facts
what type of ADHD do most people have?
-combination inattentive/hyperactive
ideal way to manage ADHD
a combination of pharmalogical and behavioral approaches
Kowalski (ASHA schools conference) on helping children with ADHD said ways to help children-
-social autopsy analyze social errors and ask:
-who was impacted by it?
-how to avoid it in the future?
-how to correct it?
children with ADHD are better at 1 on 1
true
3 types of ADHD
-primarily inattentive
-primarily hyperactive
-combination inattentive/hyperactive
helpful things for children with ADHD
-work on time concepts
-list tasks
-do activities after they read
-rehearse things verbally
-having structured classrooms
-give movement breaks
CHADD 2022 said that ADHD is a combination of
genetics, dopamine imbalance, insufficiency of neurotransmitters
children 3-5 years of age should be limited to watch educational, nonviolent programs to 20 hours a week
false, they should watch ONLY
what are contributing factors of ADHD
basal ganglia, regions of the cerebellum significantly smaller in children with ADHD
ability to understand what's being said (comprehension)
receptive language
every hour of TV/video game use per day increases
risk of attention problems
tv topics for children should be brief, have increased visual stimuli, varied settings, loud noises, movement, flashes of color
false, no.
what are contributing factors of ADHD (non-genetic)
-premature birth
-maternal drugs & alcohol during pregnancy
-exposure to high levels of lead in early childhood
find school boring, noninteractive, slow
what are the problems with assessment
language testing that ignores pragmatics wont be able to identify the child's problems
children are not wired for high-speed stimulation, it's necessary for their growth
false, children are wired for high speed stimulation
ADHD is most likely due to
impairment in executive function portion of the brain that controls impulsivity
-social etiquette-posters in therapy room
-have children carry social etiquette cards
-record the child and show them their behavior
Bangerton & Finestack (2020)
found that the participants produced
an increased rate of revisions than filled pauses and repetitions
and an increased rate of filled pauses in conversational vs. narrative conditions
ASHA magazine says that children from non-english speaking families much less likely to have a 504 plan because because
they don't know the system well enough