Transcript SCHOOL SUCCESS STRATEGIES - Rady Children's Hospital

SCHOOL SUCCESS STRATEGIES
Natacha Akshoomoff, Ph.D.
Department of Psychiatry
and Center for Human Development
UC San Diego
Tic Disorders can affect school
success in a variety of ways
 Symptoms of attention deficit/hyperactivity
disorder (ADHD)
 Learning disabilities
 Symptoms of obsessive/compulsive disorder
(OCD)
 Social skill deficits
 Anxiety and depression
How can you tell?
 Student is having difficulty keeping up with his/her peers in
terms of reading, mathematics, and/or writing
 Related to the tics themselves? Other factors?
 Decline in grades (4th grade!)
 Increased frustration
How can you tell?
 Difficulty getting along with peers
 Negative attitude toward peers, teachers, or school in general
 Increased behavior problems
 Negative view of self
What can be done?
ASSESSMENT
What can be done?
EDUCATION!
 Teach the child about his/her tics and individual
strengths and weaknesses
 Educate peers about tics
 Educate teachers and other school personnel about
tics
Possible Accommodations
 Provide a calm and supportive classroom
environment.
 Attempt to minimize stressful situations.
 Allow the student to doodle, chew gum, alternative
seating, etc.
 Provide the student with extended time on tests.
 Allow the student to take tests in a different
classroom.
 Provide student with homework modifications
Possible Accommodations
 Provide the opportunity to complete work using
alternative media (e.g., paper and pencil or
computer).
 Allow the student to answer questions in oral rather
than written format, or vice-versa.
 Provide the student with copies of notes.
 Provide the student with an audio or video of the
class.
 Provide the student with preferential seating that
minimizes attention drawn to tics while allowing
active classroom participation.
Possible Accommodations
 Identify a location where the student can go when his
or her tics are particularly distressing.
 Allow the student to initiate a brief break.
 Provide the student with a nonverbal prompt to take
a brief break.
 Allow the student to leave the class for an extended
break (provided he or she brings along the assigned
work).
 Allow the student extended time between classes.
Assessment
 Assess for strengths and weaknesses early and over
time!
 Monitor behavioral challenges
 Help child with the development of executive
functioning skills
Behavioral Strategies for Success
 Antecedents – Behaviors - Consequences
 Positive reinforcement
 Cognitive-Behavioral Therapy support
Protection and Support
504 Plan
Individualized Education Plan (IEP)