Chapter 5

Question 1

Attention Deficit/Hyperactivity Disorder (AD/HD)

Answer 1

A problem associated with short attention problems and excessive motor movements

Complex condition that has been a major concern in public education

Is a developmental disability

Question 2

Developmental Disability

Answer 2

A disability that has a direct impact on a person’s mental or physical development

Question 3

AD/HD encompasses 4 types of diagnoses

Answer 3

1. AD/HD predominantly inattentive type
2. AD/HD predominantly hyperactive-impulsive type
3. AD/HD combined type
4. AD/HD not otherwise specified

Question 4

Possible Causes of ADHD

Answer 4

-Neuroanatomical
Related to brain structure

-Neurochemical
Related to a chemical imbalance in the brain or a deficiency in chemicals that regulate behaviour

-Neurophysiological
Related to brain function

-Neuropsychological
Dysfunction of the frontal lobes resulting in executive functioning deficits
E.g., deficits in attention, self-regulation, impulsivity and planning

Question 5

Characteristics of AD/HD may include

Answer 5

Limited sustained attention or persistence of attention to tasks
E.g., students lose concentration during long work periods

Reduced impulse control or limited delay of gratification
E.g., individual has difficulty waiting for his/her turn while talking to others

Excessive task-irrelevant activity or activity poorly regulated to match situational demands
E.g., individual extremely fidgety and restless

Question 6

Managing the classroom environment when having students with ADHD in the classroom

Answer 6

Good classroom management is beneficial for all students

Techniques include:
Group Management
Physical Management
Behavioural Support

Question 7

Group Management

Answer 7

Techniques are critical in managing the behaviour of individual students with AD/HD

E.g., establishing classroom rules and consequences for breaking rules, time management

Question 8

Physical Management

Answer 8

Physical environment of classroom can also impact on behaviours of students with AD/HD

E.g., arrangement of the room

Question 9

Behavioral Support

Answer 9

Behavioural support techniques can enhance the education of students with AD/HD
Especially those that reward desired behaviour

E.g., positive reinforcement to increase appropriate behaviour

E.g., cueing or signalling students when on the verge of inappropriate behaviour

Question 10

Two critical features for successful inclusion of students with AD/HD:

Answer 10

1. Skills and behaviours of teachers
   E.g., community building skills for teachers such as a positive attitude toward inclusion
2. Understanding and acceptance of general education peers
   E.g., using resources for developing awareness in peers