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“It’s clear that early emotional neglect has profound consequences for brain development that can affect the brain structure, connectivity and capacity, including impairments in focus and attention. Exposure to toxins, such as alcohol or nicotine, in utero increases the risk for ADHD in a dose-dependent fashion.” - Joshua Cabrera, MD, clinical psychiatrist and assistant professor at the Texas A&M College of Medicine.

412 — Precondition Failed: The client indicates preconditions in the header fields that the server fails to meet.

413 — Payload Too Large: The client’s request is larger than the server’s defined limits, and the server refuses to process it.

414 — URI Too Long: The URI (Uniform Resource Identifier) requested by the client is too long for the server to process.

415 — Unsupported Media Type: The request uses a media format the server does not support.

416 — Range Not Satisfiable: The server can’t fulfill the value indicated in the request’s Range header field.

417 — Expectation Failed: The server can’t meet the requirements indicated by the Expect request header field.

421 — Misdirected Request: The client sends a request to a server that can’t produce a response.

422 — Unprocessable Entity: The client correctly sends the request, but the server can’t process it because of semantic errors or similar issues.

423 — Locked: The requested method’s resource is locked and inaccessible.

424 — Failed Dependency: The request failed because a request the initial request depended on also failed.

425 — Too Early: The server is unwilling to process a request that might be replayed.

426 — Update Required: The server refuses to process the request using the current protocol unless the client upgrades to a different protocol.

428 — Precondition Required: The server needs the request to be conditional.

429 — Too Many Requests: The user sends too many requests in a certain amount of time.

431 — Request Header Fields Too Large: The server can’t process the request because the header fields are too large.

451 — Unavailable for Legal Reasons: The user requests a resource the server can’t legally provide .

Predominantly inattentive type.
The student may:
o submit inaccurate or incomplete work,
o have difficulty attending to conversations, activities, or tasks,
o be easily distracted,
o have difficulty following directions,
o frequently lose materials, and/or
o have difficulty organizing tasks and materials.


Predominantly hyperactive/impulsive type.
The student may:
o Appear to be in constant motion,
o frequently fidget or move in his or her seat,
o become restless during quiet activities,
o leave his or her seat when expected to remain seated,
o interrupt others and classroom activities,
o talk excessively, and/or
o fail to follow classroom procedures (e.g., blurt out answers without raising hand). Edited

Combined type.
The student may exhibit symptoms that include behaviors from both categories above.

In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

Praise, Praise, Praise: Attentiveness and appropriate classroom behavior are
prerequisites for learning; therefore, interventions that promote these behaviors
should be an integral part of the teaching process for all students. When teachers
are attentive to positive behavior and specifically praise students for these
behaviors, they can engage students before their attention drifts while highlighting
desired behavior (U.S. Department of Education, 2006).

Building Event Memory, Associating Things & Situations -- Testing
Kids these days use their smartphones very dexterously, and photos are their favourite part. Although I have limited her total gadget time (phone, iPad, TV) to 30-45 minutes, I make good use of the photos she sees to build her event memory. Whenever she sees some old photos, I describe to her the event. I tell her who all were present, which places we had visited, etc. After several repetitions, this activity has helped her build a memory of past events. She also recognises people from the photos even if she meets them after a long time. She has learned to associate certain things with specific events like lanterns with Diwali or Santa Claus with Christmas. Edited

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

Learning Games
This program is an online continuous course with no specific start or end date.
Creating a Culture of Collaboration and Interprofessional Teaming is an online self-paced course offering. This offering is made possible through the support of Venturit's internal WIzdn team.
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