Chapter 10
Students with Attention-Deficit Hyperactivity Disorder
Learning Outcomes
• 10.1: Define ADHD, differentiate the three types, and describe the students’
characteristics related to executive functioning; academic achievement; and behavioral,
emotional, and social functioning.
• 10.2: Distinguish evaluation approaches, compare and contrast Conner’s 3 and the
Chapter Heading
Learning
Objectives
Activities in the MyLab with E-text
Additional Class
Activities
Defining Attention-
Deficit Hyperactive
Disorder
10.1
MyLab Video Example 10.1
MyLab Self-Check 10.1
MyLab Application Exercise 10.1
Describing the
Characteristics and
Causes
10.1
MyLab Video Example 10.2
MyLab Self-Check 10.1
MyLab Application Exercise 10.1
Internet Scavenger
Hunt
ADHD Jigsaw
Evaluating Students
with Attention-
Deficit Hyperactivity
Disorder
10.2
MyLab Self-Check 10.2
MyLab Application Exercise 10.2
Connors Rating
Scale Investigation
Including Students
with Attention-
Deficit Hyperactivity
Disorder
10.2
MyLab Video Example 10.3
MyLab Self-Check 10.2
MyLab Application Exercise 10.2
Friendship
Characteristics
Educating Students
with Attention-
Deficit Hyperactivity
Disorders
10.3
MyLab Video Example 10.4
MyLab Self-Check 10.3
MyLab Application Exercise 10.3
504-IEP
Comparison
T Chart
Accommodations
Errorless learning
exercise
Goal Setting
Class Activities in Addition to MyLab Activities
Have students search the Internet for the answers to the following questions:
1. How many students with ADHD are currently being served in the U.S.?
2. How has the number of students identified increased in recent years? What are some of
the reported reasons for that increase?
3. What are the specific behaviors/characteristics of students with ADHD? In what ways do
Jigsaw—Divide students into three groups. Have each group discuss and learn about one of the
types of ADHD: Predominantly Inattentive type, predominantly hyperactive/impulsive type, and
combined type. In each group, have the students count off by three. Have all the ones form a
group, all twos form a group, and threes form a group. Each group should have “experts” from
each of the original groups. Have the new groups teach each other about the types of ADHD.
Have students go to the website http://www.mhs.com/ and click on the Conners 3 rating scale.
Have them read the descriptions and devise any questions they may have. What are the
differences between the parent, teacher and self-report scales?