Symptoms (HYPERACTIVE-IMPULSIVE)
LD in Math (Dyscalculia)
I. FOR A STUDENT WITH
MANAGING AT T E N T I O N D E F I C I T /
HYPERACTIVITY DISORDER
STUDENTS
(ADHD), AUTISM SPECTRUM
DISORDER (ASD), AND
WITH UNIQUE LEARNING DISABILITIES
A. Attention Deficit/
LEARNING
Hyperactivity Disorder
NEEDS
a persistent pattern of inattention
A Delayed Social Development
and/or hyperactivity-impulsivity
D
H
that interferes with functioning or
development, as characterized by
D inattention and/or hyperactivity.
Symptoms (INATTENTION):
A Guide for SLU Faculty • Less attention to details, or makes
Members and Staff careless mistakes
• Difficulty sustaining attention in
tasks
• Does not seem to listen when
directly spoken to
• Does not follow through on
instructions
• Difficulty in organizing tasks
• Avoidance, dislike or reluctance to
engage in tasks that require
sustained mental effort
• Loses things necessary for tasks
• Easily distracted by extraneous
stimuli
• Forgetful in daily activities
• Fidgets with or taps hands or feet
or squirms in seat
• Leaves seat in situations when
guidancecenter@slu.edu.ph remaining seated is expected
• Runs about or climbs in situations
SLU GUIDANCE CENTER
where it is inappropriate
• Unable to engage in leisure
activities quietly
• Is often “on the go”
• Talks excessively
• Blurts out an answer before a
question has been completed
• Difficulty waiting for turn
B. Autism Spectrum Disorder
Brain-based, neurological condition
Usually diagnosed by age 3
Biomedical treatments can improve
ASD symptoms
The ASD Triad involves:
Barriers in Social
Communication
Fantasy, Preoccupation
Symptoms:
• Limitation in Social Interaction
• Social Awkwardness
• Delayed Language Development
• Impaired Nonverbal Communication
• Stereotyped Behaviors
• Specific Interests and Behaviors
C. Learning Disabilities (LD)
LD in reading (Dyslexia)
• refers to a severe
reading problem,
much worse than
just a poor reader
who needs
remedial help
LD in writing (Dysgraphia)
• refers to handwriting problems,
partial inability to remember how
to make certain
alphabet or
arithmetic symbols
in handwriting
• lack of ability to
perform math
functions
LD in speaking (Excessive Dysphasia)
• difficulty in speaking and
understanding spoken or written
language
LD in listening (Receptive Dysphasia)
• difficulty discriminating and
understanding speech and abstract
concepts.
A LD in reasoning
• difficulty understanding, generating,
S
learning, and validating ideas
• inconsistency in
D thinking
• making illogical
arguments
COMMON REASONABLE
ACCOMMODATIONS FOR A
STUDENT WITH ADHD, LD, AND
ASD:
1. Reduced course load
2. Allow tape-recording of lectures
3. Written AND verbal instructions
4. Extra time for test-taking
5. Oral examinations or typed/
transcribed answers
6. Separate venue for test-taking
7. Advanced and clear notice on
course requirements, assignments,
due dates, changes in schedules
8. Brief, uncomplicated instructions;
allow time for clarifications
9. Multi-sensory teaching strategies
10. Stretch breaks
11. Encouraging classroom
participation
12. “Small talks” after class
II. FOR A STUDENT WITH
DEPRESSION AND SUICIDAL
TENDENCIES
A. Characteristics of a
student with depression
• Overwhelming
feelings of
sadness or grief
• treatment
Anger and
irritability
• Avoiding other people
• Loss of interest in taking part in
activities
•
Difficulty in decision making and
concentrating
• Loss of energy
• Unreasonable guilt, helplessness or
hopelessness
• Feeling overwhelmed by small things
• Sleep disturbances
• Substance abuse
• Thoughts of suicide, death or harm
to others
HELPING A STUDENT WITH
DEPRESSION:
1. Identify and refer at-risk student.
NOTE: Treat warning signs seriously. It
is preferable to err on the side of
caution than to fail to get help for a
student who may be depressed.
2. Keep records of observations.
3. Consult with a guidance counselor.
4. Develop support strategies such as
the following:
a. Creating an inviting classroom
b. Teaching organizational strategies
c. Providing instructional strategies
d. Teaching problem-solving skills
e. Building a support network
f. Teaching goal setting
g. Understanding medical or clinical
B. Characteristics/ Behavioral
Manifestations/ Verbalizations
of a Student with Suicidal
Ideation or attempts
HELPING A STUDENT WITH
SUICIDAL IDEATIONS OR
ATTEMPTS:
1. Talk to him/her carefully.
2. Offer emotional support,
understanding, patience, and
encouragement.
3. Never discount the feelings he/she
expresses, but gently point out
realities and offer hope.
4. Never ignore comments about suicide.
5. Report suicidal comments to guidance
counselors.
6. Remind him/her that with time and
treatment, the depression will lift.
7. Encourage him/her to get professional
help.
WHAT NOT TO SAY:
DONTs IN DEALING WITH A
SUICIDAL STUDENT:
1. “It’s just a phase.”
2. “You’ll snap out of it.”
1. Don’t ignore signs.
3. “Stop being selfish.”
2. Don’t act shocked.
4. “You’re just trying to get
attention.”
3. Don’t judge the student.
5. “Get over it.”
4. Don’t give false assurances like
“everything will be fine”.
5. Don’t worry about breaking the
“There is no greater disability in
‘privacy’ of the suicidal person; tell
society, than the inability to see a
other trusted people like the guidance
person as more.”
counselor.
Robert M. Hensel
6. If the student is in immediate danger,
DO NOT leave the student alone until
parents or guardians arrive through
communication with offices like the
SLU GUIDANCE CENTER
2018
Guidance Center and the Office of
Student Affairs.
WHAT TO SAY:
1. “I’m glad you told me. I want to
References:
Lecture-presentations of
help.” Dr. Genna Hipolito
Psychiatrist, BGHMC
2. “I’m glad you told me, and I am going and
Dr. Faridah Kristi Cabbigat, RPsy, RPm, LPT
to find someone to help you.”
Assistant Director, SLU Sunflower Children’s Center
3. “I will stay with you until help
arrives.”