Currently, more than 12,000 Australian children between the ages of 6 and 12 years have Autism.

Arguably, the incidence of Autism in the Australian population is running at about 1 in 100

That’s about 1 student in every 3rd or 4th class.

As a comparison 1 in 68 children are being diagnosed with autism in the US.

The condition is the fastest growing developmental disorder in many countries.

4 males are diagnosed with autism for each female diagnosed – the boys win! Boys always win on these things!

In the early 1970s AUTISM SA had about 10 clients.

Today they have around 3,000.

Consequently, I cannot NOT address Autism in this workshop today because Autism carries some very special CORE PROCESSING differences that influence behaviours – and, sometimes markedly.

And, when we do understand these CORE PROCESSING differences we suddenly find ourselves in a far more influential position.

Each of us has been touched by it, and, Autism is a distinctly different experience for every one of us.

Just like you, I get to see a lot of Autism.

Just like you, I get to work with kids, teens and adults who have Autism. Some who embrace it, others who hate it and some who reject it.

Just like you, I partner parents who struggle with their Autistic children’s sensory overload, inflexibilities and outlandish reactions. The impact can be epic.

Just like you, I have conversations with parents who feel crushed from the relentless pressure Autism brings to them personally, to their marriages and to their families.

Parents often share feelings of deep isolation, not just from the school community, but sometimes from their very own extended family.

The one thing I’ve discovered about Autism is that our reactions to it have a lot more to do with our own attitudes and values, than with Autism itself.

Most of us have learnt the talk about respecting and accepting things such as bio-diversity, cultural and racial diversity, religious diversity and sexual diversity.

But, neuro-diversity – in all its AUTISTC glory - remains a distinctly different experience for each of us, no matter how much education we receive.

In fact, a whole industry has sprung up around managing students with Autism!

In fact, a NEW WORLD has emerged around NDIA.

That’s another story for another time.

What’s honestly required – and it would be a game changer - is for these students to have better access to trained educators. Particularly School Support Officers - that could provide continuing, hands on, in-class support to both students and teachers. Suddenly, there would be less of a focus on managing the ‘tricky behaviours’ because we’d actually be manipulating conditions for improvements so obviously necessary for these young people.

We can only dream!

I’d like you to ponder a question?

What is the overlap in the CORE PROCESSING DIFFERENCES for those with Autism and ADHD called?

Have a think, write your answer down and we’ll return to this a little later.

Here are the SUPER FAST FACTS on ASD.

ASD is a Pervasive Developmental Disorder because everything within a person’s life is touched by it;

• Socialisation – how they get along with others

• Cognition – how they think

• Communication – how they receive and interpret information and then send it back!

• Behaviour - how they act, especially towards others

And, there is ALWAYS the presence of repetitive obsessional patterns of interest AND a noticeable, narrow comfort zone of tolerances.

DEVELOPMENTAL, because these disorders are usually apparent early and affect the course of their development.

Autism is truly a spectrum disorder.

Those with milder Autism do not experience the same language or cognitive deficits as children with more severe Autism.

This is why they are able to interact more successfully with others, and want to do so - even though they may do it badly!

These kids and teens have a much better chance of responding to treatments, teaching, coaching and continuing supports.

They are likely to live independently and successfully as they grow older.

Children with more severe Autism often have some form of intellectual disability.

What is the causes ASD?

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The ‘experts’ don’t’ know, just yet.

It’s still early days, but they know there is a genetic link.

Researchers have identified several Autistic genes thought to cause the insistence on strict routines and repetitive behaviour.

It is likely that multiple genes – and triggers - cause Autism.

The research is a work in progress, and slowly, they are beginning to join the dots to a complex dot to dot puzzle. But, so many dots still don’t have numbers!

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We need to embrace the neurological research!

It helps to make sense about the differences in perceptions, reactions and interpretations individuals with Autism deal with.

There are structural and functional differences in specific brain regions between the brains of ‘neuro-typicals’ and Autistic individuals.

Let’s start with the cerebellum.

Researchers see striking abnormalities in the cerebellum of those with ASD.

Instead of seeing well developing cells, they see small, immature cells waiting for the signal to grow up. They tend to remain like this.

The cerebellum is critical for receiving, integrating and interpreting data.

Think about the consequence of not being able to easily and smoothly receive, integrate and interpret data?

It’s through the integration of data that a child learns to imitate and master the social and emotional world; from learning to mouth its first words and master the non-verbal body language of body posture and facial expression.

Imitation is a powerful learning and socialisation tool – we’ve all copied and faked it, until we made it. Thank heavens for our capacity to imitate.

And, imitation is one of the greatest difficulty these children face. That’s why they certainly walk to the beat of their own drum.

Then, there's the AM-IG-DILA.

It is not structurally the same as a ‘neurotypical’ and does not work in the same way as is expected.

The role of the AM-IG-DILA is to perceive threats in one’s environment.

It helps decide whether what you are facing is something within or without your control.

It sends signals to tell you if you should flee, fight or freeze– and with what kind of intensity to use.

In those with Autism the AM-IG-DILA is geared towards a ‘hyper-vigilant’ state.

It’s stuck on high alert making the individual appear to worry, be anxious, pessimistic and even prone to strong physical reactions.

It encourages the owner to control their environment, be defensive, oppositional and very controlling of their environments, so they feel safer.

Finally, I have 2 pieces of research worth mentioning.

Firstly, a number of studies are pointing to gene mutations as a primary contributor to autism. The gene identified is UBE3A and it is thought it causes abnormal brain development and autism.

The overgrowth of neurons prevents the brain to wire correctly, organize and function correctly.

In fact, these recent studies tells us that things begin to head off in a different direction very, very early on.

Secondly, is the ground-breaking research from Professor Simon Barron-Cohen at Cambridge University.

Dubbed ‘the extreme male brain theory’, preliminary investigations appear to be supporting a hypothesis that ASD should be considered as an extreme of the male brain profile.

Poor ability to empathize and good abilities to concentrate on specific interests and find patterns within systems.

PLAY VIDEO>>>>>>>>>> and go to next slide after>>>>>>>>>>>

In fact, in 1999, Professor Simon Barron-Cohen took 235 samples of amniocentesis fluid and tested them for foetal testosterone levels.

When these children were 18 months, those with higher levels had poorer eye contact, and later, at 8 years of age those same children had higher autistic traits.

The thinking is that this little hormone in elevated levels may be an underlying culprit.

Professor Simon Cohen-Barron is nearing the end of his 20 year definitive study.

Finally, some news – hot off the press!

How often have you heard someone say, perhaps you’ve said it yourself, “If only there was a definitive medical test to prove Autism?”

Well, a team of researchers have created such a test for diagnosing Autism.

Last month, a study published in Current Biology released a "computer-controlled sniff test”.

Using a device, the researchers deliver pleasant smells (such as rose or shampoo) and unpleasant smells (sour milk or rotten fish) to children over a 10-minute period to measure their sniff response.

They found that individuals WITHOUT Autism were able to adjust their sniff response within 305 milliseconds of being presented with an odour, while children WITH Autism could not adjust their sniff response.

The ‘Sniff Test’ currently has an 81% accuracy rate, and researchers say this will improve markedly, and quickly.

There's a lot to be learned from hindsight, and from the life experiences of others.

And, we’re often overwhelmed by the parade of so-called ‘famous others’ who either have Autism, or had Autism like traits.

But what about everyday people who grow into adults with Autism?

What’s their story?

We need to take comfort and strength from the journey of everyday people.

Here’s Thomas at just a few months with his mum, Donna.

Donna already sensed some Autistic traits in her baby.

I started working with Thomas when he was 7 and by then he was on his third school.

I’ve mentored and obliquely counselled him, and his family, for 20 years.

I’d like to read what Donna wrote about Thomas and Autism for a RADIO NATIONAL PODCAST several years ago.

I have a son with AutismHe did not understand the social running of childcare.

He would become anxious, frustrated, overwhelmed and very aggressive.

When he was due to start Kindy, a group of parents boycotted his start.The Kindergarten Director stood up to them and said every child is entitled to an education.

Several parents got angry and left in protest.

I have a son with AutismHe did not cope well beginning school.He was always in trouble.

His teachers called him violent.

One day he came home with a red welt on his neck.In exasperation the principal had dragged him from his classroom into the office.He said that my PARENTING SKILLS were to blame for my son's behaviour.

I wish it was so.

I have a son with Autism

He can't get to sleep on his own, so we have to give him medication.

He often wakes with "night terrors."He likes to have the same long winded routine in the morning, so it takes a long while for him to get ready.He eats the same thing for breakfast, and needs to have his toast cut in a same way, every day.He may need to change his socks and underwear many times before they feel comfortable.When he’s anxious he goes to the toilet frequently before school. As a result he developed a prolapse and needed to have surgery.He never wants to go to school, so he hangs on the table legs. We have to pry is fingers off.

When he gets to school I have to force him out of the car.This principal at our next school also thinks my son's behaviour is due to my POOR PARENTING SKILLS.

I wish it was so.

I have a son with Autism

He was with the same teacher for three years.She was wonderful, but she needed a break.

It’s hard to find a teacher who truly gets Autism, and wants to work with it.

There’s plenty of lip service.

I have a son with Autism

I would wait for my phone to ring each day in case the school rang with another problem.When I arrived at school to pick him up the other parents wouldn't look at me and wouldn’t talk to me.I would feel physically ill as I walked across the school yard.

It was hard to stay strong.The teacher often kept me back after school to tell me all the bad things that happened during the day.

I have a son with Autism

We had to start him at another new school.

This principal said he could stay if we provided and paid for one to one support.We couldn’t afford this and tried many schools in the early years.

I have a son with Autism

Finally, we found a school where the principal understood that he saw the world differently and needed to learn differently.

She saw him as Thomas and with a future. She wanted to play a part in getting him there.

I have a son with Autism

One day I was called into her school.

Yes, Thomas had had a bad day.When I arrived her office was trashed.My son was sitting calmly at a table sharing her bottle of water.

She commented - “Isn't it wonderful the way Thomas calms down so quickly, now"

I have a son with AutismHe was an energetic and creative child - yes, too energetic and too creative!He was gifted in some areas, but school never saw that.His school years were painful for everyone.He has grown into a wonderful man.

I love him.

He’s working and living a good, independent life.

I am very proud of him.

Here is a glimpse into Thomas’ life.

PLAY VIDEO…

AFTER VIDEO…

After a very rocky start to life a lot has happened for Thomas.

He’s a good, kind, caring and moral person.

He’s a great son to his mum and dad, even though they are now divorced – yes, the pressure of Autism on couples and in families can’t ever be overstated.

He’s a wonderful brother to his two sisters who he tormented mercilessly throughout his childhood.

He is a great partner and husband.

He holds down a job and has career aspirations.

He is respected in his workplace.

He is honest and a deep thinker.

I would place my life in his hands.

The world is a richer place because Thomas is in it, and he’s as quirky as hell.

I hope this has given you a closer, personal insight into Autism.

To make any real difference, our work has got to stretch beyond, ‘Give me another strategies can I use?’

It needs to begin at valuing the individual, building relationship with them and appreciating the differences their natural functioning brings.

The last thing you should know about Thomas is that he left school at 14. This followed an incident where he stormed into the Principal’s office, and yet again, complained about being harassed by students. Yes, they were always having a go at him and he was always having a go at them! The Principal kept her head down and kept working….

A few years later at Thomas’ 21st Birthday….

Any thoughts or comments?

Just as it is with ASD, young people with AD/HD DON’T make ideal students, ideal siblings or ideal sons or daughters: they're not always available to learn our way, find it hard to be instantly compliant, can be highly reactive, over sensitive, too teary, too fast, find it hard to fit in, share and wait.

Some are impulsive and have an incessant ‘thirst’ to be stimulated.

They touch things they were asked not to touch and go to places they should not go.

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That’s right – just can’t put the brakes on

And, they’ll make the same mistakes again and again – that’s why everyone says that consequences don’t work

And, others with an ‘inattentive style’ seem to vague out – don’t listen, don’t remember and don’t get around to things. They too are disorganised, misplace things and always running late!

AD/HD is real, and comes in 3 versions;

1. There’s a an Inattentive subtype

2. A Hyperactive/Impulsive subtype

3. A Combined subtype (most children with ADHD have the Combined type)

But, a number of prominent researchers argue that that Inattentive AD/HD is different.  

They say it does not belong with AD/HD because these people are not hyperactive, not highly distractible, and DON’T have intrusive thoughts. They don’t have difficulties with inhibition.

Instead, they’re lethargic, spacey, day dreamy, quiet, passive, withdrawn and confused – they live in a fog.

 

They argue it is a difficulty to work out what’s important from what’s unimportant. It’s a difficulty about discerning the information coming at you.

Their hypothesis is that these young people are a different story all together.

The jury is out – but, the research continues – so watch this space!

Keep in mind that AD/HD and ASD are co-morbid conditions – this means that multiple issues are going on! And, that’s why NO ONE SINGLE treatment or intervention addresses all of the issues in ONE, NEAT and TIDY package.

Let’s use AD/HD as an example;

Most commonly, the disruptive disorders - Oppositional Defiance Disorder and Conduct Disorder are linked with AD/HD.

Almost half of the kids with AD/HD also have an identifiable learning disability – this is the reason why we must insist that psychologists screen for specific learning disabilities as well.

Writing problems linked to dysgraphia, runs at 50% for girls with ADHD, compared to less than 8% for those without.

The figure is 10% higher again in boys. Yes, boys win again!

Anxiety disorder is higher in the AD/HD population.

Depression is frequent, especially in the teenage AD/HD population.

We now understand that if there’s AD/HD in your family, there’s a likelihood of depression. The two go together because they share an underlying genetic vulnerability.

Historically, the condition was first documented in 1798 by Alexander Crichton.

He wrote….  “It was a nervous problem which …. renders him incapable of attending with consistency to any one object of attention. But it is seldom so great a degree as to impede all instruction; and what is very fortunate it generally diminishes with age.”

In 1913, Robert Stein described AD/HD as a ‘Badly Built Mind’.

In 1902, paediatrician, Dr. George Still described it as “a lack of moral control”- mostly in boys.

By 1918, it was called ‘brain damage’.

In the 1930’s the medical profession spoke about it in terms of the “hyperkinetic child”

Today, there is a scientific criteria for it. It's the DSM 5

It is not perfect, but it’s a ‘pretty good guide’.

But, let me say that having just one or 2 indicators does NOT mean you have AD/HD. That means you have a personality!

Multiple criteria have to be met before it becomes a legitimate diagnosis.

For these kids, their drives and core processing differences are also very much a part of their functioning.

It’s what they do!

This is very neurological.

The consensus of Australian data indicates the prevalence of ADHD at about 8% of the child population, and it has continued to gently rise in past years.

 

There have been 5 fold increases in the prescribing of stimulant medication for the treatment of children in Australia since 1990.

 

AD/HD sees 4 males to each female for the ‘Combined’ and ‘Hyperactive types’.

 

It is 2 males to each female for the ‘Inattentive type’.

 

The current trend is seeing greater numbers of girls being identified.

This is not surprising given that the prevalence of ADHD for girls in Australia has been so much lower than boys.

Girls present differently and some researchers tell us there should be a gender-based diagnostic criteria for ADHD, because the current criteria best serves boys.

 

What has become evident is that identifying girls with ADHD is tricky.

Girls generally fall into the much harder to diagnose category of "inattentive ADHD“

Typically, girls internalise the symptoms and struggle much longer. Therefore they attract a later diagnosis than boys.

Girls are often misdiagnosed with anxiety issues, sadness or depression.

Academic pressures around planning, organisation, recall, and focus reach a climax in middle school- this is when ADHD catches up with many girls.

High school and ADHD –it’s just not a great "fit“ – for both girls and boys!

 

What Causes AD/HD?

The experts tell us that, largely, it’s in the genes – but it is not the right time to bet all your money on this - it’s currently a best, logical deduction.

There’s about a 50% chance that one of the parents of the child with AD/HD also has it.

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Brain imaging studies show that children with ADHD have a decided reduction in dopamine synaptic markers in the reward pathway. With reduced supply, the pathway struggles to play its role in reinforcement, perseverence and motivation.

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The research alerts us to 5 things that influence AD/HD. They are –

1. Prenatal injuries to the development of the prefrontal cortex of the brain

2. Multiple pregnancy complications – for example prem births with minor brain haemorrhaging

3. Cigarette smoking and alcohol during pregnancy

4. Streptococcal infections have been discovered to play their part as well. It is thought that an auto-immune response to fighting these common infections also attacks the basal ganglia and the prefrontal cortex.

5. Post-natal brain damage - acquired AD/HD - is thought to be responsible for about 3-5%.

1 in 5 children identified with AD/HD have acquired it and they are mostly boys.

It seems that males are more prone to injury and the male brain is more prone to injury than the female brain.

The vast majority of girls have genetic type.

In essence, these kids are not where they should be compared to peers, but they do continue to improve.

 

Okay, buckle up because here’s what a 30-40% delay translates to …

 

For a 6 year old with ADHD - it may well look like they are performing at the age level of what we would expect from a 4 year old

 

For a 10 year old with ADHD - it may well look like they are performing at the age level of what we would expect from a year 2 student

 

What about a terrific 14 year-old girl with ADHD who wants to babysit your kids?

Use the 30% rule to work out where she is functioning in terms of her self-control and inhibition.

 

What about for a 15 year old at school – we are likely to see them performing at an 11 year old level in the demanding middle school environment

 

And, do you let a 16 year old identified with AD/HD learn to drive at 16?

Hmmm… subtract 30% from their age. You just gave a 12-year-old permission to be on the road driving a car.

AD/HD is a performance delay. It’s not an NOT an intellectual delay.

 

So, it doesn’t mean reducing intellectual content

But, it does mean reducing the demands on their attention by deliberately scaffolding around their organisational skills. It is imperative that we modify and accommodate for their inconsistency, as they do not have the capacity to do this themselves.

 AD/HD interrupts the use of acquired knowledge at that very moment when an individual needs it.

This is called their ‘POINT OF PERFORMANCE’.

It’s so annoying, but teaching more and more skills won’t suddenly upgrade your student’s capacity and performance.

That’s a bugger for us educators because we are skilled at teaching skills!

So, let’s get really practical here…

Imagine that a child identified with AD/HD is socially clumsy and has become socially isolated.

Does it mean you put him with a very clever psychologist or counsellor on a Saturday morning, one on one, to learn terrific ‘friendship skills’?

Ask yourself the question, “Is that his point of performance for a social interaction?”

Clearly the answer is, “No”.

It’s every day at school with the peer group he has to live with. This is where his social skills must be targetted.

Interventions have to be at the point of performance, otherwise they are less effective by far.

You get it!

You’re seeing the BIG theme here!

Some skill re-working, upgrading and cuing is certainly helpful, but no matter what, we have to target interventions at ‘their point of performance’.

Even though I’ve only had time to give you a teaser, I hope this has given you a more intimate insight into AH/HD.

The heart of AD/HD is a dramatic failure to stop a response from occurring - a failure in the development of inhibition. The very thing that each of you are showing bucket loads of here today! By the way, I thank you for it.

Experience has taught us that time, growth, maturation, the building of skills and structures to reduce the demand on their attention, concentration and impulsivity are our primary strategies.

Sure, they’ll continue to present with differences, but we reach a point where they can become functional, and we can actually enjoy and celebrate their quirkiness!

Earlier on, I asked you to ponder a question?

It was, ‘What is the overlap in the CORE PROCESSING DIFFERENCES for those with Autism and ADHD called?’

ASD and ADHD are almost always accompanied by the serious impact of ‘poor executive functioning’, and its impact is often overlooked or underappreciated.

I have 2 slides to put the spotlight on Executive Functioning!

A good way to understand it is to imagine ‘Executive Functioning’ as the conductor of the orchestra in the frontal lobe.

It supervises various higher level mental processes that connects past experiences with present action.

We use it to perform activities such as;

• Planning

• Organizing

• Strategizing for future events

• paying attention

• pushing away unwanted thoughts

• remembering details

• and managing time and space.

If you have trouble with executive function, these things are much more difficult to do.

You’re also likely to show weaknesses with working memory and processing speeds – the very elements required for academic success in schools.

Just as ASD and ADHD does, executive functioning problems runs in families too.

It can be seen at any age, but becomes more obvious as children move into middle primary. This is when the demands of completing schoolwork independently trigger problem signs.

These students struggle to listen, filter out distractions, remember, persist, adapt to changes in routine and keep track of time.

Basically, there are 4 Primary Executive Functions;

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The first - nonverbal working memory

This is our capacity to learn from mistakes and successes, store it away, and then retrieve it later, to do better. It helps us to make improvements.

This is why that student of yours is NEVER prepared, NEVER organised, NEVER ready and ALWAYS late, and reacts so negatively to your frustration.

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The second - internalization of speech

Behaviour is guided by our ability to self-talk ourselves through most events. Our ability to self-talk allows us to STICK with tasks.

For those with Executive Functioning issues language does not influence the motor system as it should.

Basically, the information is badly held – it’s like having to read and re-read a page of a book that keeps on moving – you constantly lose all reference points.

You lose the sense of where you’re up to!

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The third executive function is - ‘play to the self’

‘Play to the self’ is all about creative problem-solving.

This is where we come up with problem-solving on the ‘go’ to make sure we get to where we want to get to.

A strong marker of this executive function is verbal fluency

This is why when you ask a child with Executive Functioning Difficulties a question about anything they have seen or experienced, they don’t generate anywhere near as much specific language as other kids.

Instead, those with classic ADHD and/or ASD make a lot of noise and fabulous gestures, but they are ‘dis-fluent’, often touch on just the main themes and keep on going on and on about it.

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The final executive function - intrinsic motivation

When we talk about ‘intrinsic motivation’ we think of persistence, determination, ambition, drive, willpower.

Well, the result of Executive Functioning Difficulties is an intrinsic motivation deficit.

This is why these kids are amazingly impersistent!

They cannot generate motivation into the future.

And, if you can’t do this - you can’t get to your goals because you can’t start on time, follow through on things, pay attention when things are boring and finish your assignments. You just don’t finish.

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There it is, in a nutshell - the remarkable impact of Executive Functioning difficulties.

They are notoriously underrated, and because of this interventions are often misjudged or undervalued.

Early intervention to develop efficient habits and skills are very helpful.

As a rule, it helps to give direct instruction, frequent reassurance and continuous feedback.

Any comments?

To make any real difference, our work has got to stretch to modifying for their inconsistencies because these students do not yet have the capacity to do this themselves.

So, we’re about to look at strategies and interventions to support EXECUTIVE FUNCTIONING difficulties in just a moment.

Let’s explore a few savvy ideas to support tricky student behaviour inspired by EXECUTIVE FUNCTIONING difficulties.

Remember, EXECUTIVE FUNCTIONING difficulties come in the form of physical restlessness, impulsivity, reduced concentration and perseverance, poor work output and fast feelings.

Okay, I have more than a 100 ideas – and I’m racing through them for you.

Some you’ll love, others you won’t.

Keep a note of what you love, and I’ll give you a chance to compare ideas with your table group soon – here goes!

Students identified with ADHD, Auditory Processing Disorder, ASD and learning difficulties, for example, usually benefit from fewer distractions because they are so sensitive to over stimulation.

It’s more conducive for them to function in regular classrooms with four walls rather than in a busy, vibrant open unit design.

Seating them in the middle of the room, by swinging doors, rattly windows, high-traffic areas and noisy air conditioners is unhelpful. Likewise, seating them permanently with groups that are chatty and distracting will have poor outcomes.

Consider a classroom design that helps you to circulate easily with more personal and frequent interaction with each student - simply being closer to particular students and lingering a little longer can help them to stay with the task.

Also, think about the idea of legal movement. In other words, develop several legal places in the classroom the student can move to that may give them a positive edge. A place for quieter, sustained work , then at other times encourage them to sit with their group.

Arrange for one or two TALL DESKS in the classroom.

In this way the physically restless student can stand at the desk and work. Everything from their shoulders down moves, yet surprisingly this movement seems to strengthen their concentration and work output.

Sometimes letting students stand at a window sill to work can help too.

When you want kids to sit on the floor one idea is to stick personalized stickers on the floor for your wriggly students to sit on, or give them their own wriggle cushion. This approach needs to be handled sensitively though.

Why not replace some chairs with medium sized fitness balls. We’ve learnt that the need to constantly reposition the body on the ball seems to be enough to take the edge off their restlessness and supports better concentration .

Yep, I agree, it looks weird.

Do you remember these being in libraries once upon a time?

I’ve worked in classrooms with clever educators who’ve done this on a few desks, and it certainly does reduce distraction.

Trouble is everyone wants to use them!

Here’s another option, but might be too warm in summer! CLICK

Here’s the ultimate privacy cubicle. Can’t see it taking off – bit hot for summer!

An idea to support physical restlessness and impulsivity, is to use raffle tickets.

An resourceful ‘middle school’ home group teacher gave his hyperactive year 9 student 15 raffle tickets at the beginning of the week.

The deal was that the student had to hand over a ticket each time he needed a short break from class or when he became too distracted in class.

The incentive was that each raffle ticket had a monetary value assigned to it. And, on Friday at lunch they could be cashed in at the canteen.

Every student, or class, that battles with tricky behaviours and impersistence benefits from some kind of positive reinforcement system.

We call it ‘persistence scaffolding;’

It’s an optimistic agent to –

• improve structures and routines• create stronger motivation• collect data to reinforce improvement

And, there’s loads of creative ways to do them.

These are practices where a teacher earmarks a set of specifically desired behaviours from a student or class.

And, as the targeted behaviour is achieved there is a tangible recognition in the form of a symbol or token. 

 

After all, the experts have long told us that influencing positive behaviours results from a focus on “catching the behaviours we value”.

 

Designs most likely to improve outcomes are where a good part of the focus is on guiding students towards success.

 

In its simplest form build the word GAMEs on the board or a desk.

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Every time you catch a student or a group of students doing well or being cooperative begin to fill the letters in. Once they’re filled in it’s time for that game. 

Set them up for vigorous classroom jobs.

It helps to;

compensate for their physical restlessness – none cleans the whiteboard or run errands like a kid with too much energy to burn.

It also helps to;

give them leadership opportunities, and feel a part of things.

Invent acceptable ways for these kids to get out of the classroom, regroup their emotions or burn off energy.

Send them on a message to avoid the inevitable, even if it is just getting them to take a note in a SEALED envelope explaining to a colleague or two that you need a 15 minute break. This is so much healthier than both of you melting down!

We’ve learnt that vigorous exercise triggers neuro-chemicals and this stimulates improvements in concentration. Plus, there’s the fun factor as well!

Why not talk to a colleague and organise extra PE for a student you know it would suit?

We have learnt that when kids, teens and adults can touch, manipulate and fidget with a toy, a piece of blu-tak, a soft squishy ball or a piece of sticky Velcro fastened to

the underside of their desk, their physical senses appear occupied and their concentration and capacity to listen seems to improve.

Many students wrestle with lightning reactions - Wrist bands and Think Strips buy them a whisker of time so that might make a link between how they feel, what they can do and what might result.

Think strips can be fastened to school desks, to rulers, placed on pin up boards; anywhere to help strengthen the decision-making process. When there is a problem to be sorted, the lightening reactions of kids can be slowed by the act of running their finger across the think strip. This buys just a little time to think.

Wrist bands on the other hand, are usually made from plaited yarn with three or four beads attached. The idea is for the student to touch or slide each bead along as they think about the best option to choose.

Surprisingly, primary aged kids like to wear them and talk about the help they get from them!

Frequently touching base with students   helps them to hold their interest and allows you redirect their attention before it fades too far.

So many students with EXECUTIVE FUNCTIONING difficulties are immature and still finding their way.

A steadying strategy is to hook them up with a buddy who naturally models, even leads, what needs to be done and how to do it.

Talk to the buddy about the role you have in mind for them.

Yes, a series of buddies may need to be found, but don’t worry too much about wearing them out because these are the kids who are likely to become counsellors, social workers, teachers and psychologists. It’s great practice for them to start to hone their skills now!

Look she’s back!

Coach kids to look at your face because it helps them to listen, remember and follow instructions.

Develop simple eye contact messages together. What a powerful silent language, and it adds intimacy to the relationship.

Sometimes, at the start of the lesson tell quietly tell a student that you’ll place a small token in their hand when you see them engaged or being co-operative.

Their goal is to get 4. Sometimes attach a reward to it. Best to keep them guessing!

And, don’t forget to brush past your student so you lightly touch them or ‘accidentally’ kick their chair as you walk past.

As Harry, one of my year 4 students said, “Every time Ms Moss comes past me she bumps my chair. She says she’s got big feet! But, really se’d reminding me to get on with my work.”

Set up secret signals so that those few special students of yours receives positive cueing for what they are doing.

These kids rely on direct and ongoing feedback because they find it hard to produce their own. As you walk past them in class place two pencils together on their desk. This predetermined signal may indicate, “You’re doing really well with the task. I’m proud of you.”

When things are not going so well agree that you will place an item of some sort on their desk to remind them to stick with the task just a little longer.

Stopwatches, kitchen timers, five- and ten-minute colorful goo timers, three-minute egg timers and the clock are helpful.

Timers help students grasp that sustained periods of concentration are limited. They add an edge to perseverance. Get a collection for your students.

Instead of leaving poorly organised kids with an unwieldy batch of exercise books pare them to a minimum.

Then colour-code the covers and arrange for two subjects to be worked in each book: one subject beginning at the front and the other starting from the back. The combination of having fewer books to sort through makes organisation so much easier.

A good idea is to set up an arrangement with your student that you, their parent or a school support officer will stay back in the classroom with them one afternoon each fortnight to go through their locker, drawer or desk top with them.

So many students of all ages will tell you just how much they really hate their lockers being in a mess, but don’t know how to tackle it.

Increasingly teachers are encouraging students to work in class while listening to music.

Once the instructions are out of the way remind students to switch on their iPods or plug into their laptop or tablet, and put their earpieces in.

Give it a go!

Give students permission to photograph everything with their phones ot tablets; assignments, newsletters, what’s on the whiteboard – anything at all that can be retrieved later.

This is a lifesaver because the one thing you can bet on is that they will always have their phone with them.

A visual strategy is any visual means to stretch a student’s understanding about;

• what to do

• when to do it

• and how to do it

They come in a variety of forms – (gesture to screen)

The only limitation here is our imagination and energy!

They provide kids with a permanent and personalised way to improve social, emotional and organisational competencies, as well as being brilliant little ‘anxiety life savers’.

They give reassurance about how to improve a desired behaviour, habit or routine.

Students can carry their visual helpers with them as;

• business cards

• key tags

• wallets

• attached to lanyards

 

As you would expect, older students prefer their visual strategies to be more discreet, so reducing them down to business card size and laminating them works well.

Here’s something tried, tested and successful!

Become expert CHUNKERS.

Break tasks and assignments into bits and assign timelines for completion of each.

Predict anticipated problems and short-circuit them.

Check in frequently and break down the remaining tasks into more easily managed pieces.

All students do better immersed in systems that lead them to operate proactively rather than reacting to what seems like a series of endless surprises.

Student-monitoring   is a useful tool for parents, teachers and students because it provides data.

It can provide feedback on:

• how well challenges are being managed

• the quality of a student’s behavioural, social, emotional or academic functioning

• the student’s work-output

• when adjustments should be considered.

Completing the monitoring form only takes five minutes or so, and sharing it with the student on a regular basis aids in reflective discussion and stimulates new initiatives.

 

The information collected through the system is designed to provide everyone with accurate baseline data, rather than being dependent on opinion, which can sometimes plummet when a behavioural or emotional hiccup occurs.

The data helps everyone to make informed decisions about the effectiveness of management.

 

The big boys that wait at my door……

 

Six years ago Catholic Education asked if I would design a mentoring program to train staff in South Australian schools to nurture students needing extra care and encouragement.

This ground-breaking program has now trained more than 1000 educators, counsellors and admin personnel who today take special care of hundreds of students identified with learning, social, emotional or behavioural difficulties.

The recipe is simple. A way is found to release the mentors each week so they can meet with their student for 30 to 40 minutes. They meet and create gardens, play board games, cards, cook, sew, learn to dance, practice sporting skills or draw while they chat and work on ideas to improve the student’s performance and wellbeing.

Our mentors each work in diverse ways.

The program continues because the data collected tells us it’s making a difference.

There’s been a decrease in the reactive and explosive types of behaviours - and remember - high numbers of the students in the program have labels such as ADHD, Oppositional Defiance Disorder and are on the Autism spectrum.

We are sure that their steadier approach reflects a stronger sense of connection, and a better grasp on their place in the school world.

A number our students run into trouble at lunchtime because the yard is simply too free and offers too many choices for their internal processing. They can’t control their over or under activity, can’t interpret the social cues of others and become hypervigilant or anxious by too much going on.

If we really believe in Positive Behavioural Support Principles, the notion of manipulating environments so they become safer and more functional for students, then we’ve got to consider some restructuring of the traditional model. Ideas begin as simply as;

A student being picked up by a parent and taken home for lunch, some days, or every day.

Reserving the Lego or the computer for all or part of lunch.

Regular ‘interest groups’ and ‘clubs’ for students at lunch times work beautifully. Just look at Urrbrae Agricultural High School as a darn good model.

Café de School is a room set up as a café with magazines, cups, jugs of water and board games. It’s been arranged so students can bring and use their – ipods and hand held computer games as well.

There’s THE ZONE in 2 schools that I know. It’s a supervised outside/inside activity based area. An invitation for the student to join THE ZONE is mailed home. On certain days students can bring a friend as well, and THE ZONE really is the place to be!

Just placing an extra teacher strategically in the yard each lunch time can do wonders. Wondering about catching the positive interactions of students and handing out awards and canteen vouchers as they spot great efforts.

Phew! I’m done!

My advice

Keep experimenting and talking to your students about what seems to work best for them.

Sometimes new ideas work well for a while, and then not as well.

Don’t throw the idea away. Just park it for a while. It may be perfect to rework later.

To this end, and just for you, I have popped all of this presentation today on to my website.

You’ll be able to download my PowerPoints and all of my notes.

That’s my gift to you! Oh, I have another very special gift for you later today.

Can I leave you with your table group to chat around the questions on screen?

LUNCH