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Adhd School Support List wk6
Adhd School Support List wk6
Children with attention deficit hyperac- have the combined type, characterized
tivity disorderare at significant risk for as having six or more symptoms of
experiencing failure in school The inattention and six or more symptoms
School Supports Checklist helps to iden- of hyperactivity-impulsivity that have
tify potential classroom-based supports persisted for at least 6 months
for children with ADHD in elementary (Zentall).
school. The checklist can be used to Academic underachievement is per-
support planning and overcoming barri- haps the characteristic most often asso-
ers for increasingaccess to the general ciated with ADHD (Barkley, 2002;
education curriculum for children with Kline & Silver, 2004). Students with
ADHD. ADHD are more likely than those with-
out disabilities to receive lower grades
Attention deficit hyperactivity disorder in academic subjects and lower scores
(ADHD) has become one of the most on standardized measures of reading
widely diagnosed disorders of child- and math (Marshall, Hynd, Handwerk,
hood (Centers for Disease Control and & Hall, 1997; Zentall, 2006). Many stu-
Prevention, CDC, 2005). Data indicate dents with ADHD are at risk for signifi-
that the prevalence of ADHD is signifi- cant and chronic school failure (Carlson
cant, affecting 5% to 7% of school-age & Gaub, 1997; Mannuzza, Klein, Bes-
children or about 1.6 million children sler, Malloy, & Hynes, 1997). Over half
(CDC; Zentall, 2006). The essential fea- of the students with ADHD who are
ture of ADHD is a persistent pattern of taught in general education classrooms
inattention and/or hyperactivity-impul- will experience school failure of at least
A
-.
sivity that is more frequent and severe one grade by adolescence (Dendy,
than is typically observed in individu- 2000), and are also much more likely to
als at a comparable level of develop- drop out of school (Barkley).
ment (American Psychiatric Asso- Given these risk factors it is clear
ciation, 2000). There are three sub- that for the vast majority of children
types of ADHD based on the predomi- with ADHD to be successful in the
nant symptom pattern: combined type, classroom setting teachers must be
predominantly inattentive type, and willing to provide individualized sup-
predominantly hyperactive-impulsive port (Bulut, 2005) and strategies such
type. Most individuals with ADHD as adapting instruction, modifying
The first purpose of this checklist is to determine how often you have used specific supports with students with attention deficit hyperactivity
disorder (ADHD). The questionnaire can be used to assess general strategies that you have used in the past with all students you have taught.
The questionnaire can also be applied to a specific student you are working with now to assist with planning. The second purpose of this
checklist is to identify barriers to using specific supports. All supports will not be appropriate for every student with ADHD. For items rated
as not often or never used, please give the reason using the list provided.
continues
Items Selected
Strategies. for
Addressino
Person
Respo~nsible for
J Data to
Monitor
identify professional development
needs specifically related to increasing
support for children with ADHD. For
for Studentt Barriers Barriers Implemnertation Success example, a school administrator who
has identified increasing capacity to
support children with ADHD as an
improvement goal could ask all teach-
ing staff to complete the survey.
Results of the survey would provide a
baseline of how many supports educa-
I I I 4
tors are using and identify the barriers
to the use of other supports. The items
on the SSC thus can launch a discus-
sion of the need to increase the use of
individualized supports for children
4. 4 4 I with ADHD, even those not receiving
special education and related services.
District or school professional develop-
ment committees, school psychologists,
special educators, or teacher assistance
teams also can drive these same types
+ *1 I. t of activities.
Special educators and school psy-
chologists can use the SSC in collabo-
rative planning with general educators.
If teachers like the idea of using a spe-
cific support but haven't because they
didn't think of using it, then the SSC
Date to review plan: has served as providing insight to
Additional notes: improving an individual student's sup-
port plan. When teachers identify other
reasons for not using a support (e.g.,
need additional materals), the SSC can
help the team identify additional
scale, based on how frequently they Thus, the SSC is effective not only resource needs. General educators who
use each support for students with for identifying potential supports for indicate they need additional training
ADHD (1 = not often or never used,
2 = monthly or intermittently, 3 =
weekly, 4 = two or three times per
week, 5 = daily). Teachers also code
The SSC is effective not only for identifying potential
the reasons (barriers) that items are supports for students with ADUD, but also for identifying
not often or never used. McKinley
(2003) derived the list of codes from a
barriers to using specific supports.
synthesis of the literature on teacher
perceptions of barriers for inclusion students with ADHD, but also for iden- can receive it through multiple avenues
(Scruggs & Mastropieri, 1996): tifying barriers to using specific sup- including consultation with resource
ports. The SSC also recognizes that not personnel with expertise in ADHD
* Not enough time
all supports are appropriate for every (e.g., special educators, school psychol-
* Need additional training student with ADHD, including this as a ogists); reading materials; professional
* Need additional resources reason for not using a specific strategy. development workshops; and Internet
* Need additional materials resources. The strategies to overcome
Using lhe SSC for Planning barriers can be based on the resources
* Need smaller class size Many general education teachers report available in the school and community.
* Student's needs require more limited educational experience in the Figure 2 provides a sample template of
support area of ADHD (McKinley, 2003; a support plan that could be used with
• Not appropriate for student Stormont & Stebbins, 2005). The SSC the SSC, and lists important informa-