Focus! Helping the Distracted/Hyperactive Child in Your Classroom. Muriel K. Rand The Positive Classroom

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1 Focus! Helping the Distracted/Hyperactive Child in Your Classroom Muriel K. Rand The Positive Classroom

2 The Challenge

3 Why is Self-Control So Important for School Success?

4 The Marshmallow Test

5 What Matters for School Success?

6 Children Who Resisted Were More socially competent More personally effective More self-assertive Better able to cope with life s frustrations Less likely to go to pieces under stress

7 Children Who Resisted Were Less likely to become disorganized under pressure More persistent in the face of difficulties More self-reliant and confident More trustworthy and dependable More initiating and motivated with projects

8 Children Who Resisted Were Still able to delay gratification in pursuit of goals More academically successful Better at concentration, planning More eager to learn Earned 210 points higher scores on SATs

9 Think of a child in your program that you are concerned about? Write a few phrases to describe this child s behaviors

10 What is ADHD?

11 Inattention Often fails to give close attention to details or makes careless mistakes Often has trouble holding attention on tasks or play activities. Often does not seem to listen when spoken to directly.

12 Inattention Often does not follow through on instructions and fails to finish tasks Often has trouble organizing tasks and activities. Often avoids tasks that require mental effort over a long period of time

13 Inattention Often loses things necessary for tasks and activities Is often easily distracted Is often forgetful in daily activities.

14 Hyperactivity Often fidgets with or taps hands or feet, or squirms in seat. Often leaves seat in situations when remaining seated is expected. Often runs about or climbs in situations where it is not appropriate

15 Hyperactivity Often unable to play or take part in leisure activities quietly. Is often "on the go" acting as if "driven by a motor". Often talks excessively. Often blurts out an answer before a question has been completed.

16 Hyperactivity Often has trouble waiting his/her turn. Often interrupts or intrudes on others (e.g., butts into conversations or games)

17 Developmental Issues What is typical preschool behavior?

18 Executive Functioning Prefrontal Cortex of the Brain Mental control and self-regulation Control Impulses and Emotions Planning and Organizing Working Memory Self-Monitoring

19 How do we help children with ADHD?

20 1. Stable Classroom Management

21 Teaching Procedures Clearly Interactive Modeling Explain Purpose Model Have children notice All children practice Give positive feedback Video Clips: Using Scissors Safely Morning Greeting

22 Building Community Develop strong relationships with children Help children develop strong relationships with each other

23 Engage Children in Learning Active Learning Choices Structured Play Planning

24 2. Adapt the Environment

25 Visual Cues:

26 Visual Cues

27 Visual Cues

28 First/Then Boards Visual Schedules

29 Routine Cards

30 Individual Seating

31 Individual Work Spaces

32 Lining Up

33 Adapt Transitions Transition child before or after others Use timer to prepare child for transition Give extra time Assign transition buddy

34 Transition Preparation: Minute Glove

35 Cue Cards for Appropriate Behaviors

36 Cue Cards for Appropriate Behavior

37 Using Cue for Transition

38 Behavior Checklists

39 Reminder Strips

40 Visual Cues

41 Visual Prompts

42 Who s Next Cards

43 Environmental Support Seating Fidget Toys

44 Environmental Support Fidget Toys

45 3. Teach New Skills & Habits

46 Teaching Emotional Regulation Teaching Emotional Skills Emotional Vocabulary Pictures Check-in Board Bingo/Lotto/Dice games Puppets Books

47 Emotional Vocabulary

49 Emotional Vocabulary Center on the Social and Emotional Foundations of Early Learning Show Chart

50 Teaching Breathing for Emotional Control (Calming) Breathing Exercises Sniff the Flower and Blow Out the Candle Balloon Breathing: Three in and Three Out

51 Breathing Visual Cues

52 Breathing Visual Cues

53 Calming Choice Board

54 Teaching Self-Control

55 Self-Control Games Red Light Green Light

56 Self-Control Games Simon Says

57 Voice Self- Control Volume Meter

58 Teaching Control of Body

59 Practicing Control During Transitions

60 Yoga for Body & Breath Control

61 Teaching How to Focus Stillness Time/Meditation

73 Meditation to Teach Focusing

74 Building Stamina Increase length of focus/attention gradually Timers Stamina Charts

75 Stamina Chart

76 Putting It All Together

77 Teaching Good Choices

79 Teaching Solutions

80 Tucker Turtle Social Stories

85 Children s Literature

89 Summary 1. Establish Stable Classroom Management 2. Adapt the Environment to Support Behavior 3. Teach Self-Regulation Skills 1. Emotional Regulation 2. Body Control/ Impulse Control 3. Focusing

90 Resources Center on the Social & Emotional Foundations for Early Learning Feeling Chart Livespeaklove.com

Attention Deficit Hyperactive Disorder (ADHD)

E-Resource September, 2015 Attention Deficit Hyperactive Disorder (ADHD) Attention Deficit Hyperactivity Disorder (ADHD) is the most common childhood behavioral health concern noticed in primary care.