strategies to use with your whole class to benefit your students with...
TRANSCRIPT
Strategies to Use with Your WHOLE Class to Benefit Your Students with
ADHD
Presented by Janice Burch
Education Specialist ESC Region 13
August 2014
Have You Ever. . .
Thought a child was lazy because they seemed to never start
an assignment?
Gotten mad at the child who kept getting out of their seat?
Become so frustrated with the child in the back of the room
banging his pencil on his desk over and over and over again?
Reminded a child to bring home their book at least five times
and then they still forget it?
Been in the middle of a lesson when a child blurts out some random
information irrelevant to the lesson?
Had a child listen to you talk and then not know what you just said?
If You Answered Yes. . .
• You are not alone!
• Today, in every classroom across the country there are several students who are diagnosed with ADHD.
• It is vital for teachers to understand ADHD so you don’t feel frustrated, upset, or defeated.
What would you do with this kid?
What would you do with this kid?
…or these kids?
Statistics
• The Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (American Psychiatric Association, 1994; DSM-IV) shows that ADHD affects 3 to 5% of school aged children.
• This adds up to 1.46 to 2.46 million children in schools today (U.S. Department of Education, 2004).
• ADHD is the most commonly diagnosed childhood psychiatric disorder (Miernicki & Hukriede, 2004)
• 4 to 13% of the United States Population is affected by ADHD (Meaux, 1999) • Boys are 4 to 9 times more likely to be diagnosed than girls (U.S. Department of
Education, 2004). • ¼ to 1/3 of ADHD students also have learning disabilities (U.S. Department of
Education, 2004) • Symptoms in a child may change as that child grows older but that does not mean that
the child will grow out of their ADHD diagnosis (U.S. Department of Education, 2004). • ADHD children are at higher risk for unintentional injuries, delinquency, and anti-social
behavior (Meaux, 1999).
ADHD Myths Busted
• As published on ADDitude Magazine’s website, these are the most common ADHD myths: – #7: People with ADHD are stupid and lazy. – #6: ADHD children on medication will abuse drugs as teenagers. – #5: ADHD is the result of bad parenting. – #4: ADHD affects only boys. – #3: Children with ADHD often outgrow the condition. – #2: Children given ADHD accommodations are given an unfair
advantage. – #1: ADHD is not a real medical disorder.
From: www.additudemag.com
What is ADHD? The American Psychiatric Association in the DSM-IV (1994) defines three main
types of Attention Deficit Hyperactivity Disorder. Individuals can have predominately inattentive ADHD, predominately hyperactive-impulsive ADHD, or
combined type depending on the presenting symptoms (p. 83-85).
Inattention Hyperactivity-Impulsivity
Fails to give close attention to details
Difficulty sustaining attention in tasks
Does not seem to listen when spoken to directly
Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace
Often has difficulty organizing tasks and activities
Often loses things necessary for tasks or activities
Is often easily distracted
Often forgetful in daily activities
Hyperactivity
-often fidgets with hands or feet or squirms in seat
-often leaves seat in classroom or in other situations in which remaining seated is expected
-often runs about or climbs excessively
-often has difficulty playing or engaging in leisure activities
-often is “on the go” or as if “driven by a motor”
-talks excessively
Impulsivity
-often blurts out answers before questions are completed
-has difficulty awaiting turn
-interrupts or intrudes on others
Functional Differences
• Lower performance on timed tasks
• Slower reaction time
• Slower processing time
• Lower problem solving abilities
• Less fine motor control
• Less gross motor control
• Problems with inhibitions
Brain Structural Differences
• Smaller frontal lobe and right hemisphere is about 5% smaller than students who do not demonstrate ADHD symptoms.
Reasons ADHD Students Misbehave
1. Frustration because they have a different perception of the situation.
2. Lack of structure.
3. They act the role of being “bad.”
4. They don’t know how to ask to get what they need so they act out.
5. The classroom is full of distractions.
6. The child feels misunderstood.
7. Hunger.
8. They feel overwhelmed with tasks assigned.
9. They feel criticized.
10. They are stuck in the “victim cycle.”
Note: From Appelbaum Training Institute’s How to Handle the Hard-to-Handle Student Resource Handbook, (2005).
Distractibility=Curiosity
Impulsivity=Creativity
Hyperactivity=Energy
Stubbornness=Persistence
Inconsistency=Flashes of Brilliance
Intrusiveness=Eagerness
Disorganized=Spontaneous
Moodiness=Sensitivity
Instead of “What’s Wrong with this Kid” Let’s ask “What is Right?”
Think THIS: Not this:
Curious Distractible
Creative Impulsive
Energetic Hyperactive
Persistent Stubborn
Has Flashes of Brilliance Inconsistent
Eager Intrusive
Spontaneous Disorganized
Sensitive Moody
Not a Behavior Disorder
What Are Executive Functions?
• An executive function is “a neuropsychological concept referring to the cognitive processes required to plan and direct activities, including task initiation and follow through, working memory, sustained attention, performance monitoring, inhibition of impulses, and goal-directed persistence.” (Dawson & Guare, 2004, p. vii)
Why Are Executive Functions Important?
• These skills allow us to “organize our behavior over time and override immediate demands in favor of longer-term goals” (Dawson & Guare, 2004, p. 1).
• They also allow for the management of emotions and effective thought monitoring.
• Children with problems in a particular executive function area have a deficit in that skill area.
Executive Functioning
• Self Restraint-Mind’s Breaks-Pausing
• Self-Awareness-Mind’s Mirror- Paying attention
• Engaging in visual Imagery – Mind’s Eye- Pinpointing
• Self-talk- Mind’s Voice- Processing
• Regulate emotions- Mind’s Heart- Processing and Pinpointing
• Manipulate Mental Information- Mind’s Playground- Planning and Proliferating
What Are The Intervention Areas?
• Educational Accommodations
– Executive Functioning Deficits
– Classroom Interventions
• Promoting Appropriate Behavior
• Medication Options
– Stimulant Medication
– Medication and Side Effects
We do not have the power to “control”
behavior, but we do have the power to
establish the climate.
The only absolute rule about
behavior management:
Belittlement has no place in
any educator’s repertoire.
Most of these strategies are for the whole class. We must have the foundation in place for
everyone before we start addressing individual supports.
Structure
and
Organization
Visual
Daily
Schedule
Attention Signal
Visual
Auditory
Keep hands, feet, and objects to yourself
Be on task during all work times
Follow teachers directions 1st time you are asked
Student
Work
Help
Activity
Movement
Participation
Observe Student Behavior
Interact Positively
Positive Feedback
• Accurate
• Specific and Descriptive
• Contingent
• Age Appropriate
• Fits Your Personal Style
Enthusiasm
Non-contingent Attention
Correcting Student
Behavior
Fluently
Calmly
Consistently
Briefly
101 ADDITIONAL Strategies for Classroom Management of ADHD
(or maybe 30ish)
• Display classroom rules and refer to them often!
Concise Instructions for Academic Assignments- posted!
Break up activities
• Complex assignments into smaller parts.
Give student an individual visual schedule
• On the child's desk.
• Have them mark of activities as they complete them.
Kinesthetic Activities
Connect visual and auditory • Take an ordinary rubber ball and
a permanent marking pen.
• Divide the ball into sections.
• Write questions all over the ball.
• The students toss the ball and where their right thumb lands- that is the question they must answer.
• The child can “phone” a friend if needed.
• The student then chooses to toss the ball to someone else.
Break Up Direct Teach with Movement
Opportunity to Respond every 60 seconds
Watch for fatigue
• Send on an errand if they look like they are straining.
• It is very hard work to read something three times and still not know what you read.
• Be their fidget monitor
Preferred Seating
The Hula Hoop Strategy for Circle Time
Begin Work Cues
Secret Off Task Signal
Student Reward System
Strategic Teacher Attention
Assign tutors
• Pair students who have patience and social skills to be their academic partner.
Make lessons very clear
Lots of Visuals
Play beat the clock
Use behavioral contracts
Use sticker charts
Provide study carrels or private offices
Allow students to move around
Put luggage tags on book bag to remind students of what to bring
home
Put sponges or mouse pads on desks for students who like to tap
Glue or tape various textures under desk for tactile stimulation
Use picture mats or file folders cut into thirds to chunk assignments
First Second Third
Provide headphones for students to use
Use manipulatives such as Koosh balls or hand exercisers for students
Remember it’s a marathon!
vs
Questions
Janice Burch Education Specialist
Academic Services
5701 Springdale Road
Austin, Texas 78723
http://www.esc13.net
512.919.5152
Fax: 512.919.5215