“ we can’t direct the wind… but we can adjust the sails ”
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“ WE CAN’T DIRECT THE WIND… BUT WE CAN ADJUST THE SAILS ”. Managing ADHD Behavior in the Classroom. Richard D. Lavoie, M.A., M.Ed. Visiting Lecturer – Harvard University. BELOIT MINDSET LIST. The internet Justice Ruth Ginsberg - PowerPoint PPT PresentationTRANSCRIPT
“WE CAN’T DIRECT THE WIND… BUT WE CAN ADJUST THE SAILS”
Richard D. Lavoie, M.A., M.Ed.Visiting Lecturer – Harvard University
Managing ADHD Behavior in the Classroom
BELOIT MINDSET LIST• The internet Justice Ruth Ginsberg• Union disputes Michael Landon• TV dials State abbreviations• LBJ Cursive• Arnold Palmer Leno/Letterman• USSR Czechoslovakia• Woolworth’s Ferris Bueller• MLB Wild Card
“Our understanding and knowledge of the CAUSES of
behavior will dictate our responses to that behavior.”
Ross Greene
ADHD is not just the “Big Three” anymore….
• Inattention
• Hyperactivity
• Impulsivity
INTENSITY (SEVERITY)
EXTENSITY (IMPACT)
STIGMATA (OUTWARD APPEARANCE)
SLEEP ABNORMALITIES
• Failure to achieve consistent REM stages
• Difficulty falling asleep
• Difficulty awakening
• Results in tardiness, irritability, sleep deprivation symptoms, morning battles
DEVELOPMENT/MATURITY DELAYS
“Immaturity”, ” Irresponsible”, “Acts younger than his CA…”
CA69
121518212427
BA 369
1215182124
CO-MORBIDITY (Coexisting Conditions)
• ESTIMATED 66% OF ADHD STUDENTS HAVE CONCOMMITENT CONDITIONS………
• Anxiety………………………34%• Depression……………….…16%• Substance abuse………...….5%• OCC/ODD……………….….40%• Learning disorders……...….50%• Conduct disorders………....15%
CD versus ODD
• Conduct disorder (Aggressive, intimidates, fights, cruelty, destructive, steals, very deceitful, serious violations.)
• Oppositional Defiant Disorder (temper, argumentative, non compliant, blames others, easily annoyed and distracted, angry, vindictive, “bears a grudge”)
LOW FRUSTRATION TOLERANCE
• Difficulty controlling/monitoring/ identifying emotions
• Emotionally reactive, “short fuse”• Lack of perseverance, gives up easily• Greatly concerned with OWN feelings,
insensitive to feelings of others.• Appears selfish, self-absorbed
FAILS TO LEARN FROM EXPERIENCE
• Repeats misbehavior, despite interventions• Difficult to manage and discipline• Unlikely to adhere to rules.• Not reflective, little hindsight• Requires immediate feedback, longterm
rewards of minimal value, effectiveness.• Difficulty examining, analyzing or modifying
his own behavior
TEMPORAL CONCEPTS
• Inability to appreciate order and recurring patterns
• Loses track of time • Often late• Marked difficulty estimating the time
required for tasks• Impatient• Hates waiting• “Time creeps”
IMPAIRED EXECUTIVE FUNCTIONING
• Active working memory
• Impulsivity
• Controlling emotions
• Difficulty directing behavior goals
• Problem solving
KINETIC MELODIES
• Stored patterns of familiar motor actions
• Difficulty performing repetitive, familiar motor patterns despite repeated exposures.
PERFORMANCE INCONSISTENCY
• Work quality varies hour to hour
• Baffling behavior that leads to misdiagnosis that “motivation” is the problem
• Creates feelings of guilt, helplessness, anxiety
THEREFORE……….
• TRADITIONAL MANAGEMENT STRATEGIES SIMPLY DO NOT WORK !!!
• Threats• Rewards• Punishment• Comparisons• Behavior Charts• Demerits• Behavior Modification
OTHER STRATEGIES THAT DON’T WORK
• Isolation• Corporal Punishment• Forced apologies• Sarcasm• Cheap shots• Collective punishment
UNIVERSAL DESIGN
• Automatic door openers• Elevators• Curb cuts• Door handles• Closed captioning• Also, electric toothbrushes, fire alarms,
flexstraws, etc.
BUMPERSTICKERS and PARADIGM SHIFTS
“If you don’t stand for SOMETHING,
you’ll fall for almost ANYTHING !!”
“CHALLENGING BEHAVIOR IS NOT A PROBLEM…..IT’S A
SYMPTOM.”
“Hurt people hurt people.”
“The pain that a troubled child CAUSES is never
greater than the pain that he feels.”
“Kids with ADHD have the regrettable ability to elicit
from adults the exact opposite emotional reaction than the child needs at the
time.”
“Adolescence is a 24 hour-a-day, 365 day-a-year battle to NOT BE EMBARRASSED !!”
Dr. Mel Levine
“Punishment is not designed to ‘pay’ for past
infractions….it’s designed to prevent future ones.”
“At any given moment, any kid would rather be viewed as a BAD kid than a DUMB
kid.”
“Behavior that is reinforced is replicated”
“POSITIVE feedback changes behavior…
NEGATIVE feedback only STOPS behavior.”
SUCCESSIVE APPROXIMATIONS:
Reinforce direction, not perfection.
“If you wouldn’t do it to an adult….don’t do it to a kid.”
“A well-managed class is one where every student is
SAFE and SUCCESSFUL.”
ABANDONING ASSUMPTIONS
• That others will listen to you and take an interest in your communication.
• That others will be consistent in their behaviors and reactions.
• That others will be realistic and rational.• That others will understand and accept
your reality.
…a word about POWER !!!!
PREVENTIVE DISCIPLINE
• Proactive strategies
• Situational Analysis
• Corrective strategies
STRATEGY #1
Structure and routine
STRATEGY #2
Worst case scenario
STRATEGY #3
Establish and maintaining rules
EFFECTIVE CLASSROOM RULES
• Post ‘em• CONSULT with kids• State what you WANT• Measurable and observable• Add, modify, eliminate rules as the year
progresses• Use rules that generalize• Number the rules…..>7,8• Refer to rules when broken…or followed !
STRATEGY #4
• Plan for and prepare for transitions.
• Beginning
• Middle
• End
STRATEGY #5
Earn a chance to take a chance
STRATEGY #6
Getting a commitment
STRATEGY #7
Minor choice technique
STRATEGY #8
Establishing an Anticipatory Set
STRATEGY #9
Setting an agenda
TUESDAY
• Collect, correct homework• Finish discussion of Presidential
Succession• Mapwork activity• Rules for National Essay Contest• Michael’s presentation on MLK• Distribute, explain homework• Finish DVD of JFK Assassination
STRATEGY #10Using effective questioning strategies
• Avoid handraising…depend on eye contact• Wait 3 seconds• Find a germ of accuracy in responses• Recall-to-recognition… convert to multiple
choice• Directed questioning• Fair warning• DON’T SAY, “Are there any questions?”
STRATEGY # 11
Define spaces in the classroom
STRATEGY #12
Use “Teachable Moments”
SITUATIONAL ANALYSIS
CORRECTIVE DISCIPLINE
WHY PUNISHMENT SELDOM WORKS
• Been punished enough !!• Does not eliminate…just represses behavior• Doesn’t model desired behavior• Models aggression and use/abuse of power• “Message” gets lost in fear, anger, anxiety• Associates punishment with the punisher• Doesn’t transfer of generalize• Only effective as long as threat of
punishment exists
FOUR R’s OF PUNISHMENT
• Related
• Respect
• Reasonable
• REVEALED
“EFFECTIVE PUNISHMENT IS IMMEDIATE and/or
DEFINITE”
CD STRATEGY #1
• Please……..ten
• Need……….ten
• Need…….. Now !!!!
CD STRATEGY #2
• WHISPERING
• To acknowledge positive responses
• As intervention….don’t wait for a response
• Proximity control
CD STRATEGY #3
• Broken Record Technique
• Why argue?
• Voice, body language, repeat RULE
CD STRATEGY #4
“Make an appointment…..”
CD STRATEGY #5
“Focused Corrections”
CD STRATEGY #6MILLIMETER AT A TIME
• Millimeter concession
• Millimeter admission
• Millimeter recognition
CD STRATEGY #7
Respect the struggle
CD STRATEGY #8
Use administrative intervention wisely
CD STRATEGY #9
“Express quality and expectation”
CD STRATEGY #10DIFFERENTIAL ATTENTION
Break eye contact
Encourage another
Praise positive interaction
BEWARE of extinction burst
CD STRATEGY #11
Direct Appeal
CD STRATEGY #12
Worst choice option
A Good Coach…….
• Wants all players to do well and win• Knows each player• Defines group and individual goals• Uses strengths• Works on weaknesses• Knows opponent• Considers conditions• Instructs at proper level• Applies new skills, reviews old skills• Constantly evaluating an re-teaching
The HIDDEN CURRICULUM
“Each school…each family…each classroom has its own individual
and unique culture”
IDENTIFYING THE HIDDEN CURRICULUM IN YOUR
SCHOOL
RESOURCES:
•Colleagues
•Students
•Student Council
•Support Staff (nurse, librarian, custodians)
TECHNIQUES
• Interviews (staff, students, parents, alumni)
• Surveys
• Brainstorming
• InHouse publications (Yearbooks, student newspaper, etc.)
• Observation
CONSIDERATIONS
• PHYSICAL PLANT
SOCIAL ENVIRONMENT
ADMINISTRATION
TEACHING STAFF
EXTRACURRICULAR OPTIONS
SCHEDULE
OUTSIDE THE SCHOOL