Transcript What difficulties do children with ADHD have in the classroom?

Management of Children
with ADHD in the classroom
Some practical ideas
What difficulties do children with
ADHD have in the classroom?
Difficulties
listening to, taking in and acting
on instructions
Rarely
ready to start work and often fail to
complete work set
Problems
concentrating, are easily distracted
and are disorganised and forgetful
Other
behaviours include calling out,
interrupting and butting into conversations
What difficulties do children with
ADHD have in the classroom? -2
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Hyperactivity may be particularly obvious in
younger children so they have difficulties staying
in their seats – they can even fall out of their
seats!!
Older children appear more restless and fidgety,
often fiddling dangerously with equipment.
Children with ADHD are frequently unpopular
with other children because of their
unpredictable and irritating behaviour
Successful programmes for children
with ADHD integrate the following
three components:
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Classroom Organisation
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Structure of the learning task
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Behavioural Interventions
Activity
Consider:
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Classroom Organisation
Structure of the learning task
Behavioural Interventions
Come up with one idea, strategy, activity, approach etc
under each heading above that you have successfully
used for a child with ADHD
Write it down on a post it
Stick under the appropriate heading
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All pupil learning is enhanced by increased
attention to task so the following strategies
could well benefit a whole class not just the
child with ADHD.
Many of the following suggestions will
already be in the repertoire of class
teachers but will probably need to be more
prominent in the management of children
with ADHD
Classroom organisation
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Place the child in the least distracting place –
not near a window or door.
Seat children near the front and between good
role models in a position where good eye
contact can be maintained.
Working in pairs rather than groups.
Access to a separate work place.
Use a visual time table.
Classroom organisation - 2
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Clearly defined rules: few in number and
frequently rehearsed.
Use consistent routines. Model and teach
routines – turn taking, sharing equipment.
Give warnings for beginnings and ending of
lessons/activities.
Prepare for transition – children with ADHD
have difficulty in re-focussing their attention
Moving from one activity to another.
Classroom organisation - 3
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Prepare pupils for changes to the timetable if
known in advance – supply teachers.
Ensure that all materials and equipment are
readily available and prepared beforehand.
Keep classroom interruptions to the minimum.
Treat each day as anew beginning. Do not
dwell on previous failings.
Structuring the learning task
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Give clear concise instructions having
established eye contact – ‘effective
language patterns’. Ask the pupil to repeat
directions back to the teacher.
Break tasks into smaller ‘chunks’. Initially
short and when mastered gradually
increased in complexity.
Incorporate short breaks for physical
activity into lessons.
Structuring the learning task - 2
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Support written/visual instructions with
oral instructions.
Give regular feedback as children with
ADHD respond to FREQUENT positive
reinforcement.
Provide alternative methods of presenting
work – ICT, scribe, drawings etc.
Structuring the learning task - 3
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Help organisation through the use of lists,
daily task sheets, charts and report cards.
Use highlighter pens to focus attention on
key words and instructions.
Use cooker timers for work completion,
changing time on task etc.
Strategies for managing behaviour
The child with ADHD is not intending to
irritate teachers or peers, although it
might seem so. They are unable not
unwilling to work. Pupils with ADHD need
help in managing their behaviour if they
are to take advantage of the learning
experiences of the classroom.
Strategies for managing behaviour - 2
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Frequent use of rewards. These should be
given immediately – a more positive
response to immediate rather than
delayed rewards.
Reprimands should be brief and given
calmly. They should be specific and
involve a reminder of the task or
behaviour required. Avoid sarcasm, anger
and arguments.
Strategies for managing behaviour - 3
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Minor disruptions are best ignored.
Involve the child in his/her own
management plan – empowerment.
Transition times as well as less structured
times should be closely monitored.
Teach children to self monitor. This is very
effective in reducing unwanted behaviours
and is an important skill for children with
ADHD to acquire.
Strategies for managing behaviour - 4
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Identify specific problem situations and specific
behaviour. Use of the TOAD.
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Praise appropriate behaviour at every opportunity.
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Use choices and distractions to avoid confrontations.
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Be alert to incidental opportunities for social skills
training e.g. joining in conversations, making requests,
paying and receiving compliments.
And if all else fails………………