Advanced Organizer 7 - Chapter 7: Learners with Attention Deficit Hyperactivity Disorder
Directions: As you review this weekís assigned readings, please complete the Advance Organizer to focus on key points. Submit in the Assignment tab in Blackboard.

Before I read, here are my thoughts:
What do I already know about learners with ADHD in a few words (you can list terms or share a few experiences youíve had)? I know it can be hard for the child to focus and stay attentive.
What questions do I have? What are some good techniques to use to regain the childís attention?
Rating my knowledge:
Please rate your knowledge before you read using this scale:
1. I donít feel like I know anything about this topic.
2. Iíve heard some of the terms, but couldnít tell you what they mean
3. I feel fairly comfortable with the key concepts, but want to know more.
4. I know all about this, and could teach this section. 2
As I read, here are my thoughts about the topics in this chapter (summarize what youíve learned Ė be sure to focus your writing on how you can support students with disabilities in the classroom:
Main Topic Key Points
Minimal brain injury A label applied to students of normal intelligence, who were inattentive, impulsive, and/or hyperactive.
Hyperactive child syndrome Was descriptive of behavior and didnít rely on vague and unreliable diagnosis of subtle brain damage.
Neurotransmitters Are chemicals that help in sending messages between neurons in the brain.
Executive functions Describes the number of processes involved in controlling and regulating behavior.
Behavioral inhibition Involves the ability to delay a response, interrupt an ongoing response or protect a response from distracting or competing with stimuli.
Adaptive behavior skills Associated with retardation and intellectual disabilities. Defined as impairments in intelligence and adaptive behavior.
Functional behavioral assessment (FBA) Involves determining the consequences, antecedents and setting events that maintain inappropriate behaviors.
Contingency-based self-management Involves having people keep track of their own behavior and then receive consequences, usually in the form of rewards, based on their behaviors.
Psychostimulants Stimulate or activate neurological functioning, mostly prescribed for ADHD.
Paradoxical effect of Ritalin Ritalin influences the transmitters Dopamine and norepinephrine, thus enabling the brainís executive functions to operate more normally.
Momentary time sampling Allows the teacher to conduct brief observations and collect data on a specific set of behaviors.
Coaching Involves identifying someone on whom the person with ADHD can rely on for support.
Conduct disorder Did not see a section on Conduct Disorder in the bookÖ
After I read, here are my thoughts:
Summarize what youíve learned about students with attention deficit hyperactivity disorder. They can be treated with medicine by it is more preferred to have interventions in place before putting the child on a medicine.
Reflect on what you learned from Table 7.2 in the book. Shows a minute by minute assessment of a studentís attention to the task over a 15 minute period.
What questions do I still have? None
Other information Iíd like to include/remember from this chapterís reading None