Presented by the

National Resource Center on ADHD

Sandra Rief, MA

Author of

How to Reach & Teach

Children with ADD/ADHD

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Sandra Rief, MA

Author of

How to Reach & Teach

Children with ADD/ADHD

Disclaimer: The information provided here is supported by Cooperative Agreement Number 1U84DD001049-01 from the Centers

for Disease Control and Prevention (CDC). The Ask the Expert webinars’ contents are solely the responsibility of the invited guest

Expert and do not necessarily represent the official views of CDC. Neither CHADD, the National Resource Center on ADHD, nor

the CDC endorses, supports, represents or guarantees the accuracy of any material or content presented in the Ask the Expert

webinars, nor endorses any opinions expressed in any material or content of the webinars. CHADD and the National Resource

Center on ADHD offer webinars for educational purposes only; the information presented should not be regarded as medical advice

or treatment information.

To Ask A Question:

Send us your feedback about today’s webinar! An email will arrive shortly with a link to take the survey.

Thank you for helping us plan future webinars that meet the interests of the ADHD community!

Sandra Rief, MA

Author of

How to Reach & Teach

Children with ADD/ADHD

A disorder in the development of the child’s

executive functions – the management functions of the brain.

EFs – the range of central control processes and self-regulating skills

• Behavioral inhibition

• Working memory

• Organizing, planning, and prioritizing

• Time awareness & management

• Arousal & Activation (initiation)

• Sustaining focus, alertness, and effort

• Goal-directed persistence

• Self-regulation of emotions & motivation

• Shifting/flexibility

• Self-monitoring, metacognition

Students with ADHD are approximately

30 percent delayed in their development

of executive functions.

Proactive classroom management…problem prevention

Very high rate and frequency of reinforcement

Engaging instruction and motivating lessons

Explicit teaching of EF skills

Scaffolds/Supports/ Accommodations

Teacher flexibility and willingness to put forth the extra time & effort

Communication, Collaboration, Teamwork

Keep in Mind… with ADHD

• Unable to sustain effort for long-term goals (need short term goals/rewards)

• It takes these kids much longer to complete homework and produce work

• High rate of coexisting conditions

• Academic impact

Directions: brief, written when possible, students repeat before beginning task

Frequent “check-ins” and feedback

Accessible materials

Instruction in short segments (e.g., teach, they

teach, teach)

Color highlighting key parts of task

Assign well-focused buddies/partners.

Providing a task card/checklist

Beat the clock challenges & incentives

Get them started, or reward starting right away.

Break the task down into smaller segments, checked after completion of each part.

Environmental Supports

• Preferential Seating (location & alternatives to

where and how they do work)

• Standing work stations

• Office area/study carrel, 2-desks

• Providing adaptive supports

• Auditory cues (e.g., chimes, class/yes!)

Nonverbal Cues & Visual Supports

Immediate feedback and reinforcement

(www.classdojo.com ) Exercise, movement breaks Cue cards on desk and private signals

(stop, think, make a good choice) Transition warnings and supports Cue and reinforce at “point of performance”

in all school settings Designated calming spot

Class Incentive Systems

• Earning minutes/time for desired activities

• Earning tokens (points, tickets, class $, links on chain, marbles, beads ) for class rewards

• Chart moves

• Lottery grid/Bingo

• Mystery motivator (flip a card)

• My point/your point

My goal is to earn at least ____ pluses (+) by the end of the day (or ___% of the

day showing great behavior and effort).

If I meet my goal, I will earn a reward/privilege of:

Times or

Subjects

No more than __ warning(s) No more than __ warning(s) No more than __warning(s)

+ - + - + -

+ - + - + -

+ - + - + -

+ - + - + -

+ - + - + -

+ - + - + -

+ - + - + -

+ - + - + -

+ - + - + -

+ - + - + -

+ - + - + -

_______________________

Teacher signature

_______________________

Parent/guardian signature

___________’S DAILY REPORT

S. Rief (2008). The ADD/ADHD Checklist, 2nd edition

On time to class

(Yes/No)

Homework turned in

(Yes/No)

Used class time

productively (Yes/No)

Followed class rules with

no more than 2 warnings

(Yes/No)

Minimum of _ yeses

required to earn____.

www.sandrarief.com

See www.sandrarief.com under Sandra’s Tips for more DRCs and other charts

Breaking lengthy or long term assignments down into small, manageable parts

Self-monitoring (recording progress with charts, graphs, checklists); self-evaluation using rubrics

Organization assistance and homework support/accommodations

Reading (active reading techniques and self-monitoring of comprehension, stop & process, focus aids, explicit strategy instruction)

Writing (organizers, rubrics, guided instruction, models, assistive tech & other tools)

Math (anchor charts and desk/notebook models,

memory aids, manipulatives, explicit modeling, frequent accuracy checks and feedback)

http://coe.jmu.edu/LearningToolbox/strategies.html (James Madison University Special Education site of learning strategies for middle and high school students with ADHD & LD to become more effective learners)

http://iris.peabody.vanderbilt.edu (The IRIS Center: Free on-line interactive resources that translate research about educating students with disabilities into practice. Very valuable resource!)

http://www.sandrarief.com/great-educational-resources-online-apps-software-for-kids

(list of resources for strengthening students’ skills in academic areas and more)

www.interventioncentral.org (lots of instructional interventions and strategies)

www.fcrr.org (Florida Center for Reading Research)

www.whatworks.ed.gov What Works Clearinghouse of the Institute for Education Sciences in the U.S. Dept. of Education

www.ku-crl.org (The University of Kansas Center for Research on Learning)

www.readwritethink.org (affiliated with International Reading Association has lots of good resources)

www.readingrockets.org (a national multimedia literacy initiative offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help. Great research-based strategies)

www.centeroninstruction.org The Center on Instruction for K-8 interventions. Excellent resource.

www.k8accesscenter.org The Access Center funded by OSEP to improve outcomes for elementary and middle school students with disabilities

http://cehs.unl.edu/csi/index.shtml University of Nebraska-Lincoln Cognitive Strategy Instruction. Great cognitive strategies in reading, writing, math, & study skills)

http://www.rti4success.org/ Center on Response to Intervention (at American Institutes for Research).

www.wholebrainteaching.com (Chris Biffle’s site – a lot of “brain friendly” teaching strategies)

www.nancyfetzer.com (Nancy Fetzer Literacy Connections –view some of her free videos demonstrating lots of engaging instructional techniques, and academic scaffolding)

http://pinterest.com/sandrarief.com (Lots of strategies for reading, writing, math, organization, etc.)

www.sandrarief.com (my blogs, articles, tools, resources for teachers and parents)

http://www.pinterest.com/sandrarief (PBIS, Class Behavior Management, Brain breaks, Self-regulation, Class Organization)

http://ccf.buffalo.edu/pdf/school_daily_report_card.pdf (12 page packet on how to establish & trouble-shoot a Home/School Daily Report Card, developed by Dr. William Pelham, Jr., et al. at Center for Children & Families, University at Buffalo)

www.pbis.org The OSEP Technical Assistance Center of Positive Behavioral Interventions and Supports (and any of the state PBIS websites)

www.interventioncentral.org (Jim Wright’s website – great resource)

www.specialconnections.ku.edu (Univ. of Kansas’ site great site for research-validated strategies to help kids with special needs in general education classrooms.

www.newmanagement.com (Rick Morris’ website – lots of practical strategies for the classroom)

www.FreePrintableBehaviorCharts.com (useful information and behavioral tools)

http://ClassDojo.com – great free resource for behavior tracking and providing immediate reinforcement/feedback points to individual students, groups, or whole class electronically in real time (1 click via your smartphone, iPad, laptp)

http://www.chartjungle.com/behavior.html

http://www.kidpointz.com - free behavioral charts, tools, etc.

To Ask A Question:

Sandra Rief, MA

Author of

How to Reach & Teach

Children with ADD/ADHD

Register now for our March Ask the Expert Webinars featuring Thomas E. Brown, PhD, and Russell J. Barkley, PhD, ADHD, researchers and authors!

Thomas E. Brown, PhD

Emotions and

Motivation in ADHD

Wednesday, March 12, 3 PM

(Eastern)

Russell J. Barkley, PhD

How ADHD Impairs

Major Life Activities

Wednesday, March 26, 3 PM

(Eastern)

www.Help4ADHD.org 800.233.4050

The information provided in this episode of Ask the Expert is supported by Cooperative Agreement Number 1U84DD001049-01

from the Centers for Disease Control and Prevention (CDC). The Ask the Expert webinars’ contents are solely the responsibility of the invited guest Expert and do not necessarily represent the official

views of CDC. Neither CHADD and the National Resource Center on ADHD, nor the CDC endorses, supports, represents or guarantees the accuracy of any material or content presented in the Ask the

Expert webinars, nor endorses any opinions expressed in any material or content of the webinars. CHADD and the National

Resource Center on ADHD offer webinars for educational purposes only; the information presented should not be regarded as medical

advice or treatment information.