The document provides information about an ADHD case study of a student named Arturo. It describes Arturo's family and social background, challenges with attention, behavior, and academics. The document then outlines an implementation plan and strategies for teaching Arturo, including using visual aids, movement, games, and short activities to maintain attention. It concludes with recommendations for Arturo's parents such as learning about ADHD, setting clear rules, and encouraging physical activity.

1. Arturo:
ADHD Study Case

2. He’s I wonder if…
daydreaming!
Hello!
What is a ADHD
student doing?
Teacher
are you What's on
Pow!
married ? TV tonight?

3. INTRODUCTION
Family
• 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

4. Social Interaction
Unpopular towards peers
It’s hard to find someone to work
with him
Agressive
Bossy

5. 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

6. IMPLEMENTATION PLAN
Objectives
To 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.

7. Impulsivity
Lack of social Bossy and
skills irritating
ADHD
Hyperactivity Inattention
Rebellious

8. Starting,
staying and
completing
tasks
Interacting
with Making
others transitions
ADHD
Produce work Following
at normal level directions
Organizing
multistep
tasks

9. 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

10. Getting Student Attention
• Use visual signs
• Use color
• Use eye contact.
• Start a lesson with an interesting
question

11. 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.

12. 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.

13. STUDY BLOCK COGNITIVE TARGETS
MY FAMILY RELATIONSHIPS Knowing about: Furniture according to parts of the house
LINGUISTIC OBJECTIVES FUNCTIONS AND LANGUAGE PROCEDURES VALUES AND EVALUATION OF
ATTITUDES LEARNING OUTCOMES
LISTENING FUNCTIONS Warm up: Respect The students:
Guessing the general Identifying and 1. Ss play “Simon says” for others Identify
meaning of sentences describing parts of the using the location words. customs. vocabulary in
SPEAKING house. 2. Ss solve a crossword Equal different
Sharing and LANGUAGE puzzle about location treatment situations.
requesting Appliances: oven, words with all Complete
information. microwave oven, Presentation: people. crossword
READING refrigerator, stove, TV. 1. T presents a model about puzzles,
Understanding simple Furniture: couch, how to locate a person or stories, etc.
vocabulary and dining room table, an object Match pictures
expressions presented china cabinet, wall Practice: with meanings.
in familiar contexts unit, bed, closet, 1. Ss complete different Describe
WRITING cabinet. examples of the model and pictures orally.
Substituting words for EXPRESSIONS practice the pronunciation Respond to
meaningful items in Furniture: of the exercise different
written form. Where is the chair? The 2. Ss read some sentences questions in
chair is in the bedroom. about location and draw a oral or written
Where is the couch? picture showing what they form.
The couch is in front of read and practice them
the living room. with a classmate

14. STUDY BLOCK COGNITIVE TARGETS
MY FAMILY RELATIONSHIPS Knowing about: Furniture according to parts of the house
LINGUISTIC OBJECTIVES FUNCTIONS AND LANGUAGE PROCEDURES VALUES AND EVALUATION OF
ATTITUDES LEARNING OUTCOMES
Practice:
3. Ss listen to the sentences
the T pronunciates and
This is an 80 match them with the
min lesson plan pictures
Production:
(2 lessons) for
1. Ss look at a picture and
fifth grade. write answers about the
It is based on location of some objects
the syllabus 2. Ss draw a picture about
provided by the their favorite room in their
MEP 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

15. 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

16. 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

17. 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.

18. 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.

19. 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.