challenging kids, regulatory disorders challenged parents · 2015-07-30 · 1 tsa of georgia...

1

TSA of GeorgiaJanuary 21, 2012

Sheryl K. Pruitt, M.Ed., ET/Pwww.parkaireconsultants.com

Challenging Kids,Challenged Parents

© Sheryl K. Pruitt, M.Ed., ET/P 2012

Attention Deficit Hyperactivity Disorder

Sensory Defensiveness

TouretteSyndrome

Other Anxiety Disorders

ObsessiveCompulsiveDisorder

Mood Disorders

© Sheryl K. Pruitt, M.Ed., 1999

Regulatory Disorders

SleepDisorders

AutisticSpectrum Stuttering

Speech Disorders

Language Disability

Learning Disabilities

Executive Dysfunction


Non-Regulatory Disorders

Visual-Motor Disability

Memory Disorders

Slow Processing

Speed

Non-verbalLearning

Disability

Image Courtesy of Silicon Valley Brain Spect Imaging, Inc.

• Tics are brief, purposeless, repetitive unvoluntary movements or sounds that usually occur in bouts.

• Tics may be simple or complex and are often confused with allergies, habits, or misbehavior.

Tourette syndrome

© 2011 Challenging Kids, Inc.

“Why does the teacher think I would do this on purpose and embarrass myself in

front of my friends?”

Tips for Tourette syndrome


• Let student leave the room to discharge tics in private place.

• Reduce production demands when tics interfere with performance during times of tic worsening.

• Allow student to engage in highly motivating tasks.

• Used to be called Habit Reversal Training

• First cognitive treatment for tics

• Need to treat co-morbids first unless a dangerous or socially destructive tic

• Douglas Woods, Ph.D. and John Piacentini, Ph.D. are gurus in this area.

Cognitive-Behavior Intervention for Tics

© Sheryl K. Pruitt, M. Ed., ET/P, 2010

2

Image: www.cerescanimaging.com/

• Intrusive, repetitive unwanted thoughts (obsessions), and/or

• Repetitive or ritualized behaviors (compulsions)

• Some compulsions may not be observable (such as counting)

Obsessive-Compulsive Disorder (OCD)


• Reduce handwriting.

• Do not give more than student can finish in allotted time.

• Remove triggers for compulsive behavior if possible, e.g., use of a word processor instead of handwriting.


“I can’t go to school because I can’t keep people from touching

my stuff!”

Tips and Strategies for OCD

• First effective cognitive treatment for OCD.

• Set program with a strict protocol with a hierarchy of obsessions and compulsions with a specific treatment program coupled with relaxation techniques to help when breaking the anxious habit.

Exposure Response Prevention Therapy

© Sheryl K. Pruitt, M. Ed., ET/P, 2010

This is what your brain looks like “ON” ADHD.

Who turned out the Lights?!

Photo Source: Zametkin et al., 1990© 1999 Leslie E. Packer, Ph.D.


• Externalize motivation.

• Alternate quiet activities with opportunities to move around.

• Externalize instructions.

• Pause or use fillers to allow sufficient time to process.

“What did I do wrong this time?!”

Tips for ADHD Primary Mood Disorders

• Depression

• Bipolar Disorder

“Life’s too hard…I can’t go on.” © 2011 Challenging Kids, Inc.

3

"Graceful Exit"

• Accommodate impaired focus, memory, and concentration.

• Allow for “graceful exits”and permanent passes, as needed.

• Assist with social/peer issues.

Tips for Mood Disorders


PediatricAutoimmuneNeuropsychiatric DisorderAssociated withStrep

© L.E. Packer, 1999

• Impaired attention and memory

• Increased hyperactivity and impulsivity

• Bullying and aggressive behaviors

• More accidents• Depressed mood

Sleep Problems

“Just five more minutes!”


• Screen for sleep problems.• Allow student to start day

later and/or end it earlier.• Provide parents with sleep

hygiene handout.• Open the blinds in the

classroom to allow in as much natural light as possible.

Tips for Sleep Problems

“Just five more minutes!”


• Smelling

• Seeing

• Tasting

• Hearing

• Touching

• Pain

• Proprioceptive

• Vestibular

Photo Credit C. Wang

Sensory Defensiveness

“Make the firm alarm bell stop!”


• Screen for occupational therapy.

• Do not touch the child lightly, wear heavy perfumes, or seat student near noise or distraction.

• Avoid sensory overload settings; allow child to leave.

© 2011 Challenging Kids, Inc.* Photo credit C. Wang

“Make the firm alarm bell stop!”

Tips for Sensory Defensiveness

4

• Set Goals

• Initiate

• Prioritize

• Pace

• Plan

• Sequence

© D.G. Pruitt, S. K. Pruitt, L.W. Walter, M.P. Dornbush, L.E. Packer, 2008

Executive Function


• Organize

• Shift Flexibly

• Use Feedback

• Inhibit

• Self-Monitor

• Execute

Executive Function

The “Dreaded Book Bag Diagnostic

Test”

Photo credit, Colleen Wang

© Sheryl K. Pruitt, M. Ed., 1995

CLUECLUE© Sheryl K. Pruitt, M. Ed., 1995

“He is such a good boy. I just don’t know enough things to tell him not to do.”

- Ferrell Sams

“…Coaching for the neurologically impaired focuses… on helping people with TS, OCD, ADHD, EDF and WM… to

identify and modify problematic personal behaviors and to develop more effective self-management skills.”

Adapted by Daniel Pruitt fromThomas E. Brown, Ph.D. in Attention-Deficit Disorders and Comorbidities in Children, Adolescents, and Adults, 2000

5

Set Goals


Executive Function The Universe

Sheryl K. Pruitt, M.Ed., ET/P, Darin Bush

Friends

FamilyWork

© Sheryl K. Pruitt, M.Ed., 1990 © D.G. Pruitt, S. K. Pruitt, L.W. Walter, M.P. Dornbush, L.E. Packer, 2008

Executive Function

Initiate

• Routines with checklists• Verbal or visual cue to start• Work with peers • Break up tasks • Activity before starting• Provide model work sample• Teach brainstorming • Pick topics of interest


Initiate


Executive Function

Prioritize

6

1. Set up clear objectives.

2. Define vocabulary.

3. Watch video tape or TV program.

4. Overview the chapter or book prior to reading.

5. Read questions at end of the section.

6. Look at pictures and graphs.

7. Read the chapter.

© Teaching the Tiger, l995

How To Read a Chapter


Executive Function

Pace

Now!Or

Not Now!

© Sheryl K. Pruitt, M.Ed., ET/P, 2001 © D.G. Pruitt, S. K. Pruitt, L.W. Walter, M.P. Dornbush, L.E. Packer, 2008

Executive Function

Plan

.

Anticipating the outcome of your plan before selecting it.

Plan Your Work and Work Your Plan

© Sheryl K. Pruitt, M.Ed., ET/P, 1999

+P.L.A.N.

Problem defined!

Lay out options!

Act on one!

Now evaluate!

Two-Step Process

7


Executive Function

Sequence

Maintain Routine

Lay Out Everything in Order© Sheryl K. Pruitt M.Ed., 1999


Executive Function

Organize

• Color code research notes and cards by subject areas.

• Use color coding on mind maps to relate to those on cards or files.

• Use color to code items taken off websites when researching.

• Color code by subjects and be consistent from one year to the next.

Color Coding



Executive Function

Shift

You announced a change in plans. She’s handling it quite well, isn’t she?

© Leslie E. Packer, Ph.D., Sheryl K. Pruitt, M.Ed., ET/P, 2002

Pre- warnings give them a head start to change

8


Executive Function

Use Feedback

Executive functions have beenthe “hidden curriculum.* ”

© Leslie E. Packer, Ph.D., 2002* Richard Lavoie

It’s time to explicitly teach them.


Executive Function

Inhibit

© Daniel and Sheryl Pruitt, M.Ed ., 1989Teaching The Tiger pg. 53

• Put your hand in front of your mouth.

• Write your question on a piece of paper so you can wait without forgetting.

© Sheryl K. Pruitt, M.Ed, Bob Rogers., 2002

Blurt Blockers


Executive Function

Self-Monitor

9


Pictoral Editing Strip

© Tigers, Too 2009 © Sheryl K. Pruitt, M.Ed., 1992

Memory Functioning

• Short-Term Memory- Immediate Memory

• Long-Term Memory

- Declarative Memory- Semantic Memory- Episodic Memory

© Sheryl K. Pruitt, M.Ed., ET/P, L. Warren Walter, Ph.D., 1997

Spared Memory

© Sheryl K. Pruitt, M.Ed., ET/P, L. Warren Walter, Ph.D., 1997

• Short-Term Memory- Working Memory

• Long-Term Memory

- Procedural Memory- Prospective MemoryMetamemoryStrategic Memory

Memory Functioning

Impaired Memory

Just Try

Harder!

© Leslie E. Packer, Ph.D., 1999 © Sheryl K. Pruitt, M.Ed., 1990

The Right Trick

Can Be Magic

10

PrepositionsPrepositions© Sheryl K. Pruitt, M.Ed., 1990

Cognitive Strategies

• Cognitive strategies are particularly helpful to children and teens with executive dysfunction, as they enable the student to:

• Encode the information.

• Retain the sequence of information.

• Retrieve the information.

© 1999 Sheryl K. Pruitt, M. Ed.

• Show them what a finished product will look like.

• Divide the assignment into small parts with a definite time schedule.

• Monitor progress towards intermediate deadlines.

Written Expression and ProjectsWritten Expression and Projects


7 x 8 = 56

Think of the two numbers before 7 and 8. The 5 and 6 give you the answer (56)

5 6 = 7 x 8

© 1992 , D. Cherry & S. K. Pruitt

Math Tricks

Is the Battle Over the Assignment Book Worth It?

Is the Battle Over the Assignment Book Worth It?


Lack of paying attention to the future…

Why do your homework if you do not see the future?

©Sheryl Pruitt, M.Ed., 1989

11

IT TAKES A TEAM


• Student• Parents• Educators • Case Manager• Educational Therapist • Advocate• Medical Doctors• Mental Health

Professionals• Related Services• Support Group

Put Your Oxygen Mask on First!

© Sheryl K. Pruitt, M.Ed., ET/P, 1990

• Identify your genetic disorders.

• Get treatment for them.• Acquire medical education

for you and your family.• Get a support group.• Know to take it one day at

a time.

Prioritize Treatment

• Time• Money• Sibling Impact• Emotions


What Is The Behavioral Communication?


Bad Day!?!

© L.E. Packer, S.K. Pruitt, C.I. Wang, 1999

• Neurochemistry

• Brain “off”

• Medication problem

• Illness

• Lack of sleep

• Unable to do it!

Curiosity vs. Judgment!

Sleepy

Underarousal Overarousal

Arousal Curve

Memory for complex, unfamiliarinformation and behavioral control

Optimal Arousal

Hyperactivity

Arousal

Tests

Storms

Couch Potato

© Teaching the Tiger, pg. 18, 1995 © Sheryl K. Pruitt, M.Ed., 1991

12

© Daniel and Sheryl Pruitt, M.Ed., 1989Teaching The Tiger

Brain StormMay be able to control symptoms for seconds to hours (depending on severity of the case)

Severely exacerbated by stress

Extensive control can lead to explosive build-up or storm

Stress Overarousal Explosive Build-up Storm

© S.K Pruitt & C.I. Wang, 1999

Hole In The Wall SyndromeHole In The Wall Syndrome


Who Owns the Problem?

© Sheryl K. Pruitt, M.Ed., 1989© Teaching The Tiger

Grandma’s Rule

“Cool Down”


Use graceful exit to safe place or person. Help child save face. Provide a safe way to expend energy. Allow them to do a calming activity.

13

When a storm is coming at you, you

do not try to interrupt or reason with it.

Protect the safety of child, family

members, and property.

© Leslie E. Packer, Ph.D., Sheryl K. Pruitt, M.Ed., ET/P, 1999 © Sheryl K. Pruitt, M.Ed., 1995

Once a storm begins, it can not be stopped.

Avoid sensory input of any kind and the storm

will decrease.

Do not take storms personally

Three Rules


• Health and Safety• Respect for Self and

Others• Target Behavior

• Consequences • Short• Many• Quick

•Family Meeting

Naughty or Neurology?

© 1996, Sheryl K. Pruitt, M.Ed.

Reparations

© Sheryl K. Pruitt, M.Ed.,1999

Social Difficulties

© Daniel G. Pruitt, PCC, SCAC, Sheryl K. Pruitt, M.Ed., 2009

Social skills gets you your job, your

mate, and your friends when you

grow up!

One of the leading causes of teenage

depression is social failure.

14

InstantReplay


Prepare the child for the path….

Not the path for the child!


Tigers, Too

Tigers, TooSupplements

1. Checklists and

Objectives for

the Classroom

and

2. Assessment

www.parkairepress.com

Challenging Kids,

Challenged Teachers

www. parkaireconsultants.com

© Challenging Kids, Challenged Teachers, 2010Leslie E. Packer, Ph.D., Sheryl K. Pruitt, M.Ed., ET/PWoodbine House

Credits….

Thanks go to Leslie Packer, Ph. D. for her constant support and contributions for several of the power point slides used here today.

Thanks also to Marilyn Dornbush, Ph.D. and Warren Walter, Ph.D. for their contributions and support to several power point slides today.

Thanks especially to my husband, Daniel G. Pruitt, PCC, SCAC, who has been my supporter, partner in our clinic, my publisher, and a contributor to this presentation.


This program is cheerfully dedicated to the author’s family, who have cleverly managed to have almost every problem described. Any problem my husband and I did not have I gave birth to. They are my first, and best, teachers.

Dedication

© Shari Zellars Photography, 2009


15

Sheryl K. Pruitt, M.Ed., ET/P

www.parkaireconsultants.com

challenging kids, regulatory disorders challenged parents · 2015-07-30 · 1 tsa of georgia...

Documents