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Behavior Management Strategies and Resources for Students with ADD/ADHD. Presented by the Child Development Counsellors Itinerant–Elementary Student Support Services. Welcome. Activity # 1. A brief glimpse into the daily struggles of an ADD/ADHD student. - PowerPoint PPT Presentation

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  • Behavior Management Strategies and Resources for Students with ADD/ADHDPresented by the Child Development Counsellors ItinerantElementary Student Support Services

  • Welcome

  • Activity # 1

    A brief glimpse into the daily struggles of an ADD/ADHD student

  • Characteristics ADHD General Information & Guidelines

  • DSM IV TRDiagnostic Statistics Manual

    Diagnostic Criteria for Attention Deficit/Hyperactivity Disorder

    Either (1) or (2):(1) six or more of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:

    Inattention(a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities(b) often has difficulty sustaining attention in tasks or play activities(c) often does not seem to listen when spoken to directly(d) often does not follow through on instructions and fails to finish school-work, chores, or duties in the workplace (not due to ODD)(e) often has difficulty organizing tasks and activities(f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork and homework)(g) often loses things necessary for task, activities (e.g. toys , school assignments, pencils, books, or tools)(h) is often easily distracted by extraneous stimuli(i) is often forgetful in daily activities

  • DSM IV - TRDiagnostic Statistics Manual(2) six or more of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level:

    Hyperactivity(a) often fidgets with hands or feet or squirms in seat(b) often leaves seat in classroom or in other situations in which remaining seated is expected(c) often runs about or climbs excessively in situations in which it is inappropriate(d) often has difficulty playing or engaging in leisure activities quietly(e) is often on the go or often acts as if driven by a motor(f) often talks excessively

    Impulsivity(g) often blurts out answers before questions have been completed(h) often has difficulty awaiting turn(i) often interrupts or intrudes on others (e.g. butts into conversations or games)

  • DSM IV - TRDiagnostic Statistics ManualB. Some hyperactive-impulsive or inattentive symptoms that cause impairment were present before age 7 years.

    C. Some impairment from the symptoms is present in two or more settings (e.g.: At school, or work or home)

  • WHAT ADD/ADHD LOOKS LIKE Dont see or think of the consequences of their behavior Impulsive Some will have little empathy for other individuals involved Cannot transfer information from one situation to another May react at a later time to an incident Perception problems see things differently Inability to recognize social cues, norms (dont interrupt teacher rude, not knowing when to stop, doesnt get humor) Inability to wait Difficulty listening/ Not following directions/ Defiance Transition difficulties Fear of accomplishment fear of failure

  • **What ADD/ADHD looks like continued

    Offending others i.e. Pushing, shovingDangerous physical risk takingActing out feelings (persecution cant see that if he was the only person acting out that was why he got into trouble)Limited physical boundariesManipulating people / eventsTantrums / anxietyDisorganizationForgetful

  • These characteristics can all be signs of attention deficit Hyperactivity Disorder (ADHD). ADHD is a neurobiological disorder that can cause hyperactivity, impulsivity and difficulties paying attention (staying focused). Between 4% and 12% of all school-age children are affected by ADD/HD. In some cases, symptoms can continue into adulthood.

    Girls with ADD/HD are often under-diagnosed because they are more likely to have difficulties with attention and concentration in activities, and less likely to display the hyperactive behavior.

    Often ADD/HD children are delayed up to 30% in their chronology - therefore a student who is chronologically 10 years old may present as a 7 year old.

  • On the other hand, many people with ADHD have been misdiagnosed, werent identified earlier on, or for some reason have fallen through the cracks in the system. It is also possible that ADHD is only part of the individuals profile, and that in addition they have other co-existing problems. In fact, research indicates that at least 65 to 75% of people with ADHD have at least one other disorders: Mood Disorder such as Depression, Anxiety Disorder, Oppositional Defiant Disorder, Conduct Disorder, Learning Disability, Tourettes Syndrome, or others. If these co-existing problems are not properly identified and addressed, there will be further and significant impairment in functioning. One also has to consider that there is a reciprocal relationship between the person with ADHD and their environment (i.e. family, school, work, social relationships). The ADHD spectrum is comprised of very difficult problems with far reaching tentacles and implications that can terribly tax individuals, families, educators and society as a whole. Research indicates that there is a high level of parent-child conflict, sibling difficulties, marital discord, anxiety, depression and sometimes mistreatment in a number of these families. This may be related to the despair and stress of trying to manage a highly unmanageable child who seems designed to make any parent or educator feel inadequate, inept, helpless, hopeless, guilty and rageful.

  • Dont be Fooled Is it really ADD/ADHD? or another co-existing disorder(s)

    Depression

    Anxiety Disorder

    OCD-Obsessive Compulsive Disorder

    ODD Oppositional Defiant Disorder

    * When Somethings Wrong

    Conduct Disorder

    Learning Disability

    Tourettes/Tic Disorder

    FASD Fetal Alcohol Spectrum Disorder

    PTSD Post Traumatic Stress Disorder

  • **ASSOCIATED PROBLEMS WITH ADD/ADHD

    Low self-esteem / Loss of motivation Inability to build or maintain interpersonal relationships Anxieties Obsessions / compulsions Over / under reacting (low affect) Learning Disability School Problems**

  • school problemsSTUDENTS WITH ADD/ADHD OFTEN

    Have average fluency and performance on short reading assignmentsHave spotty comprehensionLose their place frequentlyForget what they readHave difficulty reading silently (needing oral input)Avoid reading (non-choice material)

  • DESIRABLE TRAITS COMMON IN MANY WITH ADHD AND OR LDResiliencyIngenuity /CreativitySpontaneityBoundless energyRisk takersIntuitiveInquisitive Sensitive to the needs of othersImaginativeInventiveInnovativeResourcefulGood HeartedGregariousObservant

  • Stretch BREAK

  • Strategies

  • STRATEGIES

    Pre-made response cards Picture desk Cards/Silent Qs Non verbal Signals Write-on response tools Team A / Team B (full class games) Safe area (low stimulation area that is calm, relaxing, non-punitive; have props like soft pillows, music sensory toys) Catch them being GOOD

  • ORGANIZATION CLASSROOM AND HOMEWORK SUPPORT

    Require 3-ring binder with pockets (from 3rd grade higher) 3-hole punch all papers given to students Consistent use of planner/agenda/assignment sheet. Provide parents with guidelines about their role what they can do to help. Colored folders to correspond with color coded: agendas, notebooks, unit sheets, handouts Include due dates on assignments and estimated time required to complete

  • Organization and Classroom and homework support continuedAssign study Buddies with phone numberBuild cleaning/organization of notebooks and desk/locker/school bags into scheduleProvide a second set of books for homePlace copies of schedules in binders, lockers, and taped to deskProvide more class timeModify assignments, cutting the written work loadLimit amount of homework

  • **Classroom ManagementBehavioral Contracting

    Remove distracting items from the classroom i.e. overhead mobiles, kites.

    Correctly place the ADHD child

    Increase the distance between desks

    See Appendices for additional informationAdapted from Harvey Parker, Ph.DSelf Monitoring

    Teach listening skills

    Establish eye contact

    Vary voice tone and inflection

    NB Do not use timers they only exacerbate the pressure and distractions

  • Corrective ConsequencesPositive practice Do oversBrief delayTime owedFining / Response costParental contactRestitution

  • BREAK

  • Activity # 2

  • Creative, Engaging and Interactive Classroom Strategies

  • Creative, Engaging and Interactive Classroom StrategiesGet their attention before giving directionsTell the students when and where to lookKeep directions short and clearHave the child(ren) repeatProvide clarity and structure for the studentsIncrease praise, encourage and reward increments of improvement and interaction (frequency, duration, intensity)

  • We Can Make a Difference

  • We Can Make a Difference Change what you can controlYOURSELF(attitude, body language, voice, strategies, expectations) Be fair, firm and consistent Remain calm Disengage from power struggles Role model appropriate behavior Give extra praise for a job well done Choose issues carefully Allow the child to vent before dealing with issues Try to get an understanding of how the child perceives the situation first before trying to work through it Deal with one situation at a timePlan a response and avoid reacting

  • We Can Make a Difference

    Affirm and acknowledge their feelings and your confidence in their ability to make good choices. Use what questions rather than why questions Use when then rather than If you dontyou wont Training and knowledge about Add/ADHD Close communication between home and school Team work / Administrative support Respecting student privacy and confidentiality while being sensitive about not embarrassing or humiliating BELIEVE IN THE STUDENT do not give up when the plan(s) A, B, and C dont work

  • PearlsRules without Relationship = RebellionThe more out of control one feels, the more in-control they need you to be.F.E.A.R = Finding Evidence Against RealityThe Golden Rule = treat others as you would like to be treated.

  • Stretch BREAK

  • Activity # 3 WHAT SHOULD I DO ABOUT ?

  • WHAT SHOULD I DO ABOUT ?

    The child who is totally out of control yelling, swearing, hiding under the desk: a danger to self / others / property:

    See appendix 9 for some suggestions

  • 2. The child who cant stay seated and who is constantly falling out of the chair:

  • The impulsive child who blurts out in class all the time:

  • The child who is constantly angry or upset about something:

  • 5.The child who is always irritating peers:

  • POP QUIZ

  • Your Questions and/or comments

  • Thank You

  • About the Presenters and their ResourcesLeah Ferron, Kelly Lajeunesse and Lee Pedersen are Child Development Counsellors with the Near North District School Board. All participated in compiling this presentation based on personal experiences, previous workshops attended and some written resources purchased over the years.

    The counsellors wish to acknowledge the invaluable insights and strategies they have gathered from the following books regarding the subject of ADD/ADHD:

    When Somethings Wrong - Canadian Psychiatric Research FoundationHOW TO REACH AND TEACH ADD/ADHD CHILDREN Sandra F. RiefThe ADD Hyperactivity Handbook for Schools Harvey C. Parker, Ph.D.

  • Appendix 1Behavioral ContractingBeh. Contracting = an agreement between two or more parties (teacher, student, caregiver). The student agrees to behave in a specified manner for some reciprocal behavior from the teacher/caregiverYoung students may not understand the idea of a contract so deal is an optional word. For the young and ADD/ADHD students impulse control is to large and an unrealistic goal; therefore setting the child up for failure so very small obtainable steps are recommended to assure success and larger steps can evolve until you get to your ultimate goals eventually. Many ADD/HD students will need shorter times between rfment i.e.: end of each period or some may succeed at the end of the morning or afternoon, others my make the whole day (I would not reco. this initially)How to use Beh. Contracts Explain, for young children the contract can be described as a game with the opportunity to win things from the teacher. For older children, explain contracts are used throughout society in business, in social relationships and between countries. Equate the idea of a contract to the notion of a promise or an agreement between two people who give their word to exchange on thing (behavior) for another (reward).Explain that contracts can be used in school to help motivate students to improve their performance.For younger students select one or two target behaviors you would like them to focus on. Demonstrate (role-play) the behavior so the child clearly understands what your expectations are to obtain the prize reward. For older students encourage input in defining the target behaviors.Write down one or two target behaviors for younger students, while older students may be able to handle four or five such target behaviors. E.g. raises hand before asking question or giving an answer, copies homework assignments from the board each day, pays attention for 15 minutes at the start of every math lesson etc..Specify how each target behavior will be measured and when e.g. whenever I see you raise your hand before asking a question or giving an answer I will mark it down; when you get 5 marks I will let you know and With student input, decide on an appropriate reward (or penalty) to be given for performing (or not performing) the target behavior(s). Specify when the reward is to be given. Remember children with ADD/HD may need more frequent rewards.**Be sure to change the reward frequently to maintain motivation and interest.Write down the specifics of the contract and have it signed by the student. Make a copy for the student and the teacher.Review the contract regularly, e.g. monthly to ensure success and update rfment desires and continue to motivate.

  • Appendix 2Self monitoringIs a method of teaching students self-control over their beh.They have to observe their own beh. And record their observationsThe goal is that theyll gain better self controlThis method can be used with children of varying ages and abilityThe students have to stop what theyre doing, evaluate their behavior and record whether a specific target beh. Has occurred or is occurringFor ADD/ADHD students wed usually be targeting attention to taskOne method would be to have tape recorded tones beeping at irregular intervals (no less than 45 seconds)Each tone would prompt the student to evaulate am I paying attention to any work and record data on a data sheetSelf monitoring can also be used for improving attention, self-control, organization and making friends

  • Appendix 3Remove Distracting Items from the ClassroomThe visual distractions are not as obvious as the auditory distractions

    An enriched classroom cn be highly distractable to a student with attentional difficulties i.e.: busy bulletain boards, twirling mobiles, project displays, aquariums

    Basic rule of thumb try to avoid visual distractions in the students line of sight between them and you when you give instructions

  • Appendix 4Teach Listening SkillsMost ADD/ADHD students have developed poor listening habitsResearch has shown that listening skills can be learnedWith junior and senior high school students you can instruct them to listen to a taped recording of the AM news and then complete worksheets on the material heard. The students then construct the broadcast from memory as one student takes notes on the blackboardStudents will quickly show an improvement in their ability to listen effectivelyAsk students to look at you before giving instructions make sure they have a direct view of your face, especially your mouthIn elementary grades, have an entire class repeat oral instructions sentence by sentence verbatim this is time consuming but beneficial

  • Appendix 5Correctly Place the ADD/ADHD Child PhysicallyTry to avoidMoving the ADD/ADHD students desk closer to your desk IF you often have other students often come to your desk for assisitance or corrections highly distractingA location near the pencil sharpenerA window viewA location close to the classroom door / hallway

    DoTry the middle of the classroom where the primary objects in their visual or auditory fields are other children workingSet up an office / study carrel which is available to any student who needs a quieter space to work in

  • Appendix 6Establish Eye ContactChildren with ADD/ADHD have brains that are oversensitive to external and internal stimuliEstablishing eye contact makes it easier for them to pay attentionAvoid giving directions while facing away form the students i.e.: facing the blackboard, looking sown at your desk or other objects.Remember to smile

  • Appendix 7Increase the Distance Between DesksWith large numbers of students and small classrooms, it can be difficult but try to avoid having students with ADD/ADHD too close to their peers that they can touch them without leaving their seats or moving their desks

  • Appendix 8Vary voice tone and inflectionLouder or softer tones do not help to increase attention but varying the tones is criticalGive oral instructions twice, varying the volume between presentationsEmphasize the most important parts of the instructions by using louder tonesAsk students to listen carefully and then softly give instructionsMove around the roomUse body gestures

  • Appendix 9What Should I Do About? Some points to consider, but not the only way!

    The child who is totally out of controlBe proactive, if possible have a game plan pre-establishedRemove the child from the classroom ASAP or remove classmates from the studentAlert the office get help. Decide beforehand who has the best relationship with the student to mediate with him/herOffer cool down timeSpend more time telling student what he is doing rightTalk softer and slowerRemain physically relaxed (no crossed arem fists clenched)Watch your words (no put downs)Use statements of empathy, understanding and concernKnow your child (you may need to something different)

    The child who cant stay seatedIn private time with the student explain your concern and expectation that they try to stay seatedAsk student what would help to stay seated is there a physical problem?Remember they have a physical need for mobilityMasking tape boundaries on floor may helpBe tolerant and willing to ignore some of this behaviorContract with rfment

    The impulsive childTry a contract with the rfment for raising his /her hand (a token system may work reward at end)Proximity control gentle touch auditory (soft whisper) Negative rfment token Program give student a set number of tokens in the morning, each time he blurts out, he/she loses a token dont acknowledge students response when blurting out if he/she has tokens left at the end of the day reward follows if there are not tokens left a consequence might followIf he/she raises his/her hand to answer, quickly call upon them to answer

  • Appendix 9 contThe child who is always angryFind time to listen to the studentProvide for release of physical tensionTeach relaxation techniquesIncrease self awareness deep breathing Chill out take 5Social skills training teachable moments broaden their insights shape their understanding of the effect of their beh. on others

    The child who is always irritating peersLack of self awareness help them gain some personal insights bottom line is they desperately want friendsIf an adult embarrasses a student by confronting the student often dislikes the teacher and will not listen to anything they have to say Rules without relationship = RebellionNever humiliate them in front of their peers

  • LeahLeahLee to give instructions and readLeah to cause interruptions and distractionsBoth to de-brief experienceLee to cover in an overview formatLeahLeah Remember Speaker notes with statsInteresting FactsLeahLee and refer to somethings wrongLee plus speaker notesLeeLee- Lets Look at these students differentlyLee and Leah Remember to refer to Sandra Riefs Book How to Reach and Teach Add/ADHD ChildrenLee - envelope for time out Leah Eva cardsLeahSpeaker Notes Lee to do left side; Leah to do right sideLee to read, both de-briefLeahLeeLeah to do 1 and 3; Lee to do 2 and 3Leahs if theres timeRemember speaker notesRemind about Evaluation - Much appreciated