ADD ADHD PP

8/2/2019 ADD ADHD PP

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I have come to a frightening conclusionThat I am the decisive element in the classroom.

Its my personal approach that creates the climate.Its my daily mood that makes the weather.

As a teacher, I possess a tremendous powerTo make a childs life miserable or joyous.

I can be a tool of tortureOr an instrument of inspiration.I can humiliate or humor, hurt or heal.

In all situations, it is my response

That decides whether a crisis will be escalated or de-escalatedAnd a child humanized or dehumanized.

-Haim Ginott


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Effective

Strategies forStudents with

ADD / ADHDDanette Sack

American School of The [email protected]


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Characteristics of students with ADD / ADHD canvary greatly

A diagnosis does not dictate a specific response

from teachers

ADD / ADHD is different from a learning disability

it does not effect one area, but all areas of thechilds life


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The variety of behaviors associated withADD / ADHD can make it difficult to knowwhere to start!

Therefore, a systematic approach to

behavioral interventions helps both theteacher and the student


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Effective Problem Solving


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Isolate Problem Behaviors

Limit your problem solving to behaviorsthat interfere with a students academic

achievement or disrupt the ability ofothers to do their work.

Example: Jason calls out when I amgiving directions to the whole class.


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Analyze the BehaviorAntecedent-Behavior-Consequence (ABC) Analysis

When and where does the behavior takeplace and what typically happens as a

result?


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Determine the Function of the

Behavior

Behavior that is repeated generally servessome function. It might not be socially

acceptable or expedient, but it does helpthe student meet a perceived need.

Students may have considerable insight

as to why they act in certain ways. Talk tothe student!


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Example: Jasons questions usually comeup when he misses some piece ofinformation. I spoke to him privately andasked him why he does not wait until Imfinished with my instructions to ask a

question like everyone else. He said itshard for him to focus because hesworried about what he missed. He thinksthat if he waits, hell forget his question. I

determine that when he calls out, he isalleviating his anxiety and getting thehelp he needs.


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By examining the antecedents and

consequences of the behavior, a teachermay find ways to reduce the frequency ofthe behavior.

Changes in the environment may reducethe students need for the behavior.

Changing the response to the behavior

may make it less effective in meeting theperceived need.


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Example: After talking to Jason, I realizedthat I could easily record the steps to be

done on the board as I give instructions.This way he wont get lost so often. Whenhe does call out, I need to make sure thatI dont answer his question immediately

(delay gratification).


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Formulate a Replacement

Behavior

Ideally, the replacement behavior shouldserve the same function as the problem

behavior while allowing the student tobenefit from instruction.

Be positive. Spell out what the child WILLdo rather than what he wont do.


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Example: Jason should write down hisquestion or a word to remind him of his

question so hell be able to ask when Ifinish with the instructions. This doesntmeet his need as quickly as before but ifhe knows I will answer his question later, it

may reduce his anxiety.


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Punishment, or negative reinforcement,while perhaps immediately effective, isoften counterproductive in the long run.

It works only to suppress problembehaviors.

The net result is stifling to the student

rather than empowering.


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Teach and Reinforce the

Replacement Behavior

Be explicit, concise, and consistent. It maybe necessary to break the desiredbehavior into smaller, manageablepieces, building up to it in realisticincrements.


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Example: When Jason enters class, Iremind him to put a piece of scratchpaper and a pencil on his desk. I remindhim of the strategy we discussed. When

he raises his hand and calls out, I hold upmy hand signaling him to wait, make eyecontact, and point to his paper. WhenIve finished with instructions, I walk by hisdesk to make sure he understands what

hesrequired to do.


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Reflect on the Progress

Exercise patience while recognizing that

there is a certain degree of trial and errorinherent in this process.


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Example: For the first week, Jasoncontinued to call out. I no longer

answered his questions right away, so hewould get frustrated and sigh audibly.We had to work on getting him to writedown useful words quickly, but he

eventually became efficient. As we bothgot used to the system, I found that Icould walk by his desk and read what hehad written. Often, I was able toanticipate his question and answer it as Icontinued with the rest of the class. Aftera month, it was rarely necessary for me toconfer with him individually to clarifydirections.


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COGNITIVE INTERVENTIONS

Teach the student to THINK differently,

therefore, he BEHAVES differently.

These are effective and long lasting.

Students may not respond immediately, sobe patient!


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Examples:

Memory strategies

Self-monitoring strategies (checklists,behavior plans)


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Behavior contracts

Mnemonics, acronyms, memory shortcuts,role-playing

Cooperative learning: assign roles,provide input regarding interaction withinthe group

Social skills training: use teachablemoments


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Teach study & organizational skills

Provide computer / keyboardinginstructions

Provide student insight into his learningstyle and teach to his strengths

Teach time management strategies: usecalendars, reminder techniques


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ENVIRONMENTAL

MANAGEMENT INTERVENTIONS

These manipulate the environment to

promote success.

They are effective and temporary.

Teachers can judge the effectivenessimmediately.


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Examples:

Establish consistent routines

Allow movement

Use special signals


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Use positive reinforcement

Teach your rules: they are few, clear, andcomprehensive; explain the rationale for yourrules; make them visible in the classroom

Impose clear consequences for not following therules

Employ time outs: these are often needed to helpstudents regain self-control

Monitor homework carefully: communicate withparents, give consistent feedback


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Reduce workload

Utilize non-verbal signals agreed upon by you andthe student in advance

Use proximity

Provide different seating arrangements

Allow for appropriate movement


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Intervention List


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ABCs of Andy


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Turn to a partner

Describe two cognitive interventionsand

two environmental managementinterventions you might recommend to theteacher.


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Ideal Classroom for Students

with ADD / ADHD

Structured routines in place

Organized classroom environment

Positive feedback is frequent andimmediate

Immediate consequences for non-compliant behavior implemented

Teacher proximity is used


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Minor disruptions are ignored

Materials are appropriately leveled

Assignments are brief or chunked

Tasks are mixed interest and level

Multisensory teaching methods are used


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Transitions are supervised

Problems are anticipated

Communication with parents is frequent

Study skills teaching is part of the dailycurriculum

Movement is allowed


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Standing

desks


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Exercise

Balls


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ABC for FitnessSports Galore

Shooting a jump shot

Batting a baseball

Serving a tennis ball

Downhill skiing Spiking a volleyball

Swinging a golf club

Throwing a football

Juggling a soccer ball

Shooting an arrow

Swimming underwater


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Teacher Donts

Dontassume the student is lazy.

Dont be fooled by inconsistency.Students with ADD / ADHD can do thework one day. The next day they maynot.

Dont give up on a student. Thesechildren need your persistence and beliefin their ability in order to succeed.


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Dont give up on behavior modificationtechniques. They take time!

Dont forget to talk to others. Networkingwith other professionals eases your load.

Dont forget to involve parents. Besensitive to their frustrations and fears.

Dont be afraid to adapt, provideaccommodations, and alter assignmentsfor students as needed. It is okay and fairto provide accommodations for studentswith special needs.


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On Your Post it Note

Write one thing you could take away from

today and implement on Monday.

If you would like presentation/documents,

please write your email on a post-it note

Documents

ADD ADHD PP