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Behavior Management Behavior Management Strategies and Strategies and

Resources for Students Resources for Students with ADD/ADHDwith ADD/ADHD

Behavior Management Behavior Management Strategies and Strategies and

Resources for Students Resources for Students with ADD/ADHDwith ADD/ADHD

Presented by the Child Development Presented by the Child Development Counsellors Itinerant–Elementary Student Counsellors Itinerant–Elementary Student

Support ServicesSupport Services

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WelcomeWelcomeWelcomeWelcome

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Activity # 1Activity # 1Activity # 1Activity # 1

A brief glimpse into the daily struggles of an A brief glimpse into the daily struggles of an ADD/ADHD studentADD/ADHD student

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CharacteristicsCharacteristics ADHD General ADHD General Information & Information &

GuidelinesGuidelines

CharacteristicsCharacteristics ADHD General ADHD General Information & Information &

GuidelinesGuidelines

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DSM IV – TRDiagnostic Statistics Manual

Diagnostic Criteria for Attention –Deficit/Hyperactivity Disorder

A. 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 - TRDiagnostic Statistics Manual

• (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:

• 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

• 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 - TRDiagnostic 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 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

Anxiety Disorder

OCD-Obsessive Compulsive Disorder

ODD –Oppositional Defiant Disorder

* When Something’s Wrong

Conduct Disorder

Learning Disability

Tourette’s/Tic Disorder

FASD –Fetal Alcohol Spectrum Disorder

PTSD – Post Traumatic Stress Disorder

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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 problemsSTUDENTS WITH ADD/ADHD OFTEN …

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

Resiliency Ingenuity /Creativity Spontaneity Boundless energy Risk takers Intuitive Inquisitive Sensitive to the needs of

others

Imaginative Inventive Innovative Resourceful Good Hearted Gregarious Observant

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StrategiesStrategiesStrategiesStrategies

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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

• Remove distracting items from the classroom i.e. overhead mobiles, kites.

• Correctly place the ADHD child

• Increase the distance between desks

• See Appendices for additional information• Adapted from Harvey Parker, Ph.D

• Self Monitoring

• Teach listening skills

• Establish eye contact

• Vary voice tone and inflection

• NB Do not use timers they only exacerbate the pressure and distractions

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Corrective Consequences

Positive practice – Do overs Brief delay Time owed Fining / Response cost Parental contact Restitution

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Activity # 2Activity # 2 Activity # 2Activity # 2

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Creative, Engaging Creative, Engaging and Interactive and Interactive

Classroom StrategiesClassroom Strategies

Creative, Engaging Creative, Engaging and Interactive and Interactive

Classroom StrategiesClassroom Strategies

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Creative, Engaging and Interactive Classroom Strategies

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 We Can Make a DifferenceDifference

We Can Make a We Can Make a DifferenceDifference

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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 timePlan 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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Activity # 3Activity # 3Activity # 3Activity # 3 WHAT SHOULD I DO ABOUT … ?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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5. The child who is always irritating peers:

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POP QUIZPOP QUIZPOP QUIZPOP QUIZ

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Your Questions Your Questions and/or commentsand/or comments

Your Questions Your Questions and/or commentsand/or comments

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Thank YouThank YouThank YouThank You

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About the Presenters and their Resources

• 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. RiefThe ADD Hyperactivity Handbook for Schools – Harvey C. Parker,

Ph.D.