Focus! Helping the Distracted/Hyperactive Child in Your Classroom Muriel K. Rand The Positive Classroom http://thepositiveclassroom.org
The Challenge
Why is Self-Control So Important for School Success?
The Marshmallow Test
What Matters for School Success?
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
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
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
Think of a child in your program that you are concerned about? Write a few phrases to describe this child s behaviors
What is ADHD?
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.
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
Inattention Often loses things necessary for tasks and activities Is often easily distracted Is often forgetful in daily activities.
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
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.
Hyperactivity Often has trouble waiting his/her turn. Often interrupts or intrudes on others (e.g., butts into conversations or games)
Developmental Issues What is typical preschool behavior?
Executive Functioning Prefrontal Cortex of the Brain Mental control and self-regulation Control Impulses and Emotions Planning and Organizing Working Memory Self-Monitoring
How do we help children with ADHD?
1. Stable Classroom Management
Teaching Procedures Clearly Interactive Modeling Explain Purpose Model Have children notice All children practice Give positive feedback Video Clips: Using Scissors Safely Morning Greeting
Building Community Develop strong relationships with children Help children develop strong relationships with each other
Engage Children in Learning Active Learning Choices Structured Play Planning
2. Adapt the Environment
Visual Cues:
Visual Cues
Visual Cues
First/Then Boards Visual Schedules
Routine Cards
Individual Seating
Individual Work Spaces
Lining Up
Adapt Transitions Transition child before or after others Use timer to prepare child for transition Give extra time Assign transition buddy
Transition Preparation: Minute Glove
Cue Cards for Appropriate Behaviors
Cue Cards for Appropriate Behavior
Using Cue for Transition
Behavior Checklists
Reminder Strips
Visual Cues
Visual Prompts
Who s Next Cards
Environmental Support Seating Fidget Toys
Environmental Support Fidget Toys
3. Teach New Skills & Habits
Teaching Emotional Regulation Teaching Emotional Skills Emotional Vocabulary Pictures Check-in Board Bingo/Lotto/Dice games Puppets Books
Emotional Vocabulary
Emotional Vocabulary Center on the Social and Emotional Foundations of Early Learning Show Chart
Teaching Breathing for Emotional Control (Calming) Breathing Exercises Sniff the Flower and Blow Out the Candle Balloon Breathing: Three in and Three Out
Breathing Visual Cues
Breathing Visual Cues
Calming Choice Board
Teaching Self-Control
Self-Control Games Red Light Green Light
Self-Control Games Simon Says
Voice Self- Control Volume Meter
Teaching Control of Body
Practicing Control During Transitions
Yoga for Body & Breath Control
Teaching How to Focus Stillness Time/Meditation
Meditation to Teach Focusing
Building Stamina Increase length of focus/attention gradually Timers Stamina Charts
Stamina Chart
Putting It All Together
Teaching Good Choices
Teaching Solutions
Tucker Turtle Social Stories
Children s Literature
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
Resources Center on the Social & Emotional Foundations for Early Learning http://csefel.vanderbilt.edu/ Feeling Chart Livespeaklove.com http://thepositiveclassroom.org