New Course from ChildCare Education Institute on Attention Deficit Hyperactivity Disorder
New Course from ChildCare Education Institute on Attention Deficit Hyperactivity Disorder
ATLANTA, GA, May 26, 2022 (GLOBE NEWSWIRE) -- ChildCare Education Institute® (CCEI), an online child care training provider dedicated exclusively to the early care and education workforce, is proud to introduce SPN107: Attention Deficit Hyperactivity Disorder to the online child care training course catalog.
For a child care provider, the effects of Attention Deficit Hyperactivity Disorder (ADHD) in the classroom can be quite obvious. The term ADD is no longer used by medical professionals. However, it is sometimes used colloquially to refer to someone who has difficulty staying focused but does not experience symptoms of hyperactivity. The Centers for Disease Control and Prevention reports that about 6.1 million children ages 2-17 are diagnosed with ADHD in the United States. This number includes 388,000 children between the ages of 2-5 who have received a diagnosis of ADHD.
Teachers should take time to reflect on the behaviors they are observing and attempt to find appropriate outlets for the needs being communicated by the children. Keep in mind that what works for one child with ADHD may not work for every child with ADHD. Children come from different backgrounds and motivations. Part of a teacher′ job is to find out the best way to motivate each child to succeed and become a better learner.
This course presents basic facts about Attention Deficit Hyperactivity Disorder (ADHD), including characteristics of children diagnosed with ADHD, recommended classroom accommodations, and strategies to support adults with ADHD. Most researchers agree that both genetics and environmental factors most likely cause ADHD. Child care providers and families need to take note of these connections, especially if the child has been labeled as a behavior problem or lazy and persistent. These negative labels can be very dangerous to the child′s overall mental health. Instead, small accomplishments must be recognized and rewarded. Children should receive positive, individualized attention whenever possible.
Teachers should never diagnose a child or use language related to a specific diagnosis unless the child has been formally diagnosed. The teacher′s role is to share observations and information about the child′s development with families. Teachers can also provide information about early intervention services, which families can use to schedule an evaluation for their child. However, the child care provider does play an important role in observing and providing information about the child′s performance and behavior.