Tier-1 Interventions for ADHD

84 Pages·2012·6.09 MB·English

by  Rosemary Tannock

Workshop on effective strategies for
elementary school children with ADHD
Reflection
“When you plant lettuce, if it does not grow well,

you don’t blame the lettuce. You look into the
reasons it is not doing well. It may need fertilizer,
or more water, or less sun. You never blame the
lettuce. Yet if we have problems with our friends or
family, we blame the other person. But if we know
how to take care of them, they will grow well, like
lettuce.”
– Thich Nhat Hanh 1991, p. 78

Plan for the workshop
Review of learning problems in ADHD

Two useful frameworks for thinking about

intervention for ADHD
Developing a student’s profile

Tier-1: Prevention/intervention for ALL students

Tier-2/3: Extra steps for students with ADHD

Case study

Why is ADHD associated with poor
academic/occupational outcome?
Behavioral symptoms of
ADHD: inattention,
Hyperactivity/impulsivity
s A
r Academic
ec
l
b
Cognitive Deficits
aa underachievement
n
Executive Function, d
e
Reading, Mathematics,

Processing speed ce
i Written expression,
m
Altered m
e Spoken language
reinforcement/motivation dic
a
c
A
Comorbid LD
Recap: key points so far
States of ADHD – Beyond Behaviour

Unreadiness
Challenged
Behavioural difficulties
child
Inattentive /Disruptive
Challenged
parents
Cognitive difficulties
Challenged
teachers Working Memory & EF
Cognitive Processing Speed
Challenged
school
system
Poor Academic Competency
Academic skills & enablers
Achievement gap between ADHD and
their peers increases over time
160
140
Reading scores
120
Mathematics scores
100
80 Full sample
ADHD
60
40
Full sample: n=8370
ADHD: n=594 (9%)
20
0
K-Fall K-Spring Gr-1 Gr-3 Gr-5
Scheffler et al (2009) Pediatrics 123(5): 1273-79
Part 2
Overall goal: Accelerate the rate of growth
ADHD calls for a co-ordinated,
sustainable, multi-system approach
• Transition plans (sector-
Systems:
System- to-sector, school-to-school,
Education
grade-to-grade, class-to-
Post-sec education level
class, home-school)
Medical
Mental Health • Instructional pathways
School /classroom (credit-recovery, credit-

Teacher-child rescue, co-op etc)
Family
Family (parent-child)
• Capacity-building
Parent-teacher
(professional development)
Student
School- Classroom-
level level
“teaching quality is the most
important schooling factor
affecting student achievement”

(Goldhaber & Hannaway, 2009,pp. 3−4),
Creating a new teaching profession
.
Washington, DC: Urban Institute Press.
How you teach is the critical factor
– not what you teach (i.e, curriculum)
Frameworks for School-based
Intervention for ADHD/symptoms
“Resource-Demand Imbalance” Model


Tiered Intervention

Response to Instruction/Intervention (RTI)
