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    Add - Adhd Children (Sandra F. Rief)

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    Mai Munin

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    PRACTICAL TECHNIQUES, STRATEGIES, AND INTERVENTIONS FOR HELPING CHILDREN WITH ATTENTION PROBLEMS AND HYPERACTIVITY SANDRA F. RIEF HOW TO REACH AND TEACH ADD/ADHD CHILDREN INTE! IONS FOR HELPING CHILDREN WITH ATTENTION PROBLEMS AND HYPERACTIVITY SANDRA F. RIEF e Library of Congress Cataloging-in-Publieation Data Ric, Sandra F How to reach & teach ADD/ADHD childran : practical technique, strategice, I and interventions for helping children with atenton probleme se BR yperactivty/ Sanda F. Rit L Inthudes Whliogrpial references. = ISBN 0-57698:412-6 1 Attontion tit icordered children —Baveation United States— Handbooks, manuals, et= 2 Hyperactive ciléren-Hdveaton —Unitad Stator Handbooks, manuals, ele §. Claeroem mansgement-—Unieed Statoe—Hondbooks, manuals, ete. [Tile Il, Tile #low to reach and : teach ADDIADHD Cualdeo. LCATIS 454 1995, amas sr ss—de20 cP {© 1985 by The Center for Appiod esearch in Bdwcation All rights recarved, Permission i given for individual eacaroom tonchers to reproduce i the activity sheets, checliss, nd other forms for classrocn use 4 [Reproduction ofthese materials for an entire scel gyntem steely focbidden, . Printed inthe United States of America isuis22 ISBN O-87E28-423-b |, BESO Comenmions 09 sano. Tycprtnaaitiars Een sa ty te Teper octet Ge Fs ee Ntovearios —_ . . . « . « . . . * . . o - . - o o * a o ea « a * o . . « « « - o - o « - o & - - ~ ~ = » i» = be = - » ” ~ ” is = = Dedication ‘This book is dedicated tothe memory of my beloved son, Benjamin, and to all of the children who face obstaeles in their young lives each day with loving, trusting dhearts, otermination, and extraordinary courage. é i | About the Author Sandra F. Rief received her B.A. and M.A. degrees from the University of inois in elementary and special education. She has specialized teachingelldren with learning disabilities as well as attentional and behaviaral problems for ninetoen years, For the past twelve years she has been working as a resource specialist in the San Diego, California, schools, ‘As a mentor teacher, Sandra became actively involved in the Project for Attention Related Disorders (PARD). Shp wrote a mannal for her school district neflective strategies for teaching children with attentional and earaing diffeal ties and has presented numerous workshops, inservices, and conferences address: ing this topic, Sandra ie also the author of Systematic Phonics, published by EBSCO Curriculum Materials in 1986, deeevrereryrseecrierrnrerninirinyrrrrinrnerer SECSSCETECSEESEELELECECEGGLELEL EC EEE ESTEE ESE ST HESS T! About This Book Attention deficitvhyperaetivity disorders notaomething that weean “cure.” Adhild ‘with ADD/ADHD, like one with learning disabilities, doss no “outgrow” it, thoweh their difficulties and behaviors ace manifested differently ax the child matures, We, thesignitieant adultsin their lives, playa major roe in how well thesechildren achieve, eueoced, and feel about themselves, We are the anes who can help these children best manage their lives, cope with frustrations. and compensate for ‘wealonesses. We are also the ones who can help them soe their strengths often their gftedness—and value their uniqueness, ‘Thoro aro many children with ADDIADHD who have grown up to he very ‘successful adults. They have drawn upon thei atrength, creativity, and “eurvival skills” to their advantage. On the other hand, there aro raany who have not fared ‘Well. There sa high correlation betwoon ADHD and failure in coloty.Asignifieant percentage of individuals who drop out of sehoo, are unable to keep a ob, fail in ‘their interpersonal relationships, pack our prison system, and even comait suicide were children who had this disorder without the benefit of identification interven- ton, and treatment, Many adolescents and adults with ADD/ADHD have painful memories of their childhood, particularly of their experiences and frustrations in ‘school. Many experienced years of failure and serious depression ‘The best help we.ean give our children is early identification and aggressive intervention at a young age to prevent the cycle of failure, frustration, and plummeting selfesteem. Its our responsibility in the schools lo pull together as ‘2 team, doing everything we can to moet these children’s neods effectivaly. This includes providing each child with the environment, skills, tools, and confidence tolearn and fel good about himselihherselt, We need to be patient, pesitive, and ‘understanding and try tosee past the behaviors othe wholechild—as we provide support and ramove the obstacles in their paths. ‘This book is meant to serve as a comprehensive guide for school personnel ‘trying to make a positive differoneo in the lives of these children. Regular and special education teachers, counselors, school nurses, administrators, peveholo- ists, and parents wil be provided with information, techniques, and eteatagice ‘that will help students with ADD/ADHD succeed. Although the book is designed and writton to adress tho specific needs of students with ADD/ADHD, the suggested strategies are appropriate and recommended for all stodents who : Wi a About Mis Bock appear to have attention problems, learning disabilities, or are underachieving foe ‘any number of reasons. Be aware thet many gifted, intelligent children fall within this category 3 For casy use, this resouree is organized into thirty sections that provide vou i with comprehensive, practial guidance on auch topies as: ; ‘+ Preventing behsvioral problems inthe classroom through elfetive man i agement techniques '# How to focus and maintain students’ attention } ‘+ How to teach students organization and study skills ‘+ Detailed, multisensory strategies for teaching acailemie skills—reading, writing, and math : : = Learning styles; elements and interventions '* Cooperative learning techniques Questions and answers regarding medication and its management with seheol nite + Techniques for relaxation and visualization, including the use of music for calming and facilitating smooth transitions ‘+ Challenges and specific interventions for kindengerten and middle heal and junior high eckoo! students ‘+ How tohelp a student obtain a proper evaluation, assistance, and inter- vention through a tears appreach + Protocol and steps for referring students, and documenting and commu- nicating effectively with parents, physicians, and agencies ‘+ How administrators can help teschers and students to succeed urge all readers vo read Seotion 19, A Parent's Story, the poignant account by the mother of three children diagnosed with ADD/ADHD. One ofthe rewards I Ihave gained in writing this book ecmes from the wonderful opportunity Lad to interview teenagers and adults from aeross the country who have grown up will, ADD/ADHD, Excerpts ofthese interviews are included throughout this book. By openly sharing their experiences and insights, the parents story and the personal interviews reveal an important message aout what makes a difference and the power We have aa teachers, Sandra F Rief eer relere & Acknowledgments Mrs, Linda Haughey and the Haughey family, for courageously sharing 4 ‘their personal, powerful sory in Section 19 ‘Decker Forrest, the illustrator of this book, and my incredibly talented former tudent (currently in eighth grade) ‘Those wonderful individuals (Joe, Spencer, Steve, Susan, Mike, Bruce, Amy, Joseph, John, Brita, Malinda, Bob, and Brad) who have grown up with attention andior learning difficulties, and whose enlightening in- sights are chared throughout the book. ‘Sandra Wright, M.S.N,, school nurse and amber one child advocate, for ‘being my role model and frond, and for sharing her vast knowledge in Section 20 Susie Horn, Coordinator of Project for Attention Related Disorders (PARD), San Diego City Schools, forber support, assistance, and guidance 1 well as her contribution to Seetion 29, Dr. dill Reilly, developer and coordinator of Mentor Program in Dakota ‘County, Minnesota, for her contribution to Section 28 Bertha Young, music specialist in the San Diego City Schools, for her ‘nteibution to Seetion 17 ‘The sixteen kindergarten teachers from San Diego County who allowed me to interview them, “pick their brains,” and share their expertise for Section 21 ‘The many teachers throughout San Diego County, especially of Benchley- ‘Weinberger Elementary, who have inspired me through their techniques, ideas, and strategies Matt, Shawna, David, Robert, and Ariel, my “models” forthe photos in Section 15 “Turning Point” Program facilitators (San Diego City Schools) for motiva- ‘ing, spreading the message, and building the skills of so many teachers All of my students —past, present, and future— who teach, inspire, and ‘challenge me wi i. * ° ® . . a a ® ® e a a a e a ® ° o a o ° ° a a ° o . o a o a ° ° ® ° ® ® ° ° . ° 2 ® . wil + Acinoweccments ‘Susan Kolwice, my editor at Prontice Hall, Simon & Schuster, for her assistance and advice, and for making itauch a pleasure to write this book Last, but not least, my precious hushand, parents and three children i, ‘Jackie, and Ariel—for their love, patience and encouragement, fei SS eee JEFFFITISTCCETELEULEECULELLLES SES USSSSESSS VES ET ST) Contents SECTION 1: What Ie ADD/ADHD? + 1 Behavior Charsctersties of Attontidn Deflelt Disorder Without Hyperactivity (ADD) © 1 Behavior Characteristics of Attention Deficit Disorder With ‘Hyperactivity (ADHD) * 2 (What Is'the Frequency of ADDIADHD? + 9 What Are the Possible Causos of ADD/ADHD? + 3 SECTION 2: Critical Factors in Working With ADD/ADHD Children * 5 An Interview With Joo * 10 SECTIONS: A List ofDon'ts + 18 ‘An Interview With Spencer's Mother + 14 SECTION 4: A Comprehensive Treatment Program for ADDIADHD + 15 An Interview With Joo + 16 SECTION 5: Preventing Behavioral Problems in the Classroom ‘Through Management Techniques * 19 ‘Teach Your Rules * 20 Positive Reinforcement * 20 Classroom Incentives * 21 Assertive Discipline + 21 aaa 2 Ceotente Color-coded cards * 22 Numbered cards * 22 Home/school communication = 22 Response ensts + 25, How to Avoid Behavioral Problems * 23 ‘Timeouts and time-aways + 23 Behavioral contracts + 24 Proximity control * 24 The personal connection * 24 Appropriate behavior modeling * 25 Preventive cusing * 25 What Should Ido About...? + 26 An Interview With Steve © 28 Sample Contracts * 29 SECTION 6: Preventing Problems During Transitions and Noninstructional Time * 33 What Are Some Ways to Help? + 38 Examples to Consider * 34 SECTION 7: Attention: Getting It, Focusing It, Keeping It + $7 ‘Ways to Get Students’ Attention * 87 How to Focus Students’ Attention © 38 ‘Ups for Helping Distractible Students © 39 Maintaining Attention and Keeping Stadents! Involvement + 99 ‘Methods for Unison Response * 41 ‘Keeping Students On-Task During Soat Work * 42 ‘An Interview With Bob * 43 SECTION 8: How to Teach Students Organization and Study ‘Skills © 45 Critical Skills to Toach ADD/ADHD Students + 46 Methods for Recording Homework Assignments and Organizing Work Area and Materials 48 How to Felp Students Wich Written Work Organization * 47 How to Avoid Visual Clutter * 48 ‘Time ManagemenvOrganization Techniques * 49 Helping Students Organize Their Ideas * 60 Parental Involvement + 50 Aa Interview With John + 51 ELELSCTELLALALALALRELADAAAALAADARRRELE Lee EEE seul SSFTLELTLECEECECLLCECEELELE CEE EE SESE SETEC ISTE TE content # x1 SECTION: Multisencory Instruction + 53 Auaitory + 54 Visual and Tactile + 4 Spatial + 56 Verbal * 65 Conceptual + 57 An Interview With Brita * 57 SECTION 10: Language Arts Strategies + 59 Pre-Reading Strategies * 60 Graphie Organizers and Other Meaning-Making Strategies + 60 “Heyond’” Activities and Book Projects * 64 Storytelling * 68 Oral Reading Stratesics * 67 Problems ADD/ADHD Students May Have With Reading * 68 An Interview With Malinda © 62, SECTION 1: Written Language Strategies © 7 ‘Teaching Spelling * 71 How ean we help? * 7 What about phonies? * 72 Multisensory teaching tochniques or helping students with spalling difficulty * 73 Testing for spelling * 74 Hondwriting and Penmanship * 74 ‘Strategies for taaching students who straggle with hhandwriting + 75 [Necessary compensation for students who struggle * 76 Orgavization on Paper © 76 ‘The Writing Process ¢ 17 Writon Expression + 78 Teaching Mechanics + 81 (thor Helpful Techniques and Materials * 82 SECTION 12: Math Strategies + 83 ‘Benofite and Importance of Teaching Through a Hands-on, Cooperative, Problem-Solving Approach * 85 Benefits for children with ADDYADHD + 86 [Recommendations for Math Instruction * 87 i i Interventions and Strategies for Computational Probleme * 87 Recommended Bath SECTION 1: SECTION 14: The Advantages of Cooperative Learning with ADDIADHD Students * 95 ‘The Five Elements of Cooperative Learning * 95 iow to Provide Stroctury and Minimize Proble Cooperative Groups + 96 ‘Structuring to Achiove Pocitive Interdependence + 96 ‘Teaching Social Skills Through Cooperative Learning + 97 ‘Some Learning Outcomes Promoted by Cooperative Tesrning * 98 Cooperative Skills to Pesch * 99 Cooperative Learning Formas * 100 SECTION 15: Learning Styles + 108, Definitions, Statistics, and Elemente * 110 ‘Learning Style Adaptations to Meet the Needs of All Students * 111 Experimenting With Environmental Adaptations © 113, ‘Multiple Intelligences in the Classrooan * 114 Gender/Etinic Expectations and Student Achievement © 119 Learning Styles Interview * 121 An Interview with Susan * 122 SECTION 16; Relaxation, Guided Imagery, and Visualization Techniques * 125 Fun and Laughter + 125 Breathing Techniques * 125 Yoga and Slow Movement Exercises. + Walking Meditations « 127 Visualization and Guided Imagery + 127 An Interview With Brace © 129 SECTION 17: Music for Transitions, Calming, ond Visualization = 131 ‘Music for a Calming Bifect + 182 Nontraditional Musiefor Calming * 18 ‘Musie for Moving fom Here vo There © 194 COKE TO TTT TATE Tear Eee eee eel SFFPSSESCHEGCCCEEECSGCSEEGCCSES SSS CES SSFP SSS SSS BOTS eres Music for Transitional Times * 195 RodeMusic + 136 SECTION 18: Communication With Parents and Mutual Support + 139 [National Organizations and Resouroes for Parents * 140) How a Site Team Can Holp Parents * 140 Weakly Progress Report. + 142 SECTION 19. A Parent's Story: What Every Teacher Needs to Tear + 143 SECTION 20: Medication and School Management + 155 ‘What Are the Most Common Medications for Tresting ADD/ADHD? = 156 ‘What Are the Most Important Issues Teachers Should Be ‘Aware of Regarding Management of Medication for ADD/ADHD? + 157 What Are Some of the Side Bffecte of These Medications? © 187 ‘Who Is Responsible for Medicating Students at School? How Is It Monitored? What Happens If We Forget? * 158 Does the Child Lose His/Her Free Will und Sense of Control ‘With Medication for ADD/ADHD? + 158 An Toterview With Mike + 159 SECTION 21: What About Kindergarten? © 161 Beginning of the School Year * 162 Noise Level * 163 Structuring the School Doy + 164 Schedules and Consistency + 165 Rehavior Management Techniquas in Kindergarten + 165 ‘Time outa + 165, Giving the child space * 108 Sot consequences and follow through * 165 Heading off trouble with diversionary tactics * 166 Signals and cues * 167 ‘The best way to manage: postive attention * 168 Checking for specific behaviors * 168 Recognizing positive behaviors * 168 Resolving conflicts among children * 169 ‘The impulsive child talking out dsruptively in class + 169 cians xf i Xv # Contents Out ofeontrol + 170 What about erying in the classroom? + 170 Voice conteal + 170 Studying the child + 170 [Behavior modification, monitoring, and reward systems © iT Involving parents * 172 Children Who Want Your Attention and Need to Wait * 172 Handling Disappointments + 172 When the Other Children Perceive a Certain Student ax “Bad” * 172 Learning Styles Environment in Kindergarten + 17 ‘Special Barly Childhood Programs for Children with "Attentional Probloms * 178 ‘The Tactile-Defensive Child + 174 The Child Who Hoa Trouble Sitting * 174 ‘Transitions © 175 Response Opportunities Keeping Thom Engaged and Focused * 175 ‘Trust Building and Connecting with the Child + 176 ‘Team Teaching * 176 Other Special Tricks * 176 SECTION 22: The Challenge of Middle School and Junior High + 179 Critical Factors for Our Students © 179 ‘Topics and Plans to Improve Junior High School * 181 Campus safety + 18h Addressing student behavior issues + 181 Getting students to know ove another * 182 Staff development plans + 162, Counselor time + 188 Parent involvement * 183 Special concerns © 183, An Interview With Amy * 184 SECTION 25: Actwal Case Studies With Intervention Plans * 185 ‘Case Study &: Steven (An ADD Student With Evtremo Hiypersetivity) + 185 School action * 186 Follow-up * 188 alma mannan mn cnnccnnccncnccccecnceeenseecscsccasl FEPSESTSE SEC EEECECCELESS SESS USE SE STESESTSITIITEIY! Intervention plan * 188 (Case Study B: Randy (An ADD Student Without Hyperactiviy) © 191 ‘Team collaboration * 191 ‘Additional interventions * 192 Medication * 193 Intervention plan * 199, Evaluating progress * 195 Summary + 195 SECTION 24: How Administrators Can Help Teachers and Students Succeed * 197 thor Positive Ways Administrators Can Fllp + 199 SECTION 25: Team Teaching and Teacher Partnerships + 201 ‘The Advantages of Team Teaching * 201 Borichment Wheele * 202 ‘Teaming for Disciplinary Purposes © 202 SECTION 26: Using Tutors and Volunteers to Help Students in the Classroom » 208 Creative Ways to Bring Move Assistance Inia the (Claserooin * 208) Additions! Sourees of Assistance * 204 SECTION 27: School Documentation and Communication With Physicians and Agencies = 205 ‘Quostionnaires and Rating Forme * 205 ‘Teacher Documentation * 208 ‘Sample Cover Letters to Physicisms and Agencies + 207 SECTION 28: School Referrals, Assessment, and Special Education Placement + 211, Have You Tried These Interventions and Modifications? * 211 ‘Student Study Team/Consultation Team Process * 219 Special Education Referrals + 216 Obtaining a Comprehensive School Evaluation * 217 Who Is a Learning Disabled Child? © 218, Processing Deficits + 218 What are auditory processing deficite? © 219 What are vieuel processing deficits? © 219 i 2 i vl # comers An Interview With Brad © 220 SECTION 29: Exemplary Model Programs + 228 Project for Attention Related Disorders (PARD) * 224 Koy School + 225 ‘Toaching staff and students + 226 Other special “key” features: * 206 Apioneering approach + 227 ‘The Mentor Program * 228 Mentor seminar * 228 Mentor program field experience + 280 Benofits ofthe mentor program * 220 ‘The Role of Parents * 281 Dan's story * 291 SECTION 80: Child Advocacy: Going the Extra Mile © 288 Mission Statement * 23 Programn Goals + 234 ‘The Human Factor * 284 BIBLIOGRAPHY AND RECOMMENDED RESOURCES + 287 Articles and Books © 237 Recommended Videotapes + 259 National Groups and Associations for Support + 240 aclesooonoooeeseeeeeeePerereTeRTeRRrrrrrrereeeret PVPTCI SHS DPSS EH OCU OOO OS SPOS TTT PSST TTT TIE ITT TTI What Is ADD/ADHD? Trezoutout i bsk ths tom ADD an ADHD ae wed ntachangebly ADD an ir atenton Dat Diode, tt ine the most Wiel urd tom BID which nens Atenton Dus pray Dorr A ith ADD fen Tena hypracve. Tove sib are ginerally not drupe In he ‘Xo en ar bhevs sv ot ncatnly annoying or nota see etenee ADD ca be wer pedo tm ol coning hor et ‘Satna ndoraclove'h the ansom and nperoacelow sefete. Behavioral Characteristics of Attention Deficit Disorder Without Hyperactivity (ADD) Easily distracted by extraneous stizuli Difficulty listening and following directions Difficulty focusing ond sustaining attention Difficulty concentrating and attending to task Inconsistent performance in school work—one day the student may be able to do the task, tae naxt day cannot; the student is “cousstently sneonsistont” ‘Tunes out—may appear “spacey” 4 Diconganizedlotes/ean't find belongings (papers, pencils, books); desks ‘and rooms mney bea total disaster area 1 Poor stody skills # Difficulty working independently 2+ cocoa i ‘The erm ADHD isthe eurront descriptive diagnostic term in the revised thin edition ofthe American Peyehiatrie Aanpetation's Diagnostic and Statistical Mon ‘ual (1987). tis the Iabel used to describe the student who may have many of the above-mentioned characteristics in addition to many associated with a hyperac tivity component. Behavioral Characteristics of Attention Deficit Disorder With Hyperactivity (ADHD): # High activi — Appeurs to be in constant motion — Often fidgets with hands or fet, squirm, falls from chair Finds nearby objects to play with/put in mouth — Roame around classroom—great difficulty remaining level + mpalivity and lack ofselEcontral — Bluris out verbally, often inappropriately = Can't wait for ister turn, — Often interrupts or intrudes on others ~ Often talks excoasively — Gets in trouble Bocause ho/sbe can't “atop and think” before acting lwesponde firetithinks later) — Oftanengsges in physically dangerous aetivitice without considering the consequences (for example: jumping from heights, riding bike into nireot without looking); hence, a high frequency of injurios Difficulty with transitiona/changing activities Aggressive behavior, easily overstimulated Socially immature Low celf-estoem and high frustration cebecerrerereeceetereteseeeetesestescsecceccecsel - - isd » - > - = - » STHFSTELELEVECLCELEELELES LEE E SESS ESTEE Note: Nota symptoms apply to cach child, and eymptome will varyin degree [Boch child is unique and displays a different combination of behaviors, strengths, weaknesses, interest talents, and skills Tt is important to recognize that any one of these behaviors is normal in childhood toa certain degree at various dovelopmental stages, For example, tis rnormal fora young child to have difficulty waiting for hisher turn, to have a short {ttention span, end a be unable tosit for very long. However, when child exhibits f significantly high number of these behaviors when they are developmentally Inappropriate (conipared to other children their age), i is problematic. These children will ned assistance and intervontion. What Is the Frequency of ADD/ADHD? ‘Theestimated incidence of ADHD varios widely, depending onthe studies you read and the tools used. It ip estimated by experts that $ percent to 10 percent of School-age children are effected, The estimated figuree most frequently cited in the literature are 3 porcent to 5 percent, However, this is very likely an underes- ‘mation due to the fact that many ADD girls often go undiagnosed. ADHD is far ‘more common in boys than girls, Hyperactivity uffects at least 2 million children inthe Unitod States alone, Girls more commonly have ADD without hyperactivity. What Are the Possible Causes of ADD/ADHD? ‘The causes of ADHD are not known at this time. The scientific and medical communities are gaining more and more knovledge about how the brain works Gad what affect attention and learning. As with many disorders, its not always 4+ sooten 1 possible to identify s cause. At this sine, ADD/ADHD is usually attributed to heredity or other biological factors When parents havea child who has problems of any kinii—medical, physical, psychologieal, o social—they feel guilty typically and blame theaaselves. Many patents believe that thoy did something that may have cused theie child to have problems. This feeling of guilt and blame should be dispelled. If « child has ADDVADED, its no ones felt ‘The following are possible eases of ADDYADED: Genetic eauses: We do know that ADHD tends to ram in families. A child ‘with ADD will frequently have a paront, sibling, grandparent, or other farnily menaber who had similar echoo! histories and behaviors during their childhood, '# Biclogical/hysiological couses: Many doctors descrite ADHD s neuro logical inoficieney in the area of the brain wihich conteols impulses and aids in sereoning seasory input and focusing attention, They say there ‘may be an imbalance or lack ofthe chemical dopamine which transmits neurosensory messages. The explanation is that apparently when we concentrate, our brain releases extra newrotranamitters, which enable us ‘tw focus on one thing and block out competing stimuli, People with ADD seein to have s shortage of these neurotranemiters, Complications or trauma in prognaney or birth Lead poisoning Diet: ADHD symptoms linked wo diet and food allorgios continue toremaiss controversial in the medical community. Current resesreh has not given much support to a dietary connection. However, there sre many stron proponents of this theory. Future resedrch will pechape shed more hight. on this topic Prenatal alcohol and drug exposure: We aro all aware ofthe inmpactof the high nuuber of drug-exposed infants who are now of achool age. These children have offen sustained neurological damage and exhibit many ADHD behaviors. Currently the statistics in the state where I teach are very alarming. Over one in every ten babies born in California today are ‘exposed to drugs in the womb, Sclontifie research has no! yet proven & causal relationship between prenatal drug exposure and ADD. However, drug-exposed children clinically exhibit many nouralogical dfieta and behaviors that we seein ADD ehildren, | Polberewrn earls res ese eee ester eee weseeeeeeeeeeee FOE SECO YOU COU UCU UUW EEE U OTT TST TTSO PITT TET TT section 2 Critical Factors in Working With ADD/ADHD Children Trece ae many erica! ftors to conde when vosking with ADBIADHD siadonts'T hve tempat pods Is te wef ad compl fosnhleong at Thope wil moe’ ference inte way stdenss lens on Racor torch L ‘Teacher flexibility, commitment, and willingness to work with the stucent on personal level This means putting forth the time, enerzy, fand extra effort required to really listen to students, be supportive, and tmake changes and accommodations as needed. ‘training and knowledge about ADD/ADHD. It is essential thot teachers are avware that this problem is physiologieal and biclogial in nature, These children are not “out togot us” deliberately. Their behsviors fren'tealealated tomeke us erazy. This awareness helps us maintain our ppationes, sense of humor, and ability to deal with annoying behaviors in ' positive way, Every school site (lementary and secondary) should have insarvicing wo educate sta about ADD/ADHD, the effects of the disorder ‘on the childs Iesrning and school Fincioning, and appropriate interven: tion strategies. Close communication between home and school. tis very important ‘to ierease the number of your emtacts and establish # good working ‘relationship with this population of parents If'youaretohave any success with ADD/ADHD students, you need the support, cnoperation, and open Tine of communication with their parents, (Seo Section 18) Providing clarity and structure for the students. This guide omphs- sizes the need for structure. Students with attentional probleme need & 5 ton? structured classroom. A structured classroom need not be a traditions no-nonsense, rigid classroom with ew auditory o visual stimuli, The most creative, inviting, colorful, ative, and stimulating eleagroom ean ell he struetured, Students with ADD/ADHD need to have structure provided for them through clear communication, expectations, rules, consequences, ad follownup. They need to have academic tasks structured by breaking assignments into manageable increments with teacher modeling end ‘guided instruction, clear directions, standards, and feedback. These stu- dents requite assistance in structuring their materiale, workspace, group dynamics, handling choices, and transitional times, Their day needs ta bt structured hy alternating active and quiet periada, No matter what your teaching style or the physical environment of your classroom, You ean provide structure for shadent success, 5. Creative, engaging, and interactive teaching strategies that keep the studenta involved and interacting with their peers are critical! All students need and deserve an enriched, motivational eurrieulum that employs a variety of approaches. Ifyou haven't had training in multisen sory teaching strategies, cooperative learning, reciprocal teaching. learn. ing styles, or the theory of multiple intelligences, you need to update your teuching skills and knowledge for today’sclassroom These are ood topics for staf? doveopment days, 4 SUFECCEUUCULUUUTUUUUUULE LISI VE SECIS TESTES EIT TITY) Mees Factoen Wang Wen ADDIADHD Charon #7 6, Teamwork on behalf of the ADD/ADHD student. Many toachors find teann-teaching extremely helpful, Being able to “awitsh” or “share” sta- Gents for part af the school day often reduces behavioral problems and [preserves the tezcher's sanity. It also provides for a different perspective ‘oneach child Teachers cannot be expected ty manageand educate these very challenging students without assistance. A proper diagnosis is needed. With many ADD/ADHD students, medical (realment i critical to the child's ability ‘tofunction in school, Management.of the sociabehaviorsl problems these chiléron often exhibit requires help from counseling (in schoo] and often privately) In-school counseling centers can assist in many ways, such as Iehavior modifiation (charts, contracts), time-outltime-away, conflict resolution, training in eocial skill, relaxation techniques, controlling anger, aad cooling down, You need cnoperation and partnership with pparenia and support and assistance from administration. You are all part ‘ofthe same team! Blict the assistance and expertise of your site resoureee. Refer the child to ‘your sito consultation team or student study team. Members of the team will probably chsorvo the studont in your classroom or other school settings. Thay can be of great support by attending meetings with you and parents to share concerns, provide information, and brainstorm “creative” solutions. Many outside referrals for medical/elinical evaluations are initiated at the school site, Your cammunica- tion with the team is very important. ‘You can fciitato matters before coming to your team by: — Saving work samples (Any papers or work that reflects the child's strengths and woulenesses) Collet a variety of writen samples. — Documenting specific behaviors you sce (0. falling out of chat, writing only one sentence in 20 minutes of independent work, Dlurting out inappropriately in class) tis important that teachors docimont their observations and concerns about these students, ‘This documentation is erilal for may children to get the help they need, Teachers are in a position to falltate the necessary medi- ‘alilinieal evaluation and intervention that may be needed for siudent success NOTE: Mans times parents don't recognize that their child is experiencing the probleme that we are seeing in choo). Children with ADD/ADHD present their pattern of behavior year after year. It ofton takes parents a faw yoars of hearing Similar comments from different teachers to become canvineed that they should ‘pursue some cor of treatment far their child "There is another reason for teacher documentation to be placed in the student’ records. Physicians will often see the child during a bref ofice visit, not notice anything signifieant and conclude that the student doosn't have a problem, ‘ORen the implication is that the problem is with tho teccherischocl. When the school records show a history of inattention, distractibility, impulsivity, hyporae- tivity, @ physician would be more prone to take the school/parent concerns seriowaly, The physician/liniean needs to determine that the chilis prebleas ‘are pervasive (visible in a number of settings over @ period of tine), Good documentation (observations and aneedotal records) help supply the necessary. wovidence, ~ Communicating with parents, Its important to share positive observations about their child along with concerns. Bo careful how ‘you communicate and voiee concerns. Never tll parents, “Im sure Your child has ADD.” Comanunicate your concerns by sharing spe. ‘ile, objective abservations. “Becky is very distractible in my clase. Thave noticed that she..." Tell parents the strategies you are using to deal with the problems in the clasaroom. Then tell parenis that {you are involving your site team for assistance, and let the school hnurse or counselor make recommendations fer outside evaluations if deemed necessary. (See Section 27.) % Administrative support. I is critical that adtuinistrators be aware of the characteristics and steatogies for effectively managing ADHD sta. dents so they can support the teacher in dealing with dieraptive children Some of these students are extremely difficult to maintain in the clase: 09m and require highly erestive intervention, You will certainly need Administrative support (ez, having a student removed ftom elass when behaviors interfere with ability to leach ar other students’ ability learn). ‘Some intervention for highly disruptive children include: time-outs, sue, pensions, half-days, eross-age tutors rotating into the elaseroom to koep the child on-task, and having parents spend the day in class with the studeat and meeting with the consultation team, Ibisimportantto distribute these studenta and avoid placing alarge group of ADLYADHD stadents in the same classroom. Loading one claserver ‘with ahigh nuraber of ADHD students would burn out the beet of teachers and puch them to seek another profession, However, it ia rate to find 2 classroom without at least afew ADD/ADHD studentalan well as students vith learning disabilities) One ofthe keys to suceese is home-school communication and coaperation, When parents are difficult to reach and won't eome to school, follow through with home-school contracts, monitor their child'shomework, and 2000n; administrative assistance i al very mach needed, (See Section 24.) 8. Respecting student privacy and confidentiality. [tis important that students individual grades; test results, special modifications of assign ments or requirements, as well aa medieatien issues arenot made comnon knowledge 9. Modifying assignments, cutting the written workload! What takee an average child 20 minutes to do, often takes this student hours to ‘accomplish (particularly written aseignments). There is ne need to do every worksheet, math problem, or definition. Be open lo making excep” EEUTUAALLUDAD EEE TEI Pee reer ees PSPS EGSSS OE UE UES SUEUOS FESS EE EEE DESSS SESE EE EEE 10. u 2 2 Mu ciacat Facto Wong wn ADO/ADHD Chien 9 ‘ons. Allow student to do a more reasonable amount (eg, evury other problem, half's pagel. Aecept alternative methods of sharing their knowl- fige such as allowing a stadent to answer questions orally or to dictate answers toa parent, and s0 on. ase up on handwriting requirements and demands for these studunts [Be sensitive to the extreme physical effort it takes these children to put down writing what appears simple to you, Typing/ord processing ekils are to be encouraged. Limit the amount of homework If the parent complains that an_ ‘inordinate amount of time is epent on homowork, be flexible and cut it down toa manageableamount. Typically, in the homes of ADHD children, homework time is a nightmare. Many teachors sond home any incomplete classwork. Keep in tind that ifthe student was unable to complete the ‘work during az entire school day, itis unlikely that bose will be able to completa it thet evening, You will need to prioritize and modi Providing more time on assossments. These students (often very intelligent children) frequentiv know the information, but can't get i ‘down, pacticulary on tts, Be flexible in parmitting students with these neede to have extra time to take tests, and/or allow them (o be assessed verbally ‘Teacher sensitivity about embarrassing or humiliating students in front of peers. Self-stoem is fragile students with ADD/ADHD typically perceive themselves as failures. Avoid ridicule. Preservation of self-esteem ia tho primary factor in truly helping these children suecoed in if. Assistance with organization. Students with ADD/ADHD have major ‘probleme with onganization and study skills. They nood help and eddi- tional intervention tomakce euro assignments are recorded correctly, thoir workspace and materiale are organised, notebooks and desks are clesrod ‘of unneceseary colletion® of junk from timo to time, and specific study Sil strategies are used. (See Section 8.) Environmental modifications. Classroom environment is a yory ime portantfactorin how students function, Duto. variety oflearning styles, there should be environmental options given to students that consider where and how they work. Where the etudent ets ean make a signifisnt Giflerence. Lighting, furniture, seating arrangements, vontilation, visusl

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