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Organizational Supports for ADHD StudentsPrimer text from the College of William & Mary.https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf Many students with ADHD have significant difficulties with organization. They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD. The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently. Assignment Notebook: Provide the student with an assignment notebook to helporganize homework and seatwork.Color-Coded Folders: Provide the student with color-coded folders to helporganize assignments for different academic subjects.Homework Partners: Assign the student a partner who can help recordhomework and other seatwork in the proper folders and assignment book.By: Sali HamiltonThursday, Dec 23, 2021CULTURE AND SOCIETY+2
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Data Tag ImplementationHere are several of these practices: Giving DirectionsMany students with ADHD have trouble following directions. Here are some guidelines that might help address this problem. Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects. Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses.By: Anne Miller vijayalaxmi Santosh MhetreThursday, Dec 23, 2021CULTURE AND SOCIETY+1
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ADHD and School interventionsSchool interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010). The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families. If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA). No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended. Here are several of these practices: Giving DirectionsMany students with ADHD have trouble following directions. Here are some guidelines that might help address this problem. Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects.By: Anne Miller vijayalaxmi Santosh MhetreThursday, Dec 23, 2021CULTURE AND SOCIETY+1
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chemical elementatom, smallest unit into which matter can be divided without the release of electrically charged particles. It also is the smallest unit of matter that has the characteristic properties of a chemical element. As such, the atom is the basic building block of chemistry.By: Anne Miller vijayalaxmi Santosh MhetreFriday, Jul 23, 2021EDUCATION
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Water and Wastewater Engineering: Design Principles and PracticeThis authoritative volume offers comprehensive coverage of the design and construction of municipal water and wastewater facilities. The book addresses water treatment in detail, following the flow of water through the unit processes and coagulation, flocculation, softening, sedimentation, filtration, disinfectionBy: Anne Miller vijayalaxmi Santosh MhetreFriday, Sep 3, 2021WATER, ENERGY, AND THE ENVIRONMENT
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ADHD Students, Home-School Collaboration, and CommunicationPrimer text from William & Mary and Texas A&M https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf Families are invaluable resources for teachers. Websites: A homework website that provides assignments for the week is very helpful toparents and guardians of students with ADHD. Class news regarding projects and theweek’s instructional topics can also be posted. Homework Hotline: A homework hotline that gives the assignments for the night andalso provides helpful suggestions for completing them can help families support theirchildren’s work completion. We should emphasis a point here: ADHD is not caused by bad parenting Causes for mental disorders are very difficult to pinpoint, but the general consensus is that they are products of the interaction of genetics with the environment. Certain people who have genes that influence how the brain processes dopamine may be at increased risk for ADHD, but having the genes doesn’t necessarily mean a person will show signs of the condition. There are a number of things that parents can do or not do that alter a child’s development—and their chances of having ADHD. “It’s clear that early emotional neglect has profound consequences for brain development that can affect the brain structure, connectivity and capacity, including impairments in focus and attention. Exposure to toxins, such as alcohol or nicotine, in utero increases the risk for ADHD in a dose-dependent fashion.” - Joshua Cabrera, MD, clinical psychiatrist and assistant professor at the Texas A&M College of Medicine. Although these risk factors can increase the chances of developing ADHD, for many kids, none of these risk factors are present. “These are public health concerns and also reasons supporting early intervention efforts,” Cabrera said. “In an individual family, it’s less helpful to look back than it is to work with the present.”By: Anne Miller vijayalaxmi Santosh MhetreThursday, Jun 10, 2021CULTURE AND SOCIETY+1
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Behavior Management Strategies and ADHD studentsText from William & Mary and Texas A&M https://education.wm.edu/centers/ttac/documents/packets/adhd.pdfThe goal of behavior management strategies is to help students learn to manage their ownbehavior. The following strategies are most effective when used in conjunction with evidence based instructional strategies. Prevention StrategiesHere are some preventive measures that support students in demonstrating positivebehavior. Nonverbal Supports: Together with the student, develop inconspicuous,nonverbal messages such as eye contact, hand gestures, or other signals that teachstudents to recognize the conditions that trigger specific behaviors. Once thesystem is developed, students can learn to manage their behavioral responsesbefore they occur. For example, creating a signal and routine for “taking a five minutebreak” at a specified classroom location provides an opportunity for thestudent to recognize when he is becoming restless or frustrated and preventsbehavior from escalating. This system is most effective if used before thebehavior escalates or intensifies. Choice as Reward: Choice in and of itself appears to be highly reinforcing.Provide choices of activities between assignments or embed choices withinassignments (e.g., choice of materials, readings, response modes, peer partners).Choices also provide students practice in decision making. Checking With Chimes: In order to teach students to monitor their attention totask, set reminders at random intervals on an electronic device, such as asmartphone or kitchen timer. Time intervals should be set based on the student’sattention span and the pace of the lesson (typically 3 to 5 minutes). When thetone sounds, the student charts or marks whether she is engaged in learning. Asimple yes or no checklist works well. Students can monitor their own behaviorsby giving themselves points or checkmarks for appropriate behavior. Extra pointsmay be awarded when student and teacher ratings match. The student could thenchart her score using a computer program, tablet, smartphone, graph paper, orposter board. Visual and Environmental Prompts: Use behavioral and environmental prompts to increase desired classroom behaviors. For example, pictorial prompts of students attending in class serve as a reminder of the teacher’s expectations for learning and behavior. Electronic visual aids such as interactive whiteboards and document cameras are helpful for capturing the attention of students with ADHD (Piffner, 2011).By: Anne Miller vijayalaxmi Santosh MhetreThursday, Jun 10, 2021HEALTH AND NUTRITION+1
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