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IDEAS FOR ACCOMMODATING INDIVIDUALS WITH ADD/ADHD IN POSTSECONDARY TRAINING AND COLLEGE

Preface

KEY TERMS USED TO DESCRIBE AN ATTENTION DEFICIT DISORDER
(taken from pp. 83-84, Diagnostic Criteria from DSM-IV, The American
Psychiatric Association, 1994)

Attention-Deficit/Hyperactivity Disorder
Either (1) or (2):

(1) at least six of the following symptoms of inattention during a period of at least 6 months to a degree that is maladaptive and inconsistent with developmental level:

(a) often fails to give close attention to details
(b) often has difficulty sustaining attention in tasks
(c) often does not seem to listen when spoken to directly
(d) often does not follow through on instructions and fails to finish tasks or duties
(e) often has difficulty organizing tasks and activities
(f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
(g) often loses things necessary for tasks or activities
(h) is often easily distracted by extraneous stimuli
(i) is often forgetful in daily activities


(2) at least six of the following symptoms of hyperactivity- impulsivity during at least 6 months to a degree that is maladaptive and inconsistent with the developmental level:

(a) often fidgets with hands or feet or squirms in seat
(b) often leaves seat in classroom or in other situations in which remaining seated is expected
(c) often runs about or climbs excessively in situations in which it is inappropriate
(d) often has difficulty playing or engaging in leisure activities quietly
(e) is often "on the go" or often acts as if "driven by a motor
(f) often talks excessively often blurts out answers before questions have been completed
(h) often has difficulty awaiting turns
(i) often interrupts or intrudes on others
Attention-Deficit/Hyperactivity Disorder (Not Otherwise Specified) -

a category of disorders with prominent symptoms of inattention or hyperactivity-impulsivity that do not meet criteria for Attention- Deficit/Hyperactivity Disorder.

Though the above characteristics describe children, these characteristics can also follow that individual through adulthood. This might mean that the problems he/she had in grade school and high school ( restlessness, inability to concentrate, poor organization skills, projects being late, poor listening skills, etc.) might continue on through college and employment.

ACCOMMODATIONS FOR CLASSROOM

For lecture setting:

Large Blue Triangle Bullet tape recorders or micro tape players

Large Blue Triangle Bullet note takers

Large Blue Triangle Bullet hard copies of notes provided by the instructor or other student

Large Blue Triangle Bullet lap top computer for note taking

Large Blue Triangle Bullet calculators (some have voice synthesizers)

Large Blue Triangle Bullet classroom without a lot of distractions (such as noise, decorations, interruptions, etc.)

Large Blue Triangle Bullet request that the directions be clear and concise (possibly in written form on the blackboard or on paper)

Large Blue Triangle Bullet a detailed syllabus to give ample time to complete reading and writing assignments

For test-taking:

Large Blue Triangle Bullet quiet environment

Large Blue Triangle Bullet extended time

Large Blue Triangle Bullet administer test on the computer

Large Blue Triangle Bullet use a tape recorder to record the answers

Large Blue Triangle Bullet oral examinations

Large Blue Triangle Bullet index cards, blank paper, and/or ruler (help keep place on line)

Organization Skills

Large Blue Triangle Bullet break projects to weekly and then daily goals

Large Blue Triangle Bullet use daily checklist of what needs to be done that day (might help if you prepare it the night before)

Large Blue Triangle Bullet use alarm watch or timer as a reminder for meetings and classes

Large Blue Triangle Bullet electronic organizers or daily planners

Large Blue Triangle Bullet mini talking memo

Large Blue Triangle Bullet color coding for reading/scanning (highlighters and colored mylar templates)

Large Blue Triangle Bullet Premack Principle - perform the task that is unpleasant first, and followed by the one that is liked or a reward

Concentration

Large Blue Triangle Bullet use white noise machine or environmental soothers to cover noise

Large Blue Triangle Bullet study in an environment that doesn't have a lot of visual or auditory distractions

Large Blue Triangle Bullet use a watch alarm or timer set for 10min intervals to be reminded to get back on task

Large Blue Triangle Bullet find outlets for restlessness such as exercise and/or sports

Large Blue Triangle Bullet when sitting in a cubicle area, try to sit away from other students or other distractions

Large Blue Triangle Bullet use a headset to listen to music without words- if music wouldn’t be a distraction

A SAMPLE OF ACCOMMODATION EXAMPLES FOR ADD/ADHD- POSTSECONDARY

A student with ADD is having trouble remembering his homework and assignment. He was successful with an electronic organizer. Cost was $300.

A student with ADD was having difficulties keeping track of his assignments and remembering verbal instructions. He decided to color code his schoolwork and request instructions in writing.

A college student with ADD had difficulties with organization skills. He used an organizer to keep track of what he needed to get done and when it was due.

A student with dyslexia and ADD was accommodated by the use of a speak and spell dictionary, as well as an organizer. We weren't given the total cost.

RESOURCES and RESOURCES

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