Educating Children with AD/HD: A Teacher's Manual

By Paul Cooper; Fintan J. O'Regan | Go to book overview

16

AD/HD: Combined Type

At 17 years of age and 6 feet tall Donald was a real handful. He presented all the classic symptoms of AD/HD (combined type) to an extreme degree. He seemed only able to concentrate when he was enjoying the task, for example when engaged in a computer game, often art, or an intensive sporting activity, such as basketball or skateboarding. With difficult or boring tasks he showed almost no perseverance, having enormous difficulty getting started and then quickly going off task. Once off task Donald would do whatever seemed to excite his interest, be it using a handy object as an improvised javelin, or setting light to someone’s hair (see below). Getting him to change from one task to another, or to tear himself away from an activity he found interesting or fun were extremely difficult and could lead to heated confrontations. When Donald was not engaged in a stimulating activity he appeared restless and fidgety, apparently unable to keep still or settle. At these times he could easily fall to irritating and provoking anyone he came across. He consistently behaved in ways that showed no consideration for the consequences of his actions either for himself or others. He had enormous difficulty in waiting his turn in queues, conversations or games, and would say and do things he later regretted, which, in turn, led to social difficulties.

In school these problems caused severe disruption to classroom life, interfered with Donald’s and other students’ learning, threatened their safety, and made life very difficult for staff. Away from the structure and routine of school Donald was highly vulnerable to a wide range of physical, moral and legal dangers, and a constant source of worry to his parents.


Talent and Failure Can Go Hand in Hand

Donald joined the school late in his career from a school in America, and he had never previously played soccer. He was, however, a natural athlete and the best choice for goalkeeper in the school soccer team. He could leap like a gazelle and had excellent hand-eye co-ordination. In training sessions he revealed himself to be an excellent

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Educating Children with AD/HD: A Teacher's Manual
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements vii
  • Part 1 - Understanding Ad/Hd 1
  • 1 - Ad/Hd 3
  • 2 - Ad/Hd in the Classroom: Teacher and Student Perspectives 8
  • 3 - Ad/Hd and Other Problems 18
  • 4 - Biology, Brains and Ad/Hd 21
  • 5 - Ad/Hd and Destiny 25
  • Part 2 - Principles and Practices for Intervention with Ad/Hd 31
  • 6 - The Multi-Modal Approach to Intervention 33
  • 7 - Ad/Hd in the Classroom: Basic Principles and Practices 45
  • Part 3 - Ad/Hd in Action: Case Studies 57
  • 8 - The Different Faces of Ad/Hd 59
  • 9 - Ad/Hd with Oppositional Defiance 63
  • 10 - Ad/Hd with Detachment 68
  • 11 - Ad/Hd with Impulsivity 72
  • 12 - Ad/Hd with Obsessions 76
  • 13 - Ad/Hd with Learning Difficulties 81
  • 14 - Ad/Hd with High Ability 85
  • 15 - Ad/Hd with Conduct Disorder 89
  • 16 - Ad/Hd: Combined Type 94
  • 17 - And in the End: Caring for the Carers 98
  • Appendix 1 104
  • Appendix 2 106
  • References 109
  • Index 113
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