-A set of behavioural symptoms that can be highly disruptive to both the home life and the classroom endeavours of a child.

-Behaviours typically include:

-Inability to attend to task

-Over-activity

-Impulsive actions (may not be situation appropriate)

Relevant articles and literature

o Copious amounts of information in libraries and online

o Book: “Understanding ADHD: A Practical Guide for Teachers and Parents

o “The Anthology of Social Studies” text

Social difficulties are extremely common in ADHD children, as a result, are often are misplaced from the classroom community

ADHD students are more likely to be socially rejected

and have difficulties with their peers The symptoms of ADHD make it difficult for effective

functioning with peers Limited opportunity to acquire social cues and social skills

(inattentiveness) Unrestrained overbearing social behaviour (hyperactivity and

impulsivity) Rejection and exclusion result (=MORE disruptive, negative

and aggressive behaviours)

For students already ADHD diagnosed – especially important to keep behaviour logs to determine progress (social individual behaviours)

Have behaviour checklists accessible during the day (handout example)

It is a good idea for teachers to keep logs of undiagnosed children with ongoing behaviour issues When and if it comes time for a diagnosis, a log is very helpful

for identification of a ‘problem’ and intervention planning

Teach problem solving skills through questioning to help self-regulate behaviour

*Note* - ADHD children require immediate feedback and structure

Questioning – get the child to think and answer for him/herself when reflecting on a bad choice “Where is a different place you can put your hands so they

don’t touch the things on the table until they’re supposed to”? (reminder: “Do you remember where you decided to put your hands...”?)

When used consistently, this will help planning skills, flexibility of thinking and use of verbal mediation to self-regulate behaviour

Teach social skills Take advantage of teachable moments when observing

inappropriate behaviour Talk about the feelings of the other person/people Positive reinforcement (who is modelling correct behaviour) and

frequently review expectations

Teach social skills the same as academics - using effective instructional strategies and practice! Try to teach IN CONTEXT – use a ‘teachable moment’

Role play positive behaviours – give “scenarios” to act out appropriate responses

Also use non-examples (demo inappropriate responses)

Self-monitoring (ex: create a chart) Best to scaffold this process by first doing it WITH the students

then use discretion for when they are ready

It is essential to have all students feel safe to express themselves, agree and disagree with each other!

Get to know each other “My favourite things” share out

“Me bag” – bring in a paper bag with 5 things that tell a little about themselves

“Find someone who....” game

Accept each other Promote RESPECT always – class rules – zero

tolerance & consistency!

Talk about emotions – reveal your own and describe how you deal with you own feelings

Be an active listener & teach students how to listen and respond to each other

Talk privately with students who need redirection (particularly ADHD students) Lets students know there are calm, respectful ways of

addressing problematic issues

Seating arrangements – U-Shape, groups, etc.

Allow students time to share (get to know each other)

Hold class meetings to discuss issues Each student write question or concern to share with the

group. Class talks through it collectively.

Collectively write and post classroom rules and goals to create a community Posted in closer proximity to the student with ADHD

Give praise when following the rules

Token system

First, it is important to identify and note the behavioural tendencies & social interactions of the

child Ex: Over-reacting to peer comments (In what circumstances? How

do they respond?), plays alone at centers, calls out, etc.

Create a ‘self-assessment’ sheet for the ADHD student to monitor their own behaviour.

Behavioural contracts may also provide incentive

for the student to regulate their behaviour “When I don’t feel like doing my work I will remember

to....and I will....”

Keep track of student work habits and marks to see if the techniques are helping the student stay on task and advance socially and behaviourally

Keep a folder of all logs and behaviour sheets from both student AND teacher

Using the evidence of academic progress (work completion/marks/work habits) and behaviour progress (frequency of events, self-regulation, etc.), teachers can use their discretion of whether or not the student has made advancements in these areas

In terms of “classroom community”, teachers can observe the progress of peer interactions to identify if the ADHD student is more socially developed and accepted.

When an ADHD student is medicated, does this effect their decision making abilities?

Will this increase their success?

How will I know if a student is over medicated, and what are the affects?

Under medicated?

Can these techniques be extended to all children with behavioural problems?