Transcript Slide 1

Helping ADHD Children to
Succeed in School
Classroom Action Planning
Contributed by Nikki Black
Cavendish Close Junior School Derby 2012
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What are the signs and symptoms
of ADHD?
Although symptoms of the disorder
vary by individual and can range
from mild to severe, some of the
most common signs are:
difficulty focusing in a variety of
situations
problems getting organized
not listening when spoken to
having trouble sitting still or waiting
in line
constantly interrupting others
What is ADD/ADHD?
Attention deficit hyperactivity
disorder, also known as ADHD, is a
condition that makes it difficult for
people to control their attention and
behaviour.
The disorder is primarily
characterised by levels of
inattention, hyperactivity, and
impulsivity and usually appears
before age seven.
ADHD symptoms can show up in
various situations, such as in the
college classroom, and may create
difficulties getting work done.
Symptoms may also affect
relationships with friends and
family.
Physical environment
Seat pupils with ADHD where there is little of interest to hold
their attention when it's not focused on schoolwork. A seat in the
front of the room would be best. This restricts what's in the
child’s line of vision.
Certain types of classical music can be an aid to concentration
and learning. For ADHD children who find music helpful during
lessons, a small CD player with earphones can be extremely
valuable. Be aware of competing sounds in the classroom (such as
noisy heaters or air conditioning units.)
Many ADHD children find it easiest to learn in a room with low
intensity lighting and classroom temperature should be monitored
closely.
Learning methods
One of the most commonly used learning styles is Fleming's
VARK model which I use myself when I am doing class
assessments, because every child has their own learning
method. Most kids, especially ADHD children use all of their
five senses for learning, but often favour one sense over the
others.
"Visual learners" prefer reading or observing.
"Auditory learners" do best with talking and listening.
"Tactile/kinesthetic learners" benefit most from a hands-on
approach.
Tune into how the ADHD children learns best to help them
succeed in the class.
Teacher style and technique
Part 1
Ask an interesting, speculative question, show a picture, tell a
little story, or read a related poem to generate discussion and
interest in the upcoming lesson.
Use visual signals: flash the lights or raise your hand which
signals the students to raise their hands and close their mouths
until everyone is silent.
Employ multisensory strategies when directions are given, write
key words or pictures on the board or overhead projector while
teaching. Use pictures and diagrams
Teacher style and technique
Part 2
Move around in the classroom to maintain your visibility. Teach at
a lively, pace. Ask questions that are open-ended, require
reasoning, and stimulate critical thinking and discussion. Use
direct instruction techniques and other methods of questioning
that allow for high response
Check for clarity. Make sure instructions are clear and
understood, also give a manageable amount of work that the
student is capable of doing independently.
Scan classroom frequently. All children need positive
reinforcement. Give positive comments with high frequency,
praising students specifically whom you observe to be on-task.
Remember incidents can happen so be prepared with a life jacket
Stages of an Incident
5
Peak
Acceleration
/ Escalation
4
6
Agitation
Trigger
Calm
1
2
De-escalation
3
INTERVENTION
POSSIBLE
AT ALL STAGES
7
Recovery
Rules and routines part 1
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Establish a clear set of rules for everyone in the class. If everyone
follows the same rules, others can be role models for children with
ADHD
Maintain a predictable daily routine. Not only will the child know
what to expect, but the child will also know what is expected of
them.
Give user-friendly directions. Using a combination of verbal and
physical cues. Give verbal instructions one at a time, rather than in
one long list.
Prepare for new surroundings and situations. Unfamiliar conditions
can often exacerbate attention problems.
Clearly explain what the children can expect to happen, and review
rules for appropriate behaviour.
Rules and routines part 2
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Ensure that parents and carers know the routine and behavioural
targets, this can be done in the form of a home school diary.
Determine what circumstances trigger unacceptable behaviours, and
avoid them when possible.
Set up a system of rewards and consequences. Have a chart where the
child can keep track of positive behaviours using stickers or stamps.
Be consistent with rewards and consequences.
Reward a child with privileges or activities, change the reward often,
since children with ADHD may become easily bored with the same
reward.
Time-outs and taking away privileges are the most effective
consequences.
Cycle of
change
Exit
End of
Problem
Exit
Give up or
try again
Maintenance
Staying changed.
Sustaining new behaviours
Relapse
Return to some or all of your
original practices
Action
Decision to change
involved in action to help
Contemplation
Thinking seriously about
change, and feeling
strongly the need to
change
Exit
Drop out
Exit
Decide
not to
Beginning of change
Pre-contemplation: Defensive and avoiding towards change
Can behaviour be
changed?
Developing self esteem, Emotional
environment and Social environment (1)
• Praise and rewards can make the children feel positive about
themselves, so give praise wherever possible. As well as verbal
praise, giving small rewards can highlight accomplishments.
• Tell the children they are special and let them know you trust
and respect them.
• Set goals that are easily achieved and watch the class
confidence grow.
• Sports, hobbies, after-school clubs or lunchtime clubs can build
self-esteem. No matter what the activity is, children can learn
new skills to be proud of
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To establish an atmosphere that respects all differences.
Developing self esteem, Emotional
environment and Social environment (2)
• Focus on the positive by getting the class to write a list of
everything they like about themselves, such as their good
characteristics and things they can do, this can be done in a
circle time or PHSE lesson
• Allowing children with ADHD to play with younger children (ie
year 5 child with ADHD, with year 3 children). Many children
with ADHD have more in common with younger children than
with their age-peers. They can still develop valuable social
skills from interaction with younger children.
• To have a classroom that offers consistent, attentive,
nurturing, and sensitive attention to each child's needs.
Developing self esteem, Emotional
environment and Social environment (3)
• The emotional environment includes all of the factors that can
affect how the child interacts with others (e.g., respect for
all, clear expectations, safe and caring atmosphere).
• Let children develop a sense of responsibility. Special school or
classroom jobs for the ADHD children can be very beneficial.
• individuals. Issues such as name calling or bullying are dealt
with immediately.
• To work closely with the Learning Mentors, they can spend
quality time with a child with ADHD
• Providing opportunities for success around the school. The
child might be involved in assisting in the office, helping the
caretaker, assisting with snack time, or helping the teacher
Whole school effects
• Calmer atmosphere – fewer behavioural
incidents
• Lower staff absenteeism & staff turnover
• Head teachers more confident at leaving
• Less stressed at end of day & more energy
to implement joint behaviour strategies
• Parents made more contact and reported
children had greater confidence; behaved
better at home; enjoyed coming to school
Summary
With the right planning you can have
an enjoyable class
Children with ADHD can often be
passionate, enthusiastic, and
active members of your class.
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Referencing:• Stevens, S.H. (1997). Classroom Success for the LD and ADHD Child. Winston-Salem, NC: John F.
Blair, Publisher
• http://en.wikipedia.org/wiki/Learning_styles
• Derby Safe Guarding Board