ADD and ADHD Solving the Mystery Joanne Capuano Sgambati, Ph.D.,BCBA August 20, 2011 Attention Deficit Disorder • ADD- Primarily Inattentive Type • ADHD- Primarily Hyperactive or Impulsive.
Download ReportTranscript ADD and ADHD Solving the Mystery Joanne Capuano Sgambati, Ph.D.,BCBA August 20, 2011 Attention Deficit Disorder • ADD- Primarily Inattentive Type • ADHD- Primarily Hyperactive or Impulsive.
Slide 1
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 2
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 3
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 4
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 5
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 6
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 7
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 8
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 9
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 10
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 11
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 12
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 13
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 14
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 15
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 16
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 17
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 18
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 19
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 20
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 21
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 22
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 23
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 24
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 25
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 26
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 27
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 28
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 29
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 30
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 31
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 32
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 33
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 34
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 35
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 36
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 37
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 38
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 39
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 40
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 41
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 42
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 43
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 44
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 45
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 46
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 47
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 48
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 49
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 50
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 51
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 52
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 2
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 3
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 4
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 5
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 6
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 7
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 8
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 9
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 10
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 11
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 12
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 13
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 14
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 15
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 16
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 17
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 18
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 19
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 20
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 21
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 22
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 23
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 24
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 25
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 26
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 27
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 28
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 29
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 30
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 31
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 32
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 33
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 34
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 35
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 36
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 37
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 38
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 39
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 40
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 41
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 42
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 43
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 44
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 45
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 46
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 47
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 48
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 49
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 50
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 51
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END
Slide 52
ADD and ADHD
Solving the Mystery
Joanne Capuano Sgambati, Ph.D.,BCBA
August 20, 2011
Attention Deficit Disorder
• ADD- Primarily Inattentive Type
• ADHD- Primarily Hyperactive or
Impulsive Type
• ADHD - Combined Type
Primarily Inattentive Type
• Six or more of the following
symptoms:
– Poor attention to detail,
careless mistakes
– Doesn’t listen
– Poor follow-through
– Poor organization
– Trouble sustaining attention
– Avoids tasks requiring
mental effort
– Easily distracted
–
Forgetful
Primarily Hyperactive/Impulsive Type
• Six or more of the following
symptoms:
•
•
•
•
•
•
•
•
•
Fidgets, squirms
Difficulty remaining seated
Runs or climbs excessively
Blurts out answers
Interrupts or intrudes on others
Unable to work or play quietly
Acts as if “driven” by a motor
Talks excessively
Difficulty awaiting his/her turn
Combined Type
• Meets both inattentive and
hyperactive/impulsive
Identifying Children with ADHD
• ADHD usually begins in early childhood
and continues into adulthood
• ADHD can affect all areas of a person’s
life.
• ADHD is diagnosed in 3-5% of schoolaged children (approximately 2 million)
• Boys outnumber girls 3 to 1
• According to the DSM-IV, ADHD can be
defined by behavior exhibited
Other Related Disorders
•
•
•
•
•
•
•
Opposition Defiant Disorder
Mood Disorders
Obsessive Compulsive Disorder
Autism Spectrum Disorders
Tourettes
Tic Disorder
Learning Disabilities
Positive Traits
•
•
•
•
•
•
Creativity
Enthusiasm
Curiosity
Flexibility
Spontaneity
Energy & Drive
Tips for Parents
• Believe in and
support your child
• Keep things in
perspective
• Pay attention to the
siblings
• Communicate
• Connect with others
• Be consistent
• Set a good example
• Anticipate and
avoid problems
• Praise good
behavior
• Pick your battles
• Take care of
yourself
Tips for Teachers
• Seating
• Structure &
consistency
• Role model peers
• Transition
preparation
• Creativity
• Connect with home
• Schedules
• Maintain eye
contact
• Clear and concise
instructions
• Simplicity
• Comprehension
checks
• Positive guidance
• Calm tone
Gathering Information
• Interview the parents
• Meet the child - ask about interests,
likes and dislikes etc.
• IEP - Individualized Education Plan
• BIP - Behavior Intervention Plan
• Behavior & Learning issues
• Medication Information
The Classroom
Classroom routines
should be kept as
consistent, structured
and predictable as
possible
The Classroom
• Visuals are very helpful
(schedules, charts, lists, pictures)
• Teach and model organizational skills.
Color-code materials and highlight.
• Give note taking guides and other
prepared materials
• Acknowledge appropriate behaviors.
• Work closely with parents. Daily
communication.
The Classroom
• Take advantage of the child’s areas
of special interests when teaching
• Build on the child’s strengths.
• Seat the child near you and maintain
frequent eye contact
• Seat the child near a role-model peer
• Give clear instructions and make sure
you have the child’s attention before
you do so.
The Classroom
• Reduce noise and distractions
(seating, cubicles, etc.)
• Offer breaks whenever possible
(send on errands, break up difficult
work)
• Offer choices
• Be prepared and informed
• Use concrete hands-on projects
• Allow extra time for task completion
The Classroom
• Insure all staff are familiar with
child’s specific issues and needs
• Avoid escalating power struggles
• Have all materials handy
• Remove distractions
• Break down and modify work
• Check for understanding
• Summarize important points
The Classroom
•
•
•
•
•
Post rules in positive language
Plan for transitions
Have a quiet spot
Allow for 1:1 instruction when needed
Provide immediate and explicit
feedback for behaviors
• Use technology (smartboard,
computer, books on tape, I-pads).
Skill Deficit or Performance
Issue??
• Skill Deficit- child has not learned
the skill yet or has not mastered all
the component skills
–
–
–
–
How do we address this?
Task analyze the skill
Teach to the skill
Provide models/ (variety of teaching
methods)
– Provide reinforcement
– Program for generalization/maintenance
Skill Deficit or Performance
Issue??
• Performance issue- performance is at a low
level, is inconsistent or is non-existent
– Yet the child does have this skill in his/her
repertoire.
• How do we address this?
• Make the instructions clear so behavior is
more likely to occur.
• Vary the setting in which we practice to
increase generalization
• Provide A LOT of reinforcement to
motivate the child!!!!
Skills
accepting
criticism
Awareness of others
Taking turns
Offering help
compromising
Eye contact
staying on
topic
dealing with
anger
transitioning
waiting
Social skills
proximity
dealing with
winning/losing
Tolerating NO
interrupting
sharing
maintaining a
conversation
Challenging Behavior
What do we do???
What is behavior?
Anything we do or say.
Its very functional. The 5 functions of
behavior (STEAM).
It is necessary to know the function of
behavior.
Why should we know the
function of a behavior?
Because … if we want to change it
(Behavior Modification), we better know
what purpose it serves.
To decrease problematic behavior you must
replace it with a more appropriate behavior
that serves the same function.
Increase appropriate behavior and/or
develop new skills.
Challenging Behavior
• In order to decrease
challenging behavior, we
must first understand why it
is occurring
Specific Deficits That May
Predispose Individuals to Engage in
Problem Behavior
•
•
•
•
•
•
•
•
•
Limited access to reinforcement
Low tolerance to change
Difficulties with unstructured time
Restricted leisure skills repertoire
Selective attention by support staff
Confusion
Difficulties with waiting or delaying R+
Poor environmental congruence
Inability to exercise appropriate
control over their environment
Overall, people usually engage in
fewer maladaptive behaviors
when…
They are having fun
They are succeeding
They feel valued and respected
They are feeling well
Their lives have a healthy structure
They have choices
They are in a pleasant environment
They are with people they trust and associate
with positive experiences
The 5 Functions of Behavior
(STEAM)
Sensory
Tangible
Escape/Avoidance
Attention
Medical
Proactive Strategies (examples)
Change the environment (seating, room,
type of class, level of stimuli, schedule)
Have an aide
Teaching adaptations (breaks, brief and
clear instructions, offer choices, give
difficult work interspersed with less
difficult work, motor tasks, visuals, hands
on lessons, accommodations, extra time )
Curricular revisions (level of demand
should match child’s ability, modify work).
Schedules
Reactive Strategies (examples)
Teach Relaxation Strategies: Deep
Breathing, Count to 10, Take a break,
Progressive Relaxation, or Squeeze.
Prompt child to “Use your words” or “Tell
me what you want”.
Change of enviornment or Quiet Spot
Distraction
Short words/Short sentences/Stay calm
Calling for backup and physical guidance
for safety
Restitution&apology
Reinforcement
Anything that increases or maintains the
behavior.
What is reinforcing to one child may not be
to another.
Reinforcers need to be assessed, regularly.
Assess by watching the child, asking the
child, introducing a variety of things to the
child, or more formal assessment tools.
Categories of Reinforcement
Verbal Statements/Praise
Tangible Items
Activities
Social Contact
Edible Items
Advanced Motivational Systems
Advanced Motivational Systems
Token Boards
Sophisticated token economies/menus
Combination token system/ Response cost
or TO from spending/earning.
Behavior contracts
Self monitoring system
Token Board
Quiet Working
DRO Token Board
Sample Token Board
Jacob’s Rules
I earn checks for……..
Using kind words
Talking in a calm voice
Following directions
Keeping personal space
Waiting patiently
Token Economy
Mon.
Tue.
Wed.
Thur.
Fri.
=
I get checks when
*I raise my hand to speak in class
*I finish all my work
*I speak nicely to others
*I keep my hands to myself
5 checks = special lunch
4 checks= vending machine
3 checks= can of soda
Self Evaluation Form
1. Followed directions.
2. Answered questions.
3. Spoke nice to others.
Morning
Lunch
Recess
Pack-up
YES
YES
YES
YES
NO
NO
NO
NO
Do I earn my Snapple?
YES
NO
Matt’s Self-Monitoring Form
5 min.
5 min.
5 min.
5 min.
5 min.
5 min.
I will sit nicely.
I will keep my hands down.
I will not hit anyone.
If I follow my rules, I get:
_____________________
Behavior Contract
I ___________, agree to my behavior contract.
“I must behave appropriately all day. This means I can not
throw things or tease other people. If I behave appropriately
all day, then I will get to play my Video games after I finish
my homework.”
Signature____________________________
Adult’s Signature______________________
Date_____________
A mother speaking about her
three ADHD sons
• What stress? I feel we are all like
plants in a garden. Some need lots of
sunshine, some need shade, some
need water all the time, others like it
dry. I just happen to have three wild
varieties you don’t see too often, but
I love them more for their
uniqueness”
Resources
• Publishing/Catalog Companies
–
–
–
–
Lingui-Systems
Pro-ed Publishing
Super Duper
Child’s Work/Child’s Play
Resources
• ADHD
–
–
–
–
www.chadd.org
www.teachervision.fen.com/add-and-adhd
All dogs have ADHD
Teaching Friendship Skills (www.
Sopriswest.com)
– ADD & ADHD in children: Recognizing the signs
and symptoms
– Survival Strategies for parenting your ADD
child
Resources
• Therapeutic Games
–
–
–
–
–
Talking, Feeling, Doing
Choose
In Control
The Anger Solution Game
Stop, Relax and Think
– Can be ordered from Child’s Work/Child’s Play
Catalog
ABA Resources
• Websites
– Curriculum/Lessons/Materials
•
•
•
•
www.specialkids1.com
http://members.home.com/welcome.html
http://do2learn.org
www.difflearn.com
– Reinforcement Exercise
• http://psych.athabascau.ca/html/prtut/rein
pair.htm
THE END