Strategies to Use with Your WHOLE Class to Benefit Your Students with ADHD. Presented by Janice Burch Education Specialist ESC Region 13 August 2014

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1 Strategies to Use with Your WHOLE Class to Benefit Your Students with ADHD Presented by Janice Burch Education Specialist ESC Region 13 August 2014

2 Have You Ever... Thought a child was lazy because they seemed to never start an assignment? Gotten mad at the child who kept getting out of their seat? Become so frustrated with the child in the back of the room banging his pencil on his desk over and over and over again? Reminded a child to bring home their book at least five times and then they still forget it? Been in the middle of a lesson when a child blurts out some random information irrelevant to the lesson? Had a child listen to you talk and then not know what you just said?

3 If You Answered Yes... You are not alone! Today, in every classroom across the country there are several students who are diagnosed with ADHD. It is vital for teachers to understand ADHD so you don t feel frustrated, upset, or defeated.

4 What would you do with this kid?

5 What would you do with this kid?

6 or these kids?

9 Statistics The Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (American Psychiatric Association, 1994; DSM-IV) shows that ADHD affects 3 to 5% of school aged children. This adds up to 1.46 to 2.46 million children in schools today (U.S. Department of Education, 2004). ADHD is the most commonly diagnosed childhood psychiatric disorder (Miernicki & Hukriede, 2004) 4 to 13% of the United States Population is affected by ADHD (Meaux, 1999) Boys are 4 to 9 times more likely to be diagnosed than girls (U.S. Department of Education, 2004). ¼ to 1/3 of ADHD students also have learning disabilities (U.S. Department of Education, 2004) Symptoms in a child may change as that child grows older but that does not mean that the child will grow out of their ADHD diagnosis (U.S. Department of Education, 2004). ADHD children are at higher risk for unintentional injuries, delinquency, and anti-social behavior (Meaux, 1999).

10 ADHD Myths Busted As published on ADDitude Magazine s website, these are the most common ADHD myths: #7: People with ADHD are stupid and lazy. #6: ADHD children on medication will abuse drugs as teenagers. #5: ADHD is the result of bad parenting. #4: ADHD affects only boys. #3: Children with ADHD often outgrow the condition. #2: Children given ADHD accommodations are given an unfair advantage. #1: ADHD is not a real medical disorder. From:

11 What is ADHD? The American Psychiatric Association in the DSM-IV (1994) defines three main types of Attention Deficit Hyperactivity Disorder. Individuals can have predominately inattentive ADHD, predominately hyperactive-impulsive ADHD, or combined type depending on the presenting symptoms (p ). Inattention Fails to give close attention to details Difficulty sustaining attention in tasks Does not seem to listen when spoken to directly Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace Often has difficulty organizing tasks and activities Often loses things necessary for tasks or activities Is often easily distracted Often forgetful in daily activities Hyperactivity Hyperactivity-Impulsivity -often fidgets with hands or feet or squirms in seat -often leaves seat in classroom or in other situations in which remaining seated is expected -often runs about or climbs excessively -often has difficulty playing or engaging in leisure activities -often is on the go or as if driven by a motor -talks excessively Impulsivity -often blurts out answers before questions are completed -has difficulty awaiting turn -interrupts or intrudes on others

12 Functional Differences Lower performance on timed tasks Slower reaction time Slower processing time Lower problem solving abilities Less fine motor control Less gross motor control Problems with inhibitions

13 Brain Structural Differences Smaller frontal lobe and right hemisphere is about 5% smaller than students who do not demonstrate ADHD symptoms.

14 Reasons ADHD Students Misbehave 1. Frustration because they have a different perception of the situation. 2. Lack of structure. 3. They act the role of being bad. 4. They don t know how to ask to get what they need so they act out. 5. The classroom is full of distractions. 6. The child feels misunderstood. 7. Hunger. 8. They feel overwhelmed with tasks assigned. 9. They feel criticized. 10. They are stuck in the victim cycle. Note: From Appelbaum Training Institute s How to Handle the Hard-to-Handle Student Resource Handbook, (2005).

16 Distractibility=Curiosity

17 Impulsivity=Creativity

18 Hyperactivity=Energy

19 Stubbornness=Persistence

20 Inconsistency=Flashes of Brilliance

21 Intrusiveness=Eagerness

22 Disorganized=Spontaneous

23 Moodiness=Sensitivity

24 Instead of What s Wrong with this Kid Let s ask What is Right?

25 Think THIS: Not this: Curious Creative Energetic Persistent Has Flashes of Brilliance Eager Spontaneous Sensitive Distractible Impulsive Hyperactive Stubborn Inconsistent Intrusive Disorganized Moody

26 Not a Behavior Disorder

27 What Are Executive Functions? An executive function is a neuropsychological concept referring to the cognitive processes required to plan and direct activities, including task initiation and follow through, working memory, sustained attention, performance monitoring, inhibition of impulses, and goaldirected persistence. (Dawson & Guare, 2004, p. vii)

28 Why Are Executive Functions Important? These skills allow us to organize our behavior over time and override immediate demands in favor of longer-term goals (Dawson & Guare, 2004, p. 1). They also allow for the management of emotions and effective thought monitoring. Children with problems in a particular executive function area have a deficit in that skill area.

29 Executive Functioning Self Restraint-Mind s Breaks-Pausing Self-Awareness-Mind s Mirror- Paying attention Engaging in visual Imagery Mind s Eye- Pinpointing Self-talk- Mind s Voice- Processing Regulate emotions- Mind s Heart- Processing and Pinpointing Manipulate Mental Information- Mind s Playground- Planning and Proliferating

30 What Are The Intervention Areas? Educational Accommodations Executive Functioning Deficits Classroom Interventions Promoting Appropriate Behavior Medication Options Stimulant Medication Medication and Side Effects

31 We do not have the power to control behavior, but we do have the power to establish the climate.

32 The only absolute rule about behavior management: Belittlement has no place in any educator s repertoire.

33 Most of these strategies are for the whole class. We must have the foundation in place for everyone before we start addressing individual supports.

34 Structure and Organization

37 Visual Daily Schedule

41 Attention Signal

42 Visual

43 Auditory

44 Beginning and Ending Routines

46 Keep hands, feet, and objects to yourself Be on task during all work times Follow teachers directions 1 st time you are asked

47 Student Work

49 Conversation

50 Help

51 Activity

52 Movement

53 Participation

59 Observe Student Behavior

62 Interact Positively

63 Positive Feedback Accurate Specific and Descriptive Contingent Age Appropriate Fits Your Personal Style

64 Enthusiasm

65 Non-contingent Attention

67 Correcting Student Behavior

68 Fluently

69 Calmly

70 Consistently

71 Briefly

73 101 ADDITIONAL Strategies for Classroom Management of ADHD (or maybe 30ish) Display classroom rules and refer to them often!

74 Concise Instructions for Academic Assignments- posted!

75 Break up activities Complex assignments into smaller parts.

76 Give student an individual visual On the child's desk. schedule Have them mark of activities as they complete them.

Kinesthetic Activities Connect visual and auditory Take an

The students toss the ball and where their right thumb

77 Kinesthetic Activities Connect visual and auditory Take an ordinary rubber ball and a permanent marking pen. Divide the ball into sections. Write questions all over the ball. The students toss the ball and where their right thumb landsthat is the question they must answer. The child can phone a friend if needed. The student then chooses to toss the ball to someone else.

78 Break Up Direct Teach with Movement

79 Opportunity to Respond every 60 seconds

80 Watch for fatigue Send on an errand if they look like they are straining. It is very hard work to read something three times and still not know what you read. Be their fidget monitor

81 Preferred Seating

82 Stadium Seat Cushions

83 The Hula Hoop Strategy for Circle Time

84 Begin Work Cues

85 Secret Off Task Signal

86 Student Reward System

87 Strategic Teacher Attention

88 Assign tutors Pair students who have patience and social skills to be their academic partner.

89 Make lessons very clear

90 Lots of Visuals

91 Play beat the clock

92 Use behavioral contracts

93 Use sticker charts

94 Provide study carrels or private offices

95 Allow students to move around

96 Put luggage tags on book bag to remind students of what to bring home

97 Put sponges or mouse pads on desks for students who like to tap

98 Glue or tape various textures under desk for tactile stimulation

99 Use picture mats or file folders cut into thirds to chunk assignments First Second Third

100 Provide headphones for students to use

101 Use manipulatives such as Koosh balls or hand exercisers for students

102 Remember it s a marathon! vs

103 Questions

104 Janice Burch Education Specialist Academic Services 5701 Springdale Road Austin, Texas Fax:

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