Creating an ADD- Friendly Classroom. Kathleen Nadeau, Ph.D.

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1 Creating an ADD- Friendly Classroom Kathleen Nadeau, Ph.D.

2 Presentation Overview How ADHD affects students What to look for in the classroom Description of an ADD-Friendly best practices ADD-friendly classroom techniques

3 We now know that ADHD affects many systems: Attention systems Control/decision-making functions Arousal system Time awareness system Memory functions

4 Attention System- Three separate systems 1- focused on external stimuli distractibility 2- focused on internal thoughts/memories - daydreaming 3- control and decision-making system mediates between internal and external attentional systems

5 ADHD is NOT short attention span, but A dysregulated attention system including : Patterns of hyper-focus Less control re shifting focus Difficulty with voluntary control of focus

6 ADHD affects Control/Decision-making functions Prefrontal lobes are last part of brain to develop ADHD symptoms can mimic immaturity

7 ADHD affects the brain s arousal system Reticular Activating System Dysregulated arousal system can cause 1) hyperactivity, 2) hypoactivity, or 3) a combination of both

8 ADHD Affects the brain s TIME AWARENESS system Time awareness functions located in the basal ganglia and parietal lobe Basal ganglia differences found in ADHD Poor time awareness affects all aspects of planning and functioning

9 ADHD affects Memory System in the Brain WORKING MEMORY directions, multi-step tasks FORGETFULNESS lack of awareness, events don t register PROSPECTIVE MEMORY remembering to perform an action in the future without reminder

10 Frontal Lobes: The Brain s Executive Associate Organize Plan Initiate Monitor Compare Follow-through Evaluate Modify (selfregulate)

11 What does Inattentive ADD look like in the Classroom? Messiness, disorganization, forgetfulness Often doesn t finish assignments Off-course when called upon More frequent teacher questions Poor test performance compared to inclass work

13 Inattentive Type - continued Withdrawn in class (shy, quiet) Somatic complaints, frequent absences Disheveled appearance Often loses personal items Trouble following multi-step directions Careless errors Problems with mechanics of writing

14 ADHD, Combined type girls in the Classroom Hyper-social or hyper-talkative Loses temper easily - verbal aggression toward peers Generally compliant toward rules (girls) Shows minor ADHD patterns - fidgeting, frequent teacher solicitation, messiness

15 Combined type girls, Blames others (cont d) Unaware of affect on others Rushes through assignments with careless errors Misreads directions Chews fingers, twirls hair, taps pencil Frequently interrupts

17 Typical classroom behaviors for Combined type boys Not as motivated to please teacher Out of seat behavior/restless, fidgets Openly bored, looks for ways to amuse himself Class clown looks for laughs from fellow students Very hard to stick with demanding task for more than a few minutes

19 Why (High) School is So ADD- Unfriendly Fatigue - sleep deprivation Boredom - little choice of classes Demand for prolonged concentration Little opportunity for movement Distracting environment Requires lots of memory, organization

20 ADD-unfriendly Practices Believes ADD is an excuse. Yells, loses temper, intimidates Rigid and inflexible teaching style Lessons that are repetitive, noninteractive, not creative Disorganized classroom routines Refuses to remind or set up visual cues in the classroom.

21 More ADD-unfriendly practices Refuses to repeat if you d been listening you d know Tough-love approach to learning Believe that helping creates dependence Motivates through criticism rather than praise and encouragement

22 ADD-Friendly Teaching Excited about subject matter gets student excited Flexible - works with students to help them create niche environment Encourages rather than criticizes Sophisticated understanding of how ADHD affects wide range of brain functions Organized and clear course requirements

23 An ADD-Friendly Teaching Teaching style is fun, engaging, interactive Problem-solves with student to create accommodations (verbal cues, in-box, squish ball, doodling) Uses multiple modalities to teach all types of learners Allows students to select medium for projects (skits/plays, graphic, aural)

24 ADD-Friendly Teaching Structure - teach use of day planners Reminders - re homework, quizzes, etc Active/interactive learning; highresponse opportunities Make it relevant to real life Using internet/ to be ADD friendly Check assignments/turn in assignments on internet Mind-mapping training Multi-sensory methods

25 Addressing ADHD in the Early Grades Restlessness/hyperactivity Don t remove recess as a punishment Find acceptable ways for children to move within the classroom Fidget objects that don t distract others Permission to stand at times Balance ball seating or wiggle pads

26 Classroom Calm Down Lower the lights Exercises Cue mood with music play same calm pleasant music cues children to engage in calm down activity Place heads on arms on desk, close eyes, lead class through short guided imagery exercise imagining a calm, peaceful place

27 Managing Restlessness in the Classroom Fidget objects, stretch bands, wiggle seats Maximize controlled movement in the classroom Allow work while standing Build in 3-minute movement exercises led by teacher between periods of concentrated learning Structure the day so that periods of concentration are followed by periods of creativity or movement.

28 Classroom Quiet Down Technique Speak in a softer and softer voice If you can hear me, touch your nose. Notice and verbally reward children that are listening Wonderful, Adam! Great listening, Lise.

29 Helping Young Students Transition to Next Activity Give TRANSITION WARNING in two minutes we ll stop. Use MUSICAL CUES for transitions Use ACTIVITY CHART at front of class ask for show of hands Who knows what activity comes next? Raise your hand when you have your materials out and ready. VERBALLY NAME AND PRAISE each child as he or she raises hand in readiness.

30 ADD-friendly Classroom Techniques STRESS Stress increases ADHD symptoms Stress often related to: Overwhelm Anxiety Fear of failure SOLUTION Teach relaxation and focus techniques begin day with class-wide relaxation and focusing exercise Research supports class-wide mindfulness meditation training

31 ADD-friendly Classroom Cognitive Fatigue Cognitive fatigue related to prolonged Concentration Decision-making Problem-solving Technique Solutions Green Break - Research shows that exposure to nature refreshes the brain and decreases ADHD symptoms Snacks to raise blood glucose levels Exercise

32 ADHD-friendly Classroom Technique Poor impulse control Self-discipline more difficult and tiring 1) harder to maintain effort 2) harder to resist temptations Solutions Self-control exercises Set reachable goals Remove temptations Frequent breaks More structure and oversight

33 Classroom Games to Increase Self-Control FREEZE play music, everyone freezes when the music stops, child must sit down if he moves. Last one standing wins. MOTHER MAY I? Teaches children not to follow initial impulse and ask for permission before acting. Fun because children are giving the orders. TALKING STICK group activities in which the only one that may talk is the one holding the talking stick.

34 Adding Interest to Learning Activities PASS THE BALL student with ball tosses ball to another student who is the next one to answer a question from the teacher. TEAM PLAY Boys with ADHD tendencies often more engaged when an academic activity is competitive

35 GIVING CHOICES Allows choices so that students can learn skills while focusing on areas of interests Choices of reading assignments that appeal to the child.

36 Awareness of Brainbased challenges Emphasizes areas of strength Aware of developmental lags in younger children Allows gifted children to move ahead w/o emphasizing areas of weakness (handwriting, spelling, careless errors)

37 ADD-friendly Classroom Technique Restlessness Students with ADHD have great need for both minor and major motor movement Solutions Fidget objects Desks that allow variety of positions Opportunities for movement within classroom Exercise breaks

38 ADD-friendly Classroom Technique Aerobic Exercise 1) Calms the brain 2) Increases focus 3) Enhances ability to learn Spark by John Ratey, MD

39 ADD-friendly Classroom Technique Build green breaks into the day research shows that exposure to the green of nature directly helps to reduce ADHD symptoms.

40 ADD-friendly Classroom Technique Use friendly competition as a motivator to get it done, make it fun! Good technique for memorization of math facts

41 ADD-friendly Classroom Technique Teach organizing skills on a daily basis. Give each student a day planner and then train them to use it throughout the day, each day. Tie new habits to existing ones. Habits require less brain energy!

42 ADD-friendly Classroom Technique Make teaching highly relevant to the real world outside of class. Use role playing and peer feedback to keep students actively engaged

43 ADD-friendly Classroom Technique Use positive motivators rather than negative ones (gold stars instead of demerits) Make rewards appealing and as immediate as possible build in daily as well as weekly rewards for desired behaviors

44 ADD-friendly Classroom Technique Teach strategies Then provide structure and support to use strategies successfully Buddy system for interactive learning Accountability

45 ADD-friendly Schools Provide Ability to turn in homework online Online support Homework Notes Outlines

46 How does ADHD affect Writing? Planning and organization (topic, ideas, sequence, structure of genre) Divergent thinking ideas not linear Memory (working and long term) Self-monitoring (make sense? enough detail?) Editing (revision, proofreading) Speed of written output and production

47 ADHD-friendly Written Language Strategies Use organizers for all written assignment planning Provide models for all written assignments Instruct through modeled and guided writing Editing assistance

48 A Minus in School/ - Can t sit still - Distractible/Can t Focus - Talks in class - Wastes time-games and TV - Oppositional - Impulsive - Listening/reading difficult for learning - Doesn t complete projects - Daydreams A Plus in Life + Energy & Drive + Notices everything + Good sales skills + Can hyper-focus on projects that interest him + Knows his own mind + Able to act quickly + Learns through experience + Good at start-up projects + Many creative ideas

49 Kathleen G. Nadeau, Ph.D. Director Chesapeake ADHD Center Of Maryland Silver Spring/Annapolis

Checklist for Executive Function Skills Elementary Level

Checklist for Executive Function Skills Elementary Level The following is a list of Executive Function Skills. These are abilities that allow a student to be successful. Please mark any of the behaviors