Transcript Behavior Management Strategies and Resources for Students

Behavior Management
Strategies and Resources
for Students with
ADD/ADHD
Presented by the Child Development Counsellors
Itinerant–Elementary Student Support Services
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Welcome
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Activity # 1
A brief glimpse into the daily struggles of an
ADD/ADHD student
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Characteristics
ADHD General
Information & Guidelines
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DSM IV – TR
Diagnostic Statistics Manual
Diagnostic Criteria for
Attention –Deficit/Hyperactivity Disorder
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Either (1) or (2):
(1) six or more of the following symptoms of inattention have persisted
for at least 6 months to a degree that is maladaptive and inconsistent
with developmental level:
Inattention
(a) often fails to give close attention to details or makes careless
mistakes in schoolwork, work, or other activities
(b) often has difficulty sustaining attention in tasks or play activities
(c) often does not seem to listen when spoken to directly
(d) often does not follow through on instructions and fails to finish
school-work, chores, or duties in the workplace (not due to ODD)
(e) often has difficulty organizing tasks and activities
(f) often avoids, dislikes, or is reluctant to engage in tasks that require
sustained mental effort (such as schoolwork and homework)
(g) often loses things necessary for task, activities (e.g. toys , school
assignments, pencils, books, or tools)
(h) is often easily distracted by extraneous stimuli
(i) is often forgetful in daily activities
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DSM IV - TR
Diagnostic Statistics Manual
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(2) six or more of the following symptoms of hyperactivity-impulsivity
have persisted for at least 6 months to a degree that is maladaptive and
inconsistent with developmental level:
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Hyperactivity
(a) often fidgets with hands or feet or squirms in seat
(b) often leaves seat in classroom or in other situations in which
remaining seated is expected
(c) often runs about or climbs excessively in situations in which it is
inappropriate
(d) often has difficulty playing or engaging in leisure activities quietly
(e) is often “on the go” or often acts as if “driven by a motor”
(f) often talks excessively
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Impulsivity
(g) often blurts out answers before questions have been
completed
(h) often has difficulty awaiting turn
(i) often interrupts or intrudes on others (e.g. butts into
conversations or games)
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DSM IV - TR
Diagnostic Statistics Manual
B. Some hyperactive-impulsive or inattentive symptoms that cause
impairment were present before age 7 years.
C. Some impairment from the symptoms is present in two or more settings
(e.g.: At school, or work or home)
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WHAT ADD/ADHD LOOKS LIKE
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Don’t see or think of the consequences of their behavior
Impulsive
Some will have little empathy for other individuals involved
Cannot transfer information from one situation to another
May react at a later time to an incident
Perception problems – see things differently
Inability to recognize social cues, norms (don’t interrupt teacher –
rude, not knowing when to stop, doesn’t get humor)
Inability to wait
Difficulty listening/ Not following directions/ Defiance
Transition difficulties
Fear of accomplishment – fear of failure
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**What ADD/ADHD looks like… continued
 Offending others i.e. Pushing, shoving
 Dangerous physical risk taking
 Acting out feelings (persecution – can’t see that if he was the only person
acting out that was why he got into trouble)
 Limited physical boundaries
 Manipulating people / events
 Tantrums / anxiety
 Disorganization
 Forgetful
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Don’t be Fooled …
Is it really ADD/ADHD? or another
co-existing disorder(s)
Depression
Conduct Disorder
Anxiety Disorder
Learning Disability
OCD-Obsessive Compulsive Disorder
Tourette’s/Tic Disorder
ODD –Oppositional Defiant Disorder
FASD –Fetal Alcohol Spectrum Disorder
PTSD –
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Post Traumatic Stress Disorder
When Something’s Wrong
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**ASSOCIATED PROBLEMS WITH ADD/ADHD
 Low self-esteem / Loss of motivation
 Inability to build or maintain interpersonal relationships
 Anxieties
 Obsessions / compulsions
 Over / under reacting (low affect)
 Learning Disability
 School Problems**
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school problems
STUDENTS WITH ADD/ADHD OFTEN …
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Have average fluency and performance on “short” reading assignments
Have “spotty” comprehension
Lose their place frequently
Forget what they read
Have difficulty reading silently (needing oral input)
Avoid reading (non-choice material)
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DESIRABLE TRAITS COMMON IN MANY WITH
ADHD AND OR LD
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Resiliency
Ingenuity /Creativity
Spontaneity
Boundless energy
Risk takers
Intuitive
Inquisitive
Sensitive to the needs of
others
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Imaginative
Inventive
Innovative
Resourceful
Good Hearted
Gregarious
Observant
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Stretch BREAK
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Strategies
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STRATEGIES
Pre-made response cards
Picture desk Cards/Silent Q’s
Non verbal Signals
Write-on response tools
Team A / Team B (full class games)
“Safe area (low stimulation area that is calm,
relaxing, non-punitive; have props like soft pillows,
music sensory toys)
 Catch them being “GOOD”
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ORGANIZATION CLASSROOM AND HOMEWORK
SUPPORT
 Require 3-ring binder with pockets (from 3rd grade higher)
 3-hole punch all papers given to students
 Consistent use of planner/agenda/assignment sheet. Provide
parents with guidelines about their role – what they can do to
help.
 Colored folders to correspond with color coded: agenda’s,
notebooks, unit sheets, handouts…
 Include due dates on assignments and estimated time required
to complete
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Organization and Classroom and homework support
continued
 Assign study Buddies with phone number
 Build cleaning/organization of notebooks and
desk/locker/school bags into schedule
 Provide a second set of books for home
 Place copies of schedules in binders, lockers, and taped to
desk
 Provide more class time
 Modify assignments, cutting the written work load
 Limit amount of homework
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**Classroom Management
• Behavioral Contracting
• Self Monitoring
• Remove distracting items
from the classroom i.e.
overhead mobiles, kites.
• Teach listening skills
• Correctly place the ADHD
child
• Vary voice tone and
inflection
• Increase the distance
between desks
• NB Do not use timers they
only exacerbate the
pressure and distractions
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See Appendices for additional information
Adapted from Harvey Parker, Ph.D
• Establish eye contact
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Corrective Consequences
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Positive practice – Do overs
Brief delay
Time owed
Fining / Response cost
Parental contact
Restitution
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BREAK
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Activity # 2
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Creative, Engaging and
Interactive Classroom
Strategies
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Creative, Engaging and Interactive Classroom
Strategies
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Get their attention before giving directions
Tell the students when and where to look
Keep directions short and clear
Have the child(ren) repeat
Provide clarity and structure for the students
Increase praise, encourage and reward increments of
improvement and interaction (frequency, duration, intensity)
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We Can Make a
Difference
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We Can Make a Difference
 Change what you can control…YOURSELF(attitude, body language, voice,
strategies, expectations)
Be fair, firm and consistent
Remain calm
Disengage from power struggles
Role model appropriate behavior
Give extra praise for a job well done
Choose issues carefully
Allow the child to vent before dealing with issues
Try to get an understanding of how the child “perceives”
the situation first before trying to work through it
 Deal with one situation at a time
Plan a response and avoid “reacting”
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We Can Make a Difference
 Affirm and acknowledge their feelings and your
confidence in their ability to make good choices.
 Use “what” questions rather than “why” questions
 Use “when …then” rather than “If you don’t…you won’t”
 Training and knowledge about Add/ADHD
 Close communication between home and school
 Team work / Administrative support
 Respecting student privacy and confidentiality while
being sensitive about not embarrassing or humiliating
 BELIEVE IN THE STUDENT – do not give up when the
plan(s) A, B, and C don’t work
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Pearls
• Rules without Relationship = Rebellion
• The more out of control one feels,
the more in-control they need you to
be.
• F.E.A.R = Finding Evidence Against Reality
• The Golden Rule = treat others as
you would like to be treated.
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Stretch BREAK
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Activity # 3
WHAT SHOULD I DO ABOUT … ?
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WHAT SHOULD I DO ABOUT … ?
1)The child who is totally out of control –
yelling, swearing, hiding under the desk:
a danger to self / others / property:
See appendix 9 for some suggestions
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2. The child who can’t stay seated and who is
constantly
falling out of the chair:
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3. The impulsive child who blurts out in class
all the time:
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4. The child who is constantly angry or upset
about something:
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The child who is always irritating peers:
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POP QUIZ
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Your Questions
and/or comments
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Thank You
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About the Presenters and their Resources
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Leah Ferron, Kelly Lajeunesse and Lee Pedersen are Child Development
Counsellors with the Near North District School Board. All participated in
compiling this presentation based on personal experiences, previous
workshops attended and some written resources purchased over the years.
The counsellors wish to acknowledge the invaluable insights and strategies
they have gathered from the following books regarding the subject of
ADD/ADHD:
When Something’s Wrong - Canadian Psychiatric Research Foundation
HOW TO REACH AND TEACH ADD/ADHD CHILDREN – Sandra F. Rief
The ADD Hyperactivity Handbook for Schools – Harvey C. Parker, Ph.D.
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