Educators educating Educators

May 28

Sam Goldstein


Sam Goldstein, Ph. D.

Faculty Member, University of Utah Medical School, and George Mason University

Neuropsychologist

Learning and Behavior Center in Salt Lake City; Staff University Neuropsychiatric Institute

Co-author of Raising a Self-Discipline Child (2007)

Understanding and Managing Children’s Classroom Behavior (2007) and Seven Steps for Building Social Skills in Your Child (2006)

Co-editor of Handbook of Resilience in Children (2006)

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AD/HD is defined as behavioral phenomena and not as a cognitive pneumonia

AD/HD is a failure of the control of attention

AD/HD is a failure of self-control, not a failure of attention

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OTM

People with AD/HD can tell you what to do but in the heat of the moment, their limited capacity for self-control is quickly overwhelmed by what Richard Levoie calls …

OTM-OTM, on the mind, out the mouth phenomenon

People with AD/HD have problems doing what they know, either socially or academically

If a person does not know what to do, it is not AD/HD

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They are cue-less, not clueless

Children with AD/HD are cue-less, not clueless

Clueless is when a child doesn’t know what to do

Cue-less is when they miss the cue of what to do

They miss the cue that drives the behavior

A discussion with them of missing the cues does not work

For example, “I didn’t you see the light? I didn’t you see the car coming?”

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AD/HD & Regulation

AD/HD results from inefficiency in interaction with the environment

A person with AD/HD does not quite regulate their actions

Leads to doing the first thing they think of

In other words, a failure to use strategies and …

Trouble with planning

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AD/HD is a failure to constantly and predictable and independently do what they know how to do

A failure to pick up clues in the environment that allows a person to interact with the environment in a functional way

Difficulties tracking in the environment and difficulties responding when one needs to respond

Represents problems with self-regulation and self-discipline

Problems with doing what one knows either academically or socially

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AD/HD is defined as behavioral phenomena and not as a cognitive pneumonia

Diagnosis is based on behavior across settings, not cognitive functioning

AD/HD is a condition defined by behavior

AD/HD is diagnosis by history and observation, not cognitive testing

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News

Read April's Ed Tip to understand how using video game design principles will improve instruction.  Moreover, educators should not view video games as the enemy of education, but rather a model for best teaching practices. When educators design instructional strategies, they must keep in mind the principles of video games, namely achievable challenge, and the role of dopamine in education.