I have come to a frightening conclusion That I am the decisive element in the classroom.

Its my personal approach that creates the climate. Its my daily mood that makes the weather. As a teacher, I possess a tremendous power To make a childs life miserable or joyous. I can be a tool of torture Or an instrument of inspiration. I can humiliate or humor, hurt or heal.
In all situations, it is my response That decides whether a crisis will be escalated or deescalated And a child humanized or dehumanized. -Haim Ginott

Effective Strategies for Students with ADD / ADHD

Danette Sack American School of The Hague dsack@ash.nl

 Characteristics

vary greatly

of students with ADD / ADHD can

diagnosis does not dictate a specific response from teachers

ADD

/ ADHD is different from a learning disability it does not effect one area, but all areas of the childs life

 The

variety of behaviors associated with ADD / ADHD can make it difficult to know where to start!

Therefore,

a systematic approach to behavioral interventions helps both the teacher and the student

Effective Problem Solving

Isolate Problem Behaviors

Limit

your problem solving to behaviors that interfere with a students academic achievement or disrupt the ability of others to do their work.

Example:

Jason calls out when I am giving directions to the whole class.

Antecedent-Behavior-Consequence (ABC) Analysis

Analyze the Behavior

When

and where does the behavior take place and what typically happens as a result?

Example: Antecedent: I am giving directions to the class. Jason is fishing through his desk for his agenda and misses some of what I say. He raises his hand, but when I dont call on him immediately

Behavior: he interrupts me with his question. Consequence: I ask him to wait until Im finished giving the directions. He generally persists. I know he has a hard time staying focused. Since his question is on the topic, I answer it so hell be up to speed with the rest of the class.

Determine the Function of the Behavior

Behavior that is repeated generally serves some function. It might not be socially acceptable or expedient, but it does help the student meet a perceived need.
Students

may have considerable insight as to why they act in certain ways. Talk to the student!

 Example:

Jasons questions usually come up when he misses some piece of information. I spoke to him privately and asked him why he does not wait until Im finished with my instructions to ask a question like everyone else. He said its hard for him to focus because hes worried about what he missed. He thinks that if he waits, hell forget his question. I determine that when he calls out, he is alleviating his anxiety and getting the help he needs.

 By

examining the antecedents and consequences of the behavior, a teacher may find ways to reduce the frequency of the behavior.

Changes

in the environment may reduce the students need for the behavior.
the response to the behavior may make it less effective in meeting the perceived need.

Changing

 Example:

After talking to Jason, I realized that I could easily record the steps to be done on the board as I give instructions. This way he wont get lost so often. When he does call out, I need to make sure that I dont answer his question immediately (delay gratification).

Formulate a Replacement Behavior

Ideally, the replacement behavior should serve the same function as the problem behavior while allowing the student to benefit from instruction.

Be

positive. Spell out what the child WILL do rather than what he wont do.

 Example:

Jason should write down his question or a word to remind him of his question so hell be able to ask when I finish with the instructions. This doesnt meet his need as quickly as before but if he knows I will answer his question later, it may reduce his anxiety.

 Punishment,

or negative reinforcement, while perhaps immediately effective, is often counterproductive in the long run. works only to suppress problem behaviors. net result is stifling to the student rather than empowering.

It

The

Teach and Reinforce the Replacement Behavior

Be

explicit, concise, and consistent. It may be necessary to break the desired behavior into smaller, manageable pieces, building up to it in realistic increments.

 Example:

When Jason enters class, I remind him to put a piece of scratch paper and a pencil on his desk. I remind him of the strategy we discussed. When he raises his hand and calls out, I hold up my hand signaling him to wait, make eye contact, and point to his paper. When Ive finished with instructions, I walk by his desk to make sure he understands what hes required to do.

Reflect on the Progress

Exercise

patience while recognizing that there is a certain degree of trial and error inherent in this process.

 Example:

For the first week, Jason continued to call out. I no longer answered his questions right away, so he would get frustrated and sigh audibly. We had to work on getting him to write down useful words quickly, but he eventually became efficient. As we both got used to the system, I found that I could walk by his desk and read what he had written. Often, I was able to anticipate his question and answer it as I continued with the rest of the class. After a month, it was rarely necessary for me to confer with him individually to clarify directions.

COGNITIVE INTERVENTIONS
Teach the student to THINK differently, therefore, he BEHAVES differently.

These are effective and long lasting.

Students may not respond immediately, so be patient!

Examples:
Memory

strategies

Self-monitoring strategies (checklists, behavior plans)

 Behavior

contracts acronyms, memory shortcuts,

Mnemonics,

role-playing

Cooperative

learning: assign roles, provide input regarding interaction within the group skills training: use teachable moments

Social

 Teach

study & organizational skills

Provide

computer / keyboarding instructions student insight into his learning style and teach to his strengths time management strategies: use calendars, reminder techniques

Provide

Teach

ENVIRONMENTAL MANAGEMENT INTERVENTIONS

These manipulate the environment to promote success.
They are effective and temporary. Teachers can judge the effectiveness immediately.

Examples:
Establish

consistent routines

Allow movement
Use special signals

 Use

positive reinforcement

Teach

your rules: they are few, clear, and comprehensive; explain the rationale for your rules; make them visible in the classroom clear consequences for not following the

Impose

rules

Employ

time outs: these are often needed to help students regain self-control homework carefully: communicate with parents, give consistent feedback

Monitor

 Reduce Utilize

workload

non-verbal signals agreed upon by you and the student in advance proximity

Use

Provide
Allow

different seating arrangements

for appropriate movement

Intervention List

ABCs of Andy

Turn to a partner

Describe two cognitive interventions and two environmental management interventions you might recommend to the teacher.

Ideal Classroom for Students with ADD / ADHD

Structured Organized Positive

routines in place classroom environment

feedback is frequent and immediate consequences for noncompliant behavior implemented proximity is used

Immediate

Teacher

 Minor

disruptions are ignored are appropriately leveled are brief or chunked

Materials

Assignments Tasks

are mixed interest and level

teaching methods are used

Multisensory

 Transitions Problems

are supervised

are anticipated with parents is frequent

Communication Study

skills teaching is part of the daily curriculum is allowed

Movement

Standing desks

Exercise Balls

ABC for Fitness

Sports Galore
Shooting

a jump shot Batting a baseball Serving a tennis ball Downhill skiing Spiking a volleyball Swinging a golf club Throwing a football Juggling a soccer ball Shooting an arrow Swimming underwater

Teacher Donts
Dont Dont

assume the student is lazy.

be fooled by inconsistency. Students with ADD / ADHD can do the work one day. The next day they may not. give up on a student. These children need your persistence and belief in their ability in order to succeed.

Dont

 Dont

give up on behavior modification techniques. They take time! forget to talk to others. Networking with other professionals eases your load. forget to involve parents. Be sensitive to their frustrations and fears. be afraid to adapt, provide accommodations, and alter assignments for students as needed. It is okay and fair to provide accommodations for students with special needs.

Dont

Dont

Dont

On Your Post it Note

Write

one thing you could take away from today and implement on Monday.

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