ADHD Best Strategies 2018

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Joshua Brooks
5 years ago
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1 ADHD Best Strategies 2018 Positive Difference PD for Educators Mary Fowler 1

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3 Average attention span 3

4 CORE SYMPTOMS ATTENTION Off-task focus Distractibility/daydreaming Disorganization Academic performance problems IMPULSIVE/HYPERACTIVE Difficulty waiting Rushing Careless errors KEY BRAIN NETWORKS 750 child/adol 275 DX ADHD 481 no ADHD Neural networks identified linked to behaviors that are symptoms of ADHD Slower to mature ADHD May explain why some grow out 4

5 ADHD A Point of Performance Problem Doing what you are supposed to be doing When you are supposed to be doing it In the way you are supposed to be doing it To achieve a goal or objective 5

6 DSM 5 Minimal Signs IMPROVEMENT SHOWN: Receiving frequent rewards Under close supervision Novel setting Interesting activities One-to-one External stimulation (electronic screens) 6

7 ADHD & Attention I m not inattentive. You re just boring. Thom Hartmann ADHD IS NOT A PROBLEM OF NO ATTENTION! HOW MUCH HOW LONG UNDER WHAT CIRCUMSTANCES 7

8 ADHD Instructional Flow 3-5 HW, do now, prime 5-12 min task 2 min movement 2 min movement Instruction 12 min 12 min task 3-5 review 3-5 organize 8

9 Begin Tasks-- Salience Increase Salience Add Novelty Add Stimulation Allow Choice Alternate High/Low Interest Tasks Reduce Repetition Authentic ME ness personal relevance WE ness meaning & purpose CHANGE IS INTERESTING 9

10 Begin Tasks--Structure Increase Prompt for directions Point out structure Micro-size chunk Color Code Magnify Reduce Direct Attention How many, find, track, listen for, count Simplify Reduce non-relevant 10

11 Stay on Task How do we decrease length? How do we increase novelty? 11

12 Working w Fidgets Tool integrate into daily routine. Use habit done without thinking. (ball, tred desk ) Provide opportunities to stand, stretch, take a walk. 12

13 Complete Task Bring interests into tasks Allow alternate response modes Computer, voice record, Drawings, collages, graphs Alternate difficulty REDIRECT 10 CUES TO CALL BACK 13

14 Hand in Tasks TPS: Answer A or B. A. If handing in tasks is a problem, what needs to be done? B. For the divergent thinkers, what do black holes and handing in tasks have in common? 14

15 Disorganization PROBLEMS Their Stuff Backpacks, Notebooks Desks, Cubbies, Lockers Their Work Thoughts, Ideas, Details Prioritizing Writing STRATEGIES Time to organize Color code Daily stuff check Designated hand in place no-brainers routines & habits CUE Procedures Rubrics, Mind Maps 15

16 ADHD Impacts Reading May miss factual content. May miss causal connections. Lose their place. Takes more mental energy. May confuse interesting w important. Get bored. Rush through. 16

17 Reading Increasing Interest Add Structure 17

18 Selecting What to do! Magnify! Reduce! Direct attention listen for, find, track, how many Color! 18

19 Deciding What s Important Important things to know about Interesting but not important 19

20 MATH PROBLEMS Math facts Slow retrieval Poor handwriting Weak visual perceptual- Column alignment, carrying #s Poor sequencing REMEDIES Calculators Sample problems List steps Paired-learning Laminate important math facts Graph paper Color code key operations Formula word banks 20

21 Writing Strategies Statement of main idea Evidence (text or research) Explain POW RAFAFAH (Self-Regulated Strategy Development/Harris &Graham) 21

22 I CAME TODAY TO CROSS THE SWAMP, NOT WRESTLE W ALLIGATORS. NASA EMPLOYEE 22

23 The desired outcome? Manage ADHD Like an Executive Coach The problem that needs to be solved? Something I can help with? IDENTIFY the actionable information. 23

24 WHAT WHEN WHERE HOW OFTEN SPECIAL CIRCUMSTANCES A PROBLEM WELL DEFINED IS A PROBLEM WELL SOLVED. 24

25 PINT Problem Homework What is the target goal? What do you want the student to do? Define with actionable information. Intervention Design strategies, cues to use, monitor methods Notice What works, what s not working Tweak or Reassess 25

26 When-Then Goals Implementation Intention Plus Action 1. IDENTIFY the goal desired outcome. 2. WHEN-THEN format (When X then Y) When the teacher is giving directions, then I will listen. 3. ADD ACTION Hands on my desk, lean forward, track teacher, ask questions. 26

27 APPS & Technology Target goal Hope to Accomplish? Review APP Experiment (keep it simple and small) Will it work for student? What does the student say? Google classroom? Chrome books? 27

28 Common Good Strategies Make it interesting. Add novelty Build in distractions Emphasize relevant & whole picture Reduce repetition Fidget to focus Add stimulation to tasks Something to do while waiting Cue-less, not clueless Giving directions Time/task management Manage Frustration 28

29 Helping Add Stim to Tasks Personal interest Authentic Strength-based 29

30 Difficulty Waiting Managed by the Moment Causes Academic Performance Problems Accuracy Productivity Causes Off-task Behavior 30

31 Difficulty Waiting Strategies Give substitute verbal or motor responses. Continue on easier parts Underline or rewrite directions Highlight w colored markers Encourage doodling or playing with fidget to focus manipulatives Encourage note taking Reward intervals of waiting 31

32 Visual notetaking Sherrill Knezel k-12 art and graphic educator BOOK Sketchnote Handbook Mike Rohde 32

33 BE THE POSITIVE DIFFERENCE! I WILL ACT AS THOUGH WHAT I DO MAKES A DIFFERENCE. 33

ADHD Ginna Clute, M.Ed CharlotteCountry Day School

ADHD Ginna Clute, M.Ed CharlotteCountry Day School Activity http://www.pbs.org/wgbh/misunderstoodminds/experiences/attexp1a.html reading TYPES OF ADHD Predominantly Inattentive Presentation Predominantly