ECP 29/ EDA

Giraldyne D. Semaña Mrs. Irene

Requinton
BEED- 3 September 3,
2010

Assignment 4

1. Research on important facts of the following:

a. ADHD

The ADHD definition states that ADHD is a disorder that affects a child's
ability to concentrate and stay focused.

Although symptoms of ADHD can differ with each child, many children who
suffer from ADHD have difficulty following directions and finishing tasks.
They are also very impulsive and have excessive energy.

The definition of ADHD states that children who are ADHD exhibit these
behaviors; which can appear to be typical in many active children from time
to time, in an extreme manner.

Their behaviors interfere with their ability to function socially and in school
settings. These behaviors are not considered to be age appropriate and
cannot be explained by a change in the child's life; such as a divorce, a
family move or a new baby.

Defining ADHD Subtypes

The definition of ADHD identifies three major symptoms which are;

hyperactivity, inattention and impulsiveness.

The definition of ADHD reflects the fact that not all ADHD children exhibit all
three symptoms.

A child diagnosed with ADHD is typically diagnosed with one of the three
following subtypes...

• ADHD Predominantly Inattentive

• ADHD Predominantly Hyperactive Impulsive
• ADHD Predominantly Combined

Definition of ADHD Regarding Length of Symptoms

Because many of the symptoms of ADHD can appear to some degree in
many children who are perfectly healthy, it is important to note that
definition of ADHD states that an ADHD child's symptoms typically appear
before the child is six years old, and will have been prevalent for more than a
year.

Children's behaviors can change as they grow and develop and it is

important to note that with ADHD the symptoms must be obvious from a
young age and last for a significant period of time.

Definition of ADHD Regarding Severity of Symptoms

The definition of ADHD also states that the behavior symptoms of an ADHD
child are severe, and cannot be ignored.

The child's behavior has a negative affect on their social life and their
success in school. Parents, teachers, child care providers and any other adult
who has close contact with the child should all be consulted by the health
care professional who assesses a child for ADHD.

Hyperactive ADHD Definition

The hyperactive behavior associated with definition of ADHD includes when a

child...

• Has difficulty standing still or staying seated without fidgeting,

bouncing or moving
• Talks excessively
• Climbs on things or jumps off things inappropriately
• Is constantly moving
• Have difficulty with quiet activities.

Impulsive ADHD Definition

The impulsive behavior associated with definition of ADHD include when a

child...

• Interrupts other's conversations

• Has difficulty waiting for a turn
• Interrupts other children's play inappropriately
• Blurts out answers inappropriately
• Acts in a reckless manner without thinking of the consequences, such
as running into traffic or jumping off a dangerous incline.

Inattentive ADHD Definition

The inattentive behavior associated with definition of ADHD include when a
child...

• Appears not to listen when being spoken to

• Has difficulty following directions and finishing tasks
• Is easily distracted
• Makes careless mistakes
• Loses belongings and has a difficult time staying organized.
b. ADD

Attention Deficit Disorder is a biologically based condition causing a

persistent pattern of difficulties resulting in one or more of the following
behaviors:

• inattention
• hyperactivity
• impulsivity

Inattention

Difficulty attending or focusing on a specific task. People with Attention

Deficit Disorder may become distracted within a matter of minutes.
Inattentive behavior may also cause difficulties with staying organized (e.g.
losing things), keeping track of time, completing tasks, and making careless
errors.

Hyperactivity

difficulty inhibiting behavior. These people are in constant motion. They may
engage in excessive fiddling, leg swinging, and squirming in their chair.

Impulsivity

difficulty controlling impulses. These people do not stop and think before
they act. They say and do whatever comes into their mind without thinking
about the consequences. They might say something inappropriate and regret
it later, blurt out a response to question before a person is done speaking to
them, or have difficulty waiting for their turn in line.

ADD or ADHD - What's the Difference?

Clinically, the term ADHD stands for Attention Deficit Hyperactivity Disorder.
A person may either be diagnosed with ADHD or ADD depending on whether
they are hyperactive or not. It is possible for someone to have ADD without
being hyperactive. To accommodate this possibility, ADHD is often written
with brackets around the "H" (i.e. AD(H)D). You may also see it written as
AD/HD. There are generally three types of AD(H)D:

• Combined Type (hyperactive, impulsive, inattentive)

• Inattentive Type
• Hyperactive, Impulsive Type

Around the web, in the media, and the general public you will often hear/see
ADD used as a generic term to describe the whole disability. You may also
notice that many people with ADD have developed their own unique
terminology to describe themselves (e.g. "ADD'ers" or "ADDults")

c. Autism (Four Common Types Evident in Preschoolers)

DEFINITION OF AUTISM
Autism is defined by the Autism Society Of America (ASA) as: "Autism is a
complex developmental disability that typically appears during the first three
years of life and is the result of a neurological disorder that affects the
normal functioning of the brain, impacting development in the areas of social
interaction and communication skills. Both children and adults with autism
typically show difficulties in verbal and non-verbal communication, social
interactions, and leisure or play activities.

Autism is one of five disorders that falls under the umbrella of Pervasive
Developmental Disorders (PDD), a category of neurological disorders
characterized by “severe and pervasive impairment in several areas of
development."

CHARACTERISTICS OF AUTISM
Most signs or characteristics of Autism are evident in the areas of speech or
communication (verbal and non-verbal). Many of the signs or symptoms of
Autism begin presenting themselves between 2 and 6 years of age.

The research indicates the following symptoms are the most

commonly found characteristics of Autism:
The child is unable to coo by 12 months.
The child also does not point or gesture by 12 months.
The child does not say single words by 16 months.
The child does not say 2 or more words by 24 months.
Has lost some of social skills or language abilities.

Other Characteristics include:

No fear of danger.
Over or under sensitivity to pain.
May avoid eye contact with you.
May prefer to be by him/herself.
Has difficulty expressing what they want or need - may then try to use
gestures.
May echo words or phrases.
May have inappropriate attachments to objects.
May spin his/herself or objects.
Prolonged repetitive play.
May insist on things/routines always being the same.
May exhibit inappropriate laughing (laughing when not appropriate to the
situation).
May display tantrums for no apparent reason.
May avoid cuddling.
May exhibit self injurious behavior when upset i.e. biting selves or banging
heads.
An overall difficulty interacting with others.

If you see the above symptoms, you should consult with your doctor and a
Psychologist before drawing your own conclusions. An important note here - I
stress that it's also important to see a Psychologist, or a Speech Therapist,
and not just take the word of your doctor or PCP. Although medical doctors
are very well trained, a Psychologist and/or Speech Pathologist have specific
training in Autism and other Developmental disorders and may have a better
understanding of Autism and how to treat it. However, having said that - it's
best to START by seeing your doctor to rule out any other medical conditions
and to get their clinical opinion initially.

For many treatment programs, it is a collective effort of many different

professional disciplines ie. medical doctor, psychologist, occupational
therapist, Counselor - all with specific training with Autism. Again - check
with your doctor about all of your options.

CAUSES OF AUTISM
The research indicates that the cause of Autism is likely biological, but this
may not be the only cause. Evidence has shown that 1 in 3 people diagnosed
with Autism have had around 1-2 epileptic seizures by the time they reach
adulthood. Also, Autism tends to run in families, pointing to a possible
genetic cause. And autopsies of the brain have shown deficits in various
parts of the brain (i.e. cerebellum, frontal lobes, brain stem). Scientists have
also found abnormal levels of neurotransmitters in the brain, such as
Serotonin.
TYPES OF AUTISM
These are the most common disorders, all presenting in a somewhat similar
manner, but having slight variations:
Autistic Disorder - As stated above, and defined by the Autism Society of
America (ASA): "Autism is a complex developmental disability that typically
appears during the first three years of life and is the result of a neurological
disorder that affects the normal functioning of the brain, impacting
development in the areas of social interaction and communication skills.
Both children and adults with autism typically show difficulties in verbal and
non-verbal communication, social interactions, and leisure or play activities.

Autism is one of five disorders that falls under the umbrella of Pervasive
Developmental Disorders (PDD), a category of neurological disorders
characterized by “severe and pervasive impairment in several areas of
development."

Pervasive Developmental Disorder (P.D.D) - Also called "Atypical

Autism." Children with this disorder have many of the same characteristics of
Autism, but not all the criteria associated with Autism.

Asperger's Disorder - Children with this disorder do not have the usual
language barriers associated with Autism and are generally very intelligent.
However, they do tend to struggle with social interactions, and can fixate on
a particular object or subject they take an interest in, and talk about it
constantly.

Retts Disorder - Retts is rather similar to Autism, but presents only in girls.
The children begin to develop on target, but then begin losing some
communication abilities. The symptoms of Retts can begin to occur between
ages 1 and 4.

AUTISM OVER TIME

the symptoms of Autism tend to lessen as people grow older. Or, perhaps the
symptoms may present in different forms. For example, children diagnosed
with Autism during their early childhood years may exhibit different
problems once they reach their teen years ie. depression or other behavioral
problems. Other children with Autism may show very few symptoms of it
when they reach their teen and adult years. Therefore, treatments may need
to be changeable over time, depending on the individual.
 d. Symptoms of Pervasive Development Disorders Not Otherwise
Specified)

PDD-NOS Signs & Symptoms

Often children with PDD-NOS are thought to have a "milder" form of autism,
though this may not be technically true. One symptom may be minor, while
another may be worse.

Communication Delays

Children with PDD-NOS usually have language and communication problems.

As babies, a child with PDD-NOS may not babble or when they do learn
words, they exhibit "echolalia" repeating words or phrases over and over
again. Remember kids with PDD-NOS who have some language have
potential. It is easier to expand language in these children, than it is with a
child who is completely nonverbal.

Social Delays

Children with PDD-NOS usually have social delays. They may want friends,
but don't know how to make them. If they have language delays this can also
hinder their ability to socialize with others. Often children with PDD-NOS
have difficulty with understanding body language, facial expressions and
tone of voice. Children with PDD-NOS often don't understand jokes or
sarcasm.

Another common symptom of PDD-NOS is difficulty understanding emotions.

A child may not be able to tell when someone is happy, sad or angry. Begin
with Emotions cards to help them begin to recognize basic emotions. Again
look at the strengths of the child with PDD-NOS if they show an interest in
their peers work with them to help them develop strategies for peer
interaction.

Behavioral Delays

Behavioral symptoms of PDD-NOS can include emotional outbursts and

tantrums. These children may become very dependent on routines and have
a need for things to be the same. They can misinterpret situations and
become frustrated easily. It is important to remember when dealing with
your child; often these tantrums are a result of fear, anxiety or
misunderstanding a situation.

A common symptom of PDD-NOS is "perseveration" or dwelling on a certain

subject. They often have an overwhelming preoccupation with one subject
preferring only to talk about or play with toys that are associated with the
area they are interested in.

2. As a teacher, how can you design your class so that children with
these concerns can take part in your daily routines?

As a teacher, I can help resolve these concerns in my daily routines and

design the class by first observing them. The design of my class would be
Inclusion Education, Multicultural Education and of course there should be
Transition. These three designs are very important for me because children
with special needs need a balanced daily routine. Inclusion Education is very
important for them so that children with special needs will always be
included in the learning process. Multicultural Education would also be a way
to understand that children with special needs have different race,
background, ethnicity, nationality, etc. Finally on Transition, I would want
these children with special needs that they need to learn on the basics in
order to gain meaningful experiences and to repeat those experiences that
best correspond to their interests and abilities.

Sources:

Books:

Lowfrey, George. Growth and Development of Children. Chicago, USA. Year

Book Medical Publishers, Inc., 1973.

Woolfolk, Anita. Educational Psychology. Massachusetts, USA. A Viacom

Company., 1998
Internet:

http://www.child-development-guide.com/adhd-definition.html

http://www.ldpride.net/addexplained.htm

http://www.nationalautismresources.com/autismsymptoms.html