Arturo: ADHD Study Case

What is a ADHD student doing?

Hello!

Teacher are you

married ?Pow! What's on

TV tonight?

He’s daydreaming!

I wonder if…

INTRODUCTIONFamily

• Arturo lives with his mother (housewife), father (construction worker) and older sister.

• They live in their own house• Parents scream and talk aloud when

addressing their children• His mother overprotects him

Social Interaction

Unpopular towards peers

It’s hard to find someone to work

with him

Agressive

Bossy

Attitude Towards Learning • Easily distracted• Average student• Overenthusiastic and bored in class• Produces simple tenses, but refuses

to do complex tasks• Peers try to include him in the

activities

IMPLEMENTATION PLAN

ObjectivesTo search adequate strategies to work

with in the English class for a student with ADHD.

To give recommendations to parents on how to deal with these disorders.

To plan activities with the corresponding curricular adaptations to be used in the English classroom.

Impulsivity

Lack of social skills

Inattention

Bossy and irritating

Hyperactivity

Rebellious

ADHD

Characteristics

Starting, staying and completing

tasksInteracting

with others

Following directions

Making transitions

Produce workat normal level

Organizingmultistep

tasks

ADHD

Impact on Learning

General Guidelines• Focus on the child’s strengths• Avoid arguing• Set fair limits and stick to them• Avoid punishment• Divide complex tasks into simple

ones• Avoid unrealistic expectations• Use a loving approach

Getting Student Attention

• Use visual signs• Use color• Use eye contact. • Start a lesson with an interesting

question

Focusing Student Attention

• Be aware of competing sounds in your environment

• Use illustrations and encourage students to draw as much as possible.

• Use graphic organizers that are partially filled in.

Maintaining Student Attention

• Present with a lively, brisk pace and keep moving to maintain your visibility.

• Avoid lag time in instruction.• Talk less. • Use pictures, diagrams, gestures, and

high-interest materials.

STUDY BLOCK COGNITIVE TARGETSMY FAMILY RELATIONSHIPS Knowing about: Furniture according to parts of the houseLINGUISTIC OBJECTIVES FUNCTIONS AND LANGUAGE PROCEDURES VALUES AND

ATTITUDESEVALUATION OF LEARNING OUTCOMES

LISTENING Guessing the general

meaning of sentencesSPEAKING Sharing and

requesting information.

READING Understanding simple

vocabulary and expressions presented in familiar contexts

WRITING Substituting words for

meaningful items in written form.

FUNCTIONS Identifying and

describing parts of the house.

LANGUAGE Appliances: oven,

microwave oven, refrigerator, stove, TV.

Furniture: couch, dining room table, china cabinet, wall unit, bed, closet, cabinet.

EXPRESSIONS Furniture: Where is the chair? The

chair is in the bedroom. Where is the couch?

The couch is in front of the living room.

Warm up:1. Ss play “Simon says”

using the location words. 2. Ss solve a crossword

puzzle about location words

Presentation:3. T presents a model about

how to locate a person or an object

Practice:4. Ss complete different

examples of the model and practice the pronunciation of the exercise

5. Ss read some sentences about location and draw a picture showing what they read and practice them with a classmate

Respect for others customs.

Equal treatment with all people.

The students: Identify

vocabulary in different situations.

Complete crossword puzzles, stories, etc.

Match pictures with meanings.

Describe pictures orally.

Respond to different questions in oral or written form.

STUDY BLOCK COGNITIVE TARGETS

MY FAMILY RELATIONSHIPS Knowing about: Furniture according to parts of the houseLINGUISTIC OBJECTIVES FUNCTIONS AND LANGUAGE PROCEDURES VALUES AND

ATTITUDESEVALUATION OF

LEARNING OUTCOMES

Practice:3. Ss listen to the sentences

the T pronunciates and match them with the pictures

Production:1. Ss look at a picture and

write answers about the location of some objects

2. Ss draw a picture about their favorite room in their houses and orally they ask and answer questions about the location of different objects

3. Ss volunteer to describe the location of different objects in front of the class

This is an 80 min lesson plan (2 lessons) for fifth grade.

It is based on the syllabus

provided by the MEP

Strategies• Use colorful pictures to attract his

attention• Movement is important (Simon Says)• Use games in learning rote material• Short different activities about the

same topic, avoid being distracted• Games

Strategies • Use color to highlight important

information• Short activities avoid lag time• Give simple instructions• Drawings can help him to be creative• Pair or group work can help him

socialize

Strategies• Listening activities are useful

because the has student has to pay attention to what the teacher is saying.

• Use context to make him comfortable with the topic.

• Encourage him to draw, because this is a non disruptive activity.

RECOMMENDATIONS• Learn about ADHD.• Set clear expectations and rules.• Praise positive reinforcement.• Encourage your child to practice a

physical activity and to get more sleeping time.

RECOMMENDATIONS• Help your child eat right.• Teach your child how to improve his

social skills.• Keep in touch with your child’s

teacher to find out how he is doing in school.

• Talk to other parents whose children have ADHD.