.
Does not listen when spoken to directly.
Does not follow instructions; fails to finish tasks.
Has difficulty organizing tasks.
Avoids tasks that require sustained mental effort.
Loses things.
Is easily distracted.
Is forgetful in daily activities.
Hyperactivity Criteria
Fidgets; squirms in seat.
Leaves seat in classroom when remaining seated is expected.
Often runs about or climbs excessively at inappropriate times.
Has difficulty playing quietly.
Talks excessively.
Impulsivity Criteria
Blurts out answers before questions are completed.
Has difficulty awaiting turn.
Often interrupts or intrudes on others.
Establishing the Proper Learning Environment
Seat students with ADD near the teacher’s desk, but include them as part of the regular class seating.
Place these students up front with their backs to the rest of the class to keep other students out of view.
Surround students with ADD with good role models.
Encourage peer tutoring and cooperative/collaborative learning.
Avoid distracting stimuli. Try not to place students with ADD near air conditioners, high traffic areas, heaters, or doors or windows.
Children with ADD do not handle change well, so avoid transitions, physical relocation (monitor them closely on field trips), changes in schedule, and disruptions.
Be creative! Produce a stimuli-reduced study area. Let all students have access to this area so the student with ADD will not feel different.
Encourage parents to set up appropriate study space at home, with set times and routines established for study, parental review of completed homework, and periodic notebook and/or book bag organization.
Giving Instructions to Students with ADD/ADHD
Maintain eye contact during verbal instruction.
Make directions clear and concise. Be consistent with daily instructions.
Simplify complex directions. Avoid multiple commands.
Make sure students comprehend the instructions before beginning the task.
Repeat instructions in a calm, positive manner, if needed.
Help the students feel comfortable with seeking assistance (most children with ADD will not ask for help). Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child.
Require a daily assignment notebook if necessary:
Make sure each student correctly writes down all assignments each day. If a student is not capable of this, the teacher should help him or her.
Sign the notebook daily to signify completion of homework assignments. (Parents should also sign.)
Use the notebook for daily communication with parents.
Giving Assignments
Give out only one task at a time.
Monitor frequently. Maintain a supportive attitude.
Modify assignments as needed. Consult with special education personnel to determine specific strengths and weaknesses of each student.
Develop an individualized education program.
Make sure you are testing knowledge and not attention span.
Give extra time for certain tasks. Students with ADD may work slowly. Do not penalize them for needing extra time.
Keep in mind that children with ADD are easily frustrated. Stress, pressure, and fatigue can break down their self-control and lead to poor behavior.
Modifying Behavior and Enhancing Self-Esteem
Providing Supervision and Discipline:
Remain calm, state the infraction of the rule, and avoid debating or arguing with the student.
Have pre-established consequences for misbehavior.
Administer consequences immediately, and monitor proper behavior frequently.
Enforce classroom rules consistently.
Make sure the discipline fits the “crime,” without harshness.
Avoid ridicule and criticism. Remember, children with ADD have difficulty staying in control.
Avoid publicly reminding students on medication to “take their medicine.”
Providing Encouragement:
Reward more than you punish, in order to build self-esteem.
Praise immediately any and all good behavior and performance.
Change rewards if they are not effective in motivating behavioral change.
Find ways to encourage the child.
Teach the child to reward himself or herself. Encourage positive self-talk (e.g., “You did very well remaining in your seat today. How do you feel about that?”). This encourages the child to think positively about himself or herself.
Other Educational Recommendations
Educational, psychological, and/or neurological testing to determine learning style and cognitive ability and to rule out any learning disabilities (common in about 30% of students with ADD).
A private tutor and/or peer tutoring at school.
A class that has a low student-teacher ratio.
Social skills training and organizational skills training.
Training in cognitive restructuring (positive “self-talk,” e.g., “I did that well”).
Use of a word processor or computer for schoolwork.
Individualized activities that are mildly competitive or noncompetitive such as bowling, walking, swimming, jogging, biking, karate. (Note: Children with ADD/ADHD may not do as well as their peers in team sports.)
Involvement in social activities such as scouting, church groups, or other youth organizations that help develop social skills and self-esteem.
Allowing children with ADD to play with younger children, if that is where they fit in. Many children with ADD have more in common with younger children than with their age-peers. They can still develop valuable social skills from interaction with younger children.
References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed., rev.) (DSM-IV-R). Washington, DC: APA.
Suggested Reading
Bender, W. (1997). Understanding ADHD: A Practical Guide for Teachers and Parents. Upper Saddle River, NJ: Merrill/Prentice Hall.
Fiore, T. (1993). “Educational interventions for students with attention deficit disorder.” Exceptional Children, 60(2), 163-73.
Gardill, M. (1996). “Classroom strategies for managing students with attention deficit/ hyperactivity disorder.” Intervention in School and Clinic, 32(2), 89-94.
Hallowell, E. (1994). Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood through Adulthood. Tappan, NJ: Simon & Schuster.
Hartmann, T. (1993). Attention Deficit Disorder: A Different Perception. Novato, CA: Underwood-Miller.
Reeve, R. (1996). A Continuing Education Program on Attention Deficit/Hyperactivity Disorder. Reston, VA: Council for Exceptional Children.
Rief, S. (1997). The ADD/ADHD Checklist. An Easy Reference for Parents and Teachers. Reston, VA: Council for Exceptional Children.
Robelia, B. (1997). “Tips for working with ADHD students of all ages.” Journal of Experiential Education, 20(1), 51-53.
Schiller, E. (1996). “Educating children with attention deficit disorder.” Our Children, 22(2), 32-33.
Contact your local school psychologist, examiner, or personnel in charge of assessment and diagnosis in your school district for specific information and local programs.
Copyright ©1996-1998
ERIC Clearinghouse on Disabilities and Gifted Education
http://www.teachervision.fen.com/go/http/www.eric.ed.gov/
By Mimi Rothschild
Math and science are not always the easiest subjects to learn, I wish they were because there are so many fascinating lessons to be learned in both subjects. While surfing the web I found this excellent list of strategies that will help your student improve in the areas of math and science. Each strategy includes articles or lesson plans so homeschooling parents can better understand how to apply them into their child’s homeschool curriculum. Below are the different methods scholars use to better understand math and science.
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Classification involves grouping items into one or more categories based on certain distinguishing characteristics. The categories are thoughtfully labeled so that the labels become descriptors for the members of the category. Comparison involves looking at two or more things or ideas and considering their similarities and differences. “Guess and Check” is a problem-solving strategy that students can use to solve mathematical problems by guessing the answer and then checking that the guess fits the conditions of the problem. Make a Table is a problem-solving strategy that students can use to solve mathematical word problems by writing the information in a more organized format. Eliminating Possibilities is a problem-solving strategy in which students remove possible answers until the correct answer remains. Using a Formula is a problem-solving strategy that students can use to find answers to math problems involving geometry, percents, measurement, or algebra. Finding a Pattern is a strategy in which students look for patterns in the data in order to solve the problem. Students look for items or numbers that are repeated, or a series of events that repeat. The “draw a picture” strategy is a problem-solving technique in which students make a visual representation of the problem. When a problem is too complex to solve in one step, it often helps to divide it into simpler problems and solve each one separately. The process of “choosing the operation” involves deciding which mathematical operation (addition, subtraction, multiplication, or division) or combination of operations will be useful in solving a word problem. In this lesson students compare one number with another using manipulatives, write number sentences to show the comparisons, and then relate the number sentences to story problems. A hundreds chart is used to show the alternating pattern of odd and even numbers, and students are asked to extend the pattern to identify additional odd and even numbers. Metaphors and analogies are comparisons between unlike things that have some particular things in common. You can use metaphors and analogies to make new and unfamiliar concepts more meaningful to students by connecting what they already know to what they are learning. This lesson uses the technique of analogy to teach students about migration. Teach your students about “Theory” and “Evidence” and how those terms and concepts are useful in all subjects. In this lesson, students are asked to develop a theory about how a Magic 8-Ball works without taking the 8-ball apart. |
Manipulatives are physical objects that are used as teaching tools to engage students in the hands-on learning of mathematics. They can be used to introduce, practice, or remediate a concept. Students will review identifying and writing the number that is one more or one less than a given one or two-digit number and ten more or ten less than a given one- or two-digit number. Geometry is the study of two- and three-dimensional figures. It includes defining the different figures, as well as describing their location and movement in space. Geometry concepts can be used in subjects such as reading and social studies, as well as math. Number sense involves understanding numbers; knowing how to write and represent numbers in different ways; recognizing the quantity represented by numerals and other number forms; and discovering how a number relates to another number or group of numbers. In this game, students will apply a variety of mathematical concepts and skills to solve problems and use mathematical reasoning to determine whether a number fits a generalization. Estimation is an important aspect of quantitative thinking — and a critical life skill in a world in which we often need to make decisions on the basis of inexact or undefined information. Math students in middle school will use estimation to approximate values, angle, and area measurements of a triangle. Algebraic thinking involves finding and describing patterns, making generalizations about numbers, using symbols and models to represent patterns, quantitative relationships, and changes over time. The main purpose of collecting data is to answer questions whose answers are not immediately obvious. Learn some tips on how to use data collection in your classroom. When students decide how to display data and go through the steps to create that display, they learn which type of graphs are useful in displaying the different types of data, and the advantages and disadvantages of each display. Data analysis is the process of interpreting the meaning of the data we have collected, organized, and displayed in the form of a table, bar chart, line graph, or other representation. Writing about mathematics helps students articulate their thinking, and provides useful information for teachers about learning difficulties, incorrect assumptions, and student’s progress in communicating about mathematics. This lesson is an introduction to comparing fractions with like denominators and unlike numerators, for students with a basic understanding of fractions as part of a whole, numerators, and denominators. Students use math journals to complete the lesson. This is an introduction to comparing fractions with unlike denominators. Students will compare fractions represented by drawings or models with unlike denominators. Students will use multiplication and division to show equivalent fractions. |
By Mimi Rothschild
The MorningStar Academy is proud to announce that graduating senior Melissa Pettignano’s first book, entitled “Suzanne Lantana” is now available to the public. “Suzanne Lantana” “is about a young, full of life girl that has gone through many things a pre-teen would go through all the way up to being a teen. The biggest one is loosing her aunt Arlene T. Babakitis on Sept 11th 2001 in The World Trade Center. This book is a collection of short stories. Stories that have meanings and teachings for young girls who can relate. If not relate can understand.”
Melissa exemplifies the home school education to the fullest. Home schooling allows students to pursue their interests and encourages a love of learning. Melissa pursued her passion for writing and telling stories. Home schooling also allows parents to customize and tailor their children’s education to meet their learning styles. These are only two home schooling benefits, but they show why home schooling is statistically proven to provide a better education than public schooling.
Melissa is currently writing her second book and will be on a book tour this summer.
To find out more about Melissa Pettignano’s “Suzanne Lantana” or to buy it click here.
By Mimi Rothschild
Robert Jacobson, senior editor of eSchool News online, wrote an eye-opening article on virtual schools and discusses how virtual schools could dramatically transform America’s education system. Laboratories of Reform: Virtual High Schools and Innovation in Public Education, a new report from Education Sector notes that “Virtual schooling is driving the same sorts of transforming changes in public education as Apple’s iTunes has been producing in the way people collect and listen to music.”
Will virtual schools and online learning save America from public schools current abysmal state? Absolutely! The MorningStar Academy, a private, accredited online academy for home schooling students, is leading America into the new world of online education and preparing students for the Digital Age. The 21st century is much different than the 20th century; therefore, a 20th century approach to education (i.e. America’s public school system, traditional private schools, traditional charter schools) won’t prepare 21st century students for the 21st century workplace.
Home schooling using online academies is considered to be the best of both worlds. Many believe it is the best approach to educating the next generation of lawyers, doctors, teachers, bankers, scientists, engineers, technologists, etc. Because technology is easily accessible, other countries can be more competitive in the global village and evolving workplace. Home schooling online academies will prepare students for the 21st century workplace because students learn within the realms of technology and receive quality educations. Most public schools do not prepare students for the 21st century workplace; they’ve barely prepared Americans for the 20th century workplace and if they continue to operate without significant reform it will be the reason why the American economy cannot compete on a global scale in the years ahead.
To read Robert Jacobson’s article click here.
By Mimi Rothschild
As if public schools weren’t dangerous and chaotic enough. Public schools now have to deal with dodgy teachers lurking in the classrooms waiting to pounce on vulnerable students. Of course, the majority of public school teachers are not a threat to students, but the number of crimes being committed by teachers against students seems to be increasing. There appear to be more and more stories these days which would suggest this notion:
• Seth Canata, 33, a former history and boys track coach in New Jersey, faces a maximum of five years in prison for official misconduct and criminal sexual contact with a former female student.
• Twenty-five year old Amber Marshall pled guilty “to reduced charges stemming from having sex with two male students” (nwi.com). Marshall was sentenced to almost six years of formal probation and day reporting.
• Sixty-one year old Ronald Sherman, a former Dixie High School teacher in Utah, is being charged with five counts of sexual battery for “allegedly touching four female students in his ceramics class during the past school year” (The Salt Lake Tribune)
• Cathy Heminghaus, 47, a former Ferguson Middle School special education teacher can only hope to receive probation after pleading no contest to 25 counts after being accused of performing sex acts with her students. At worst she will receive a sentence of life in jail plus 150 years.
I could write about other horrendous crimes public school teachers have committed, but I think my point has been made. An environment where students should feel safe to learn and pursue knowledge is now a jungle where students are just trying to survive. Public school students have to deal with violence, bullying, gangs, overcrowded classrooms, and one-size fits all curriculums, now they have to deal with abusive teachers? Who can public school students trust if they can no longer trust or feel safe around their teachers? I’m not saying this is the case with every teacher, but more and more teachers are taking advantage of their power, like in the cases mentioned above.
Home schooling students don’t have to deal with any of these issues. Why should students have to deal with the jungle that is public school? Home schooling offers students the chance to receive a world-class education and to be safe too. Home schooling students greatly benefit from their education which is why it is becoming more and more popular each school year.