told checklist strategy guide

The

T.O.L.D. Try On Learning Disabilities

By Barbara Allison R.N. and Mary-Jane Hardie

Working Together To Meet Their Needs

The T.O.L.D. Workshop Society

is a non-profit, volunteer organization, working through public awareness to support, educate and advocate for individuals and families

affected by learning disabilities and/or attention deficit hyperactivity disorder.

© April 1997

Checklist &

Strategy Guide

T.O.L.D. Workshop C&S Guide Revised 2009

http://toldworkshop.wordpress.com/

This book is dedicated to our children

who have taught us so much

and have made us realize there is

so much more to learn.

TOLD Workshop C&S Guide Revised 2009

Table of Contents

Page

Introductions 1

About This Guide Book 2

A Note To Parents and Teachers 3

Learning Disabilities 4

Dysgraphia (Visual – Motor Integration) 5

Strategies for Dysgraphia 6

Far Point Copying Difficulty (Visual Memory) 7

Strategies for Far Point Copying 8

Dysnomia (Expressive Language Difficulty) 9

Strategies for Dysnomia 11

Auditory Processing Difficulty (Receptive Language) 12

Strategies for Auditory Processing 14

Dyslexia (Witten Language Difficulty) 16

Strategies for Dyslexia 18

Dyscalculia (Math Difficulty) 20

Strategies for Dyscalculia 21

Motor Skills Difficulty 22

T.O.L.D. Workshop 2009

Table of Contents Continued

Page

Strategies for Motor Skills Difficulty 24

Social Skills Difficulty 25

Strategies for Social Skills 26

Attention Deficit Hyperactivity Disorder 28

Common Characteristics of ADHD 29

Strategies for ADHD 32

Self - Esteem 35

References 36

Creative Commons

Checklist and Strategy Guide by TOLD Workshop is licensed under a Creative Commons Attribution-

Noncommercial-No Derivative Works 2.5 Canada License.

Based on a work at toldworkshop.wordpress.com.


Introduction

It was from a sense of worry and frustration that the T.O.L.D. (Try On Learning Disabilities) Workshop Society was developed and the Checklist & Strategy Guide was created: - worry in the sense that our children were not thriving at school and as parents not knowing how to help. - frustration when seeking advice from teachers and frequently being met with, “I’m sorry I don’t know much about learning disabilities. I’m not trained in this area.” We discovered that we had to become knowledgeable on the subject of learning disabilities and attention deficit disorder in order to advocate for our children and turn around that sense of worry and frustration. The T.O.L.D. Workshop Society was created in April of 1997. Our goal as a non-profit, volunteer organization was to work through public awareness to support, educate and advocate for individuals and families affected by learning disabilities and/or attention deficit disorder. Public awareness was implemented through our simulation workshop – a unique and energetic hands-on workshop offering information and strategies to address the challenges, behaviours and emotions often associated with learning or attentional difficulties. It was from this workshop that the Checklist & Strategy Guide developed. Our children are now adults and the advocacy torch has been passed on to them. After many years of road trips, late nights and early mornings to present our workshop, we have now retired. Demand to purchase our book however has remained steady over the years. We now offer the Checklist & Strategy Guide to others on-line in hope that the worry and frustration we faced years ago may help others in the future. Barbara Allison and Mary-Jane Hardie December 2009

1


About This Guide Book

This book is intended as a basic guide only.

In this strategy guide you will find a checklist for some of the common characteristics of a particular learning disability. This guide is to be used only as a classroom / home reference and not for diagnostic purposed. If you suspect a learning disability, a full neuropsychometric assessment needs to be done by a registered psychologist. If you are also concerned about attention deficit disorder, consult your doctor, a pediatrician or psychiatrist. Following each checklist is a list of some strategies you may want to try to help your child / student in their areas of difficulty. Strategies that work for one child may not necessarily work for another. Be creative and try different techniques. Our children are all unique. They come with their own combinations of learning disabilities and their own individual strengths. 2

For easy reference

The pages that contain the checklist for a specific learning disability are marked in the upper

right hand corner with a C.

The pages that contains the strategy list for that specific learning disability are marked in the upper

right hand corner with an S.


A Note To Parents and Teachers

Children with learning disabilities / attention deficit disorder are challenging. These challenges do not occur just at school or just at home. To offer our children the skills and strategies they need to address their disability, parents and teachers must work together from a base of knowledge, respect and understanding. The invisible aspect of a learning disability / ADHD makes it hard for us to realize the difficulties and frustrations our children face every minute of every day. If our children are to experience success, we must ensure they have a sense of self-worth and a healthy self-esteem. To achieve this, we must work as a team. 3

LVOE

It Doesn’t Matter How

They Spell It

As Long As They Feel It


LearninL

Learning Disabilities

A learning disability is an invisible neurological disability that affects approximately 10% of the population. People who have learning disabilities have the potential for average or above average intelligence. Diagnosis is made by a registered psychologist through a neuro -psychometric assessment. Different areas of a person’s life may be affected by learning disabilities. It is unusual to have only one area affected just as it is unusual to have all areas affected. People with learning disabilities are as unique from one another as are people without learning disabilities. People with learning disabilities may also have areas of superior strengths. The exact cause is unknown but there is a genetic tendency for learning disabilities to be passed on in families. The severity of the disability is not necessarily passed on. Illness or trauma during infancy may also produce learning disabilities. More boys than girls are diagnosed yet just as many girls may have learning disabilities. 4


C

Dysgraphia (Visual-Motor Integration)

Dysgraphia – difficulty with written work and fine motor coordination. ___ has an awkward pencil / pen grip

___ written work is very messy

___ has many erasures and cross outs

___ is slow to copy from notes or blackboard

___ will use short sentences and short words when writing

although they may have an extensive vocabulary verbally

___ becomes fatigued after writing only a few sentences

___ finds essays and reports extremely difficult to write

___ shows extreme frustration when trying to express thoughts on

paper

___ for many, printing is easier than handwriting

___ has difficulty staying on the line

___ size of writing is inconsistent – may start with large print and

finish with very small print

___ hand cramps after writing for only a short time

___ presses too firmly on paper – may even poke holes through the

page

___ experiences tight shoulders and/or clenched jaw

___ eye-hand coordination problems 5


Revised 1998, 1999, 2009

S

Strategies for Dysgraphia

L photocopy the teacher’s notes for the student

L give a buddy some carbon paper to make an extra set of notes

L use a rubber grip on a pencil – this may be helpful when

learning to form letters

L use “White-Out” (repeated erasures produce holes in the paper)

L allow student to answer questions orally instead of writing

L use a voice recorder for memo notes

L allow printing instead of handwriting – for many students

writing is a cognitive task and spelling, punctuation and content

are lost

L a harder lead pencil (3H) does not break or need sharpening

as often as an HB pencil

L a roller ball pen or ink cartridge pen flows smoother and may

be easier for some students

L using graph paper when learning to print may help with size,

consistency and correct pencil grip in early years

L use photocopied notes – the student can highlight while listening

L use an old textbook that can be highlighted

L use of a computer for written work produces legible work

L decrease volume of written material

L have a parent or friend proof-read

L allow video recorded projects instead of written ones 6


C

Far Point Copying Difficulty (Visual Memory)

Far Point Copying – difficulty holding a visual image in your mind and reproducing it. ___ has difficulty taking notes from blackboard

___ has difficulty copying from page to page

___ has difficulty taking notes from an overhead projector

___ loses place on page after looking away

___ has poor comprehension

7

The problem does not always lie in the fact

that you can’t do something.

Many times, the biggest problem is being the only one who can’t do it.


S

Strategies for Far Point Copying

L photocopy an extra set of notes for the student

L encourage highlighting and priority setting

L give a buddy some carbon paper to make an extra set of notes

L allow more time when note taking

L encourage touch typing on a laptop computer so that the student

does not have to look away from what he is copying

L check comprehension

8

Appreciate The Enormous Effort That Is Required


C

Dysnomia (Expressive Language Difficulty)

Dysnomia – difficulty retrieving and verbally expressing words, thoughts or information l___ had delayed speech development as a child

___ described as, “My mind knows it but my mouth can’t say it.”

___ has frequent silent periods when talking

___ talks non-stop but doesn’t get to the point of what they are

trying to say

___ stutters

___ speech is not fluent – seems to stumble over words

___ has rambling speech

___ wrong word may suddenly pop out

___ says, “Never mind” having started to tell you something

___ says, “Um, Um” frequently – buying time while searching for

the right words

___ has poor eye contact while speaking

___ closes eyes while trying to think of the right words or thoughts

___ easier to say, “I don’t know” or “I forget” frequently

___ often a quiet person – yet has lots to say when writing

___ may not sound intelligent

___ mixes up pronouns and prepositions

9


C

Dysnomia Continue

___ mixes up Who, When, Where, Why, What, How

(may ask the same question repeatedly when meaning to ask

something else)

___ mixes up yesterday, today, tomorrow

___ mixes up before, after, in front, behind etc.

___ mixes up left, right (very common in many people)

___ appears to understand but cannot express what they have

learned

___ may have very good written vocabulary but doesn’t use it when

speaking

___ has difficulty giving instructions or directions

___ has difficulty summarizing events or getting to the point

___ may be very strong verbally when acting or role playing

(spontaneous speech is much easier than demand speech)

___ has difficulty sequencing

10

A learning disability can be mild, moderate or severe. It is not always the severity that presents

the biggest challenge.

Often, it is the combination of the learning disabilities that becomes the foremost challenge.


S

Strategies for Dysnomia

L reduce anxiety by providing a quiet and safe environment

L allow plenty of time for the person to express themselves

L ask questions to cue response, “When did this happen?”

“Who did it happen to?” etc.

L allow person to write down information

L multiple choice questions help retrieve information

L encourage student to ask for help when they need you to find

words for them

L value what they have to say and the energy it requires

L be a patient listener (Listening is often very tedious. The person

will sense when you are frustrated with them and the situation

will become worse.)

L use of a computer may help to “free up” thoughts and

vocabulary and assist in sequencing

L don’t ask too many questions at once

L be cautious when asking a student to speak out in class – set up a

system to know when the student is comfortable

L encourage list making

L use Post-Its or other stick on notes

L teach the student to retrieve the information externally when

internal retrieval breaks down – internet, atlas, dictionary etc.

L involve a speech and language pathologist 11


C

Auditory Processing Difficulty (Receptive Language Difficulty)

Auditory Processing – the ability to give meaning to verbally presented material

(DIFFICULTY DOES NOT MEAN HEARING PROBLEM)

___ appears to be listening but misses what is said

___ takes information or parts of conversation out of context

___ has difficulty learning phonics

___ has difficulty with syllables

___ has difficulty distinguishing between two words that sound

similar

___ has difficulty determining rhyming words

___ has speech which may sound garbled

___ confuses certain sounds or words eg. – botato for potato or

purple for people

___ may hear sounds in an incorrect sequence or mix up words

(pasghetti for spaghetti etc.)

___ may take information out of sequence

___ does not appear to be paying attention

___ misses questions or statements made by others

___ seems to hear only bits and pieces of what is being said

___ has difficulty learning a second language

___ has difficulty learning rules of a game 12


C

Auditory Processing Continued

___ appears to be daydreaming or lazy

___ may also have word retrieval difficulties

___ may refer to orally presented material or classes as, “boring”

___ yawns during oral presentations

___ may choose negative behaviour over the embarrassment of

not understanding something

___ may be an extremely quiet and well behaved student – does

not wish to be noticed

___ takes enormous energy to process oral information – may fall

asleep

___ fidgets during oral presentations

___ appears poorly motivated – “He certainly is bright enough. If

he would only pay attention and do what he is told.”

___ may be able to follow written instructions very well

___ may say he understands but does not follow instructions or

directions

___ looks around to see what everyone else is doing

___ responds to questions slowly

___ may be slow to understand a joke

13

Auditory Processing Difficulties Often Resemble Characteristics of Attention Deficit Disorder


S

Strategies for Auditory Processing

L speak slowly and clearly

L face the person when you are speaking to them

L touch the person or desk of the person you are speaking to

prior to giving them instructions

L call the person by name before speaking – this gives them time to

get ready for the question, information or instruction you are about

to give them

L tell them in advance what your are going to say – eg. “Mike,

(touch and wait) I’m going to ask you a question about Canada’s

confederation. In what year did Canada’s confederation take

place? 1775 or 1867?”

L decrease unnecessary background noise

L give the person more time to think about what is being said

before expecting the answer

L break down the volume of information into smaller amounts

L simplify the language used

L provide written notes and instructions – have the student use a

highlighter as information is presented

L during sports give the rules of the game on a blackboard or paper

first and allow the student to watch the game before participating

14


S

Strategies for Auditory Processing Continued

L have the person repeat back to you what it is you are asking of

them – avoid saying, “Do you understand?”

L use different words when re-explaining something – do not just

repeat what you already said (only louder)

L encourage the use of a computer – the volume, speed and

complexity of language is controlled by the user

L avoid embarrassing situations where the student has to process

verbal information in front of others (such as a class debate)

15

� KISS – Keep it short & simple �


C

Dyslexia (Written Language Difficulty)

Dyslexia – a complex language disorder involving reading, writing and spelling. l___ is a slow reader and easily frustrated when pressured

___ has poor reading comprehension but can discuss information

from other sources

___ loses meaning of sentence or paragraph before reaching

the end

___ has difficulty with sight word vocabulary and whole word

reading approach

___ confuses certain letters and number when reading and writing

- b,d,p,q - 6, 9

- h,n,m,w - 12, 21

- n,u - 356, 65

___ has difficulty determining where one word ends and another

starts

___ uses capitals and lower case letters inappropriately

___ uses capitals instead of lower case (trouBle or harD)

___ omits endings when reading

___ may do well on spelling tests but has difficulty with every

day spelling 16


C

Dyslexia Continued

___ may leave out vowels or entire syllables when spelling

___ has trouble finding words on a page or numbers in a column

___ sings or whispers alphabet when using a dictionary

___ is always erasing work

___ work appears improperly spaced and messy

___ has difficulty organizing work on paper (left to right progression)

___ uses finger to point to words when reading

___ appears to be squinting

___ omits endings when reading

___ may describe the written material as jumping or sliding off the

page

___ words appear to move or letters switch position in the words

___ avoids reading whenever possible

___ reads only for a short period at a time

___ falls asleep easily when reading

___ has difficulty with puzzles and maps

___ misinterprets pictures

___ has difficulty telling the difference between similar objects

___ decodes but does not comprehend

17


S

Strategies for Dyslexia

Reading

L give extra time for reading assignments

L encourage visual imagery while reading

L needs phonetic teaching approach

L use a highlighter on important information

L adjust the volume of material to be read

L take frequent rest breaks when reading large amounts

L watch a movie about the book before reading it

L encourage the use of a finger or ruler when reading to help stay

on the correct line

L use recorded books or CDs

L use large print and double spacing for written material

L encourage reading out loud to himself / herself (some need to

hear the words in order for it to make sense)

L when studying, categorize highlighting – names in pink, dates in

green, important facts in blue etc.

L break reading assignments into smaller units

L oral reading in front of other classmates may produce extreme

anxiety – it should be limited to one person in a non-threatening

environment

18


S

Strategies for Dyslexia Continued

L limit the amount of written material on any handouts or outlines

- if it looks overwhelming chances are it won’t get read

L may need written instructions read out loud first

Spelling and Writing

L to remember which direction to write, mark left hand corner of

the paper with a green dot or an arrow pointing to the right

L avoid comments such as “do as much as you can,” as it invites

distraction and non-completion – set realistic goals instead

L give rules for misspelled words – “i before e except after c…”

L teach tricks for remembering the difference between letters that

confuse them (“b” and “d” etc)

L use “White-Out” for mistakes

L use a computer with spell check when possible – the

appearance of the finished product will be something they can be

proud of

L use a Rolodex or phone pad for keeping a list of commonly

misspelled words

19


C

Dyscalculia (Math Difficulty)

Dyscalculia – difficulty or inability to do mathematical computations or understand concepts ___ basic math facts just don’t seem to sink in

___ seems to understand math concept one day but not the next

___ counts on fingers for simple arithmetic

___ becomes extremely anxious during math time

___ avoids math whenever possible

___ has difficulty telling time

___ finds confuses yesterday, today, tomorrow

___ confuses before and after

___ has directional problems – left and right

___ has difficulty with number patterns

___ has difficulty with shapes or puzzles

___ has trouble with sequencing or of putting in numerical order

___ has trouble with times tables

___ has difficulty making change

___ is slow with simple math computations

___ has difficulty estimating volume, time and distance

___ cannot remember which direction to work when adding or

subtracting

___ lack self-confidence 20


S Strategies for Dyscalculia

L allow him / her to use fingers for counting

L use times table matrix

L teach finger calculations or how to use a calculator efficiently

L use a calculator for basic facts

L use grid paper to keep numbers in columns

L give verbal rules for math computations and have the student

“talk” himself through it

L give real life examples for math applications

L use math manipulatives

L make sure student masters one skill before moving on

(some days it’s there and the next it isn’t)

L give extra time for calculations (no math minutes)

L give extra time for exams

L do not have students mark each other’s papers

L do not ask oral math questions in front of other students

L provide a low stress environment – anxiety produces math

shut-down

L circle or use a highlighter to mark operational signs (+/- etc.)

L group questions on math test so student can repeat solution

pattern

L use digital watch with alarm for telling time

L play card games involving math (Crib)

L play board games that involve making change (Monopoly)

L set up a make-believe store and practice making change 21


C

Motor Skills Difficulty

Gross Motor Skills – the ability to move the body as a whole to perform a function

___ is clumsy and awkward

___ has difficulty defining his / her space – bumps into things

___ may have jerky movements at times

___ has poor balance

___ avoids P.E.

___ “forgets” gym strip regularly

___ avoids sports or team games

___ may be good at some types of sports and not others

___ arms don’t appear to swing naturally at their sides when

walking

___ is slow to get dressed

___ falls and trips frequently

___ spontaneous movement (dancing) may be easier than

structured movement (playing badminton)

___ has difficulty keyboarding

22


C

Motor Skills Difficulty

Fine Motor Skills – the ability to use the smaller muscles of the body – specifically the muscles of the hands and forearms

___ has sloppy handwriting (see Dysgraphia)

___ has difficulty using a knife and fork

___ has difficulty brushing teeth etc.

___ has difficulty using tools

___ has difficulty with art projects

___ tries to “draw” letters and numbers rather than form them in the

correct manner

___ has difficulty keyboarding

23


S

Strategies for Motor Skills Difficulties

L consult with an occupational therapist

L encourage student to be physically fit and promote fitness as a

life long goal – physical activity reduces stress and is an

excellent focus for ADHD students

L find out what kind of activities the student likes

L do not draw attention to the student

L avoid situations where one person picks members of a team

L consider attitude, not ability when marking – let student know

they will not be penalized for being unable to do an activity well

- many students with coordination problems avoid P.E. or

misbehave because of fear of failure

L encourage the use of an MP3 player for some situations – music

may help some students with coordination

L keep a sense of humour – let the student know you accept him

for she he / she is

L encourage student to try a variety of sports – he / she may be

an excellent swimmer

L set realistic goals

L acknowledge and encourage their strengths

L use a voice recording device for poor writing or typing skills

L see strategies for Dysgraphia (page 5) 24


C

Social Skills Difficulty

For many students with learning disabilities / attention deficit disorder, social skills can be strength. However, many find social interaction an incredible challenge. Those unspoken do’s and don’ts in everyday life need to be taught for many of these students to achieve social success.

The following is a list of some common social skill difficulties.

___ does not pick up social cues from watching others

___ has difficulty reading body language

___ has difficulty assessing facial expressions – happy, sad, angry

___ stands too close to other people

___ makes too much or too little eye contact

___ has difficulty reading the social environment (informal or

formal) Is this an appropriate time to make a joke?

___ has difficulty with social routines – greetings, thank-yous etc.

___ lacks sensitivity to others needs and feelings

___ has poor awareness of peer group norms

___ has difficulty identifying and expressing his / her own feelings

___ speaks at inappropriate times

___ changes the subject inappropriately

___ has difficulty understanding humour, figurative speech or

sarcasm 25


S

Strategies for Social Skills

L acknowledge good social skills (“I really liked how you looked

Mr. Smith in the eyes when you spoke to him today.”)

L point out good social skills in others (“Did you see how John

shook hands when he greeted Mr. Smith?”)

L role play prior to an upcoming situation (“Pretend that I am Mr.

Smith and you are greeting me. Try shaking hands with me the

same way John just did”)

L use difficult past experiences or negative situations to learn from

(“Things didn’t go well at the class party today. What can we do

to make things go better next time?”)

L help identify emotions in others by reading body language

– a smile usually mean that someone is happy

L use books and magazines with photographs to help read body

language

L use TV shows or DVDs and discuss social situations afterwards

L teach appropriate methods of dealing with anger

L have secret cues during social situations – eg. – pull your ear

lobe when it is time for the person to say “Thank you.”

L encourage situations that promote working with a buddy

L set small, realistic goals so that the student can experience

success

26


S

Strategies for Social Skills Continued

L practice what a situation will “look like” prior to it

(“We are going to dinner at the Smith’s. We will all sit in the

dining room. There will be 6 people. When you sit down, you

place your napkin in your lap and wait with your hands folded

until you eat.”)

L explain those social situations that most people naturally pick p

but have never been taught – eg.-

- how close you stand to someone that you don’t know

when you are speaking to them

- how much eye contact you make

- where you stand in an elevator when it is occupied

- how to choose a seat on the bus

27


BE PATIENT

Learning social skills takes time and repetition, repetition

repetition…

Attention Deficit Hyperactivity Disorder

A condition in which the frontal lobe of the brain and the chemicals of the nervous system (neurotransmitters) are not in balance for proper transmission of nerve impulses to and from the brain.

There are three types of ADHD:

1. The inattentive type: - has difficulty completing tasks or paying attention for an appropriate length of time yet can frequently have periods of intense concentration

2. The impulsive / hyperactive type: - has difficulty waiting his or her turn – is impatient – often interrupts – fidgets or feels restless

3. The combined type: - inattentive, impulsive and/or hyperactive

Many people with ADHD will also have other learning disabilities.

Diagnosis is made by a physician through extensive history taking.

Everyone experiences some of the symptoms at times in their lives. The ADHD person experiences them with – greater intensity, longer duration and increased frequency. It is now recognized that just as many girls as boys may have ADHD. Symptoms for girls are usually more subtle. There is a strong genetic tendency for ADHD to be passed on in families yet ADHD symptoms can also be caused by illness or trauma during infancy or early childhood. 28


C

Common Characteristics of ADHD

The varied combination of symptoms makes each person unique. Symptoms present as imbalances or extremes in activity and behaviour and have usually been present since early childhood.

___ as a baby, was discontented (colic) or extremely easy

(sleeping / eating problems)

___ as a toddler, was busier and more destructive or more passive

than most

___ always falling and hurting themselves or overly cautious

___ always talking or extremely quiet

___ has trouble sitting still – always fidgeting or moving

___ stands or kneels to do desk work or eat a meal

___ has difficulty staying focused on one subject for an appropriate

period of time

___ does not seem to be paying attention

___ seems bright – “If only he would stop fooling around he would

do very well.”

___ daydreams (more common in girls)

___ makes careless mistakes – rushes through work

___ won’t take time to review work and check for mistakes

___ does not follow through with instructions

___ forgetful – but can remember incredible details of unimportant

events 29


C

___ notices details (teacher has new shoes)

___ always “on the go”

___ distracted by external stimuli (tastes, smells, touch, etc.)

___ appears poorly motivated or lazy

___ often very artistic, creative or musical

___ falls asleep or appears tired when well rested

___ too emotional for situation (sudden anger over minor irritation)

___ mood swings

___ impulsive (acts or speaks without thinking)

___ has difficulty waiting his / her turn

___ interrupts others

___ class clown – has the “quick one-liners”

___ poor social skills or extremely good social skills

___ always looking ahead – not content with present situation

___ has difficulty managing money

___ manages time poorly – always late or extremely early

___ has poor awareness of time

___ messy – difficulty keeping a clean locker or bedroom etc.

___ saves everything (pack rat)

___ has difficulty making simple decisions

___ worries about unimportant things

___ may move and talk extremely slow and monotone (hypoactive)

___ doesn’t like surprises – wants to know what is happening next

___ consistently inconsistent 30


ADHD Checklist Continued

C

___ has periods of hyperfocus – can be intensely focused when

doing something they like or are good at – can’t stop thinking

or talking about the subject

___ may avoid new situations

___ consequences of actions do not seem obvious

___ may not pick up social skills by watching others

___ poor self monitor

___ may blame others for their mistakes

___ procrastinates – difficulty getting started

___ may have poor personal grooming – hair not combed, poor oral

hygiene, no shower etc.

___ the feel of certain clothing may be overly distracted

ie. – seams of socks twisted etc.

___ likes to do things “their way”

___ may be overwhelmed with the amount or time restrictions on

projects and assignments

___ avoids situations with large crowds or loud noises

___ has difficulty winding down at bedtime

___ has difficulty getting going in the morning

___ often plays with younger kids

___ may be bossy

___ doesn’t learn from mistakes

___ has difficulty switching tasks (subject change)

___ has chronic problems with self-esteem 31


ADHD Checklist Continued

S

Strategies for ADHD

L a neuro-psychometric assessment may be necessary to

identify associated learning disabilities

L associated learning disabilities must be addressed

L provide a consistent and structured environment

L set clear guidelines

L establish routines (people with ADHD do not like surprises)

L tell them what is coming next and what situation will be like

L have open communication with family and others working with

student – everyone involved needs to be consistent and work

together!

L set small goals to provide success

L consequences of actions must be taught

L social skills need to be taught – they are not picked up naturally

L break down assignments into smaller parts with clear instructions

- this will help the student from becoming overwhelmed, giving up

or not finishing

L position seating in the least distractible position

L help them get started on the project or assignment

L allow for leg stretching breaks

L encourage the use of a squeeze ball (or something quiet) for

fidgeting

L listening to music with headphones may help focus some students

when reading or doing work 32


S

ADHD Strategies Continued

L gum chewing or doodling can also be a focusing activity

L touch the student’s desk at regular intervals to help focus his /

her attention

L encourage intense daily physical activity

L rewards work well – people with ADHD need to see and feel

their achievements

L encourage strengths ie. – art, drama, music creative writing

L use a watch alarm as a time reminder or a cue to pay attention

L colour code text books and note books

L provide an extra set of textbooks for home to help with

organizational problems – ie. – “I forgot” or “I brought home the

wrong book”

L use one binder that contains all subject notebooks

L encourage the use of a day planner

L use cell phone calendar, Google calendar or email for memos

L may need to snack frequently

L encourage healthy snacks and avoid high sugar ones

L when doing something new, allow the student to watch first before

participating

L use a computer – speed, volume of material and complexity are

controlled by student

L give extra time on assignments and exams

33


S

ADHD Strategies Continued

L provide study carrel

L eliminate unnecessary stimuli in classroom

L use Post-Its or other stick on notes for reminders

L give immediate feedback

L see Strategies For Social Skills (page 25)

L keep a sense of humour

34


Associated learning disabilities must be addressed.

In order to sit still and pay attention you must be able to do the work.

Self Esteem

It is well known that a person with a healthy self-esteem and

sense of worth has a greater chance of success. As adults in the

lives of children with learning disabilities or attention deficit

hyperactivity disorder, one of the greatest challenges we face is

helping them to maintain a healthy self-esteem. Every day, our

children are faced with failures as they struggle to cope and make

sense of their world. As adults, we must continually encourage and

value their strengths even when we too are worn down by their

challenges. The invisible nature of learning disabilities and attention

deficit hyperactivity disorder makes it easy to dismiss their existence

and to focus only on the behaviours that stem from frustration and

failure.

In order for our children to have a healthy self-esteem, they need

skills and strategies to address their disability. We must “set them

up” for success. In order to do this we must work as a team from

home and school.

35

EVERY SUCCESS NEEDS TO BE CELEBRATED


T.O.L.D. Workshop References

Amen, D. Windows into the ADD Mind. Fairfield, California, Mindworks Press, 1997 ISBN 1-886554-08-0 Amen, A. A Teenagers Guide to ADD. Fairfield, California, Mindworks Press, 1997 ISBN 1-886554-05-6 Barkley, Russell Taking Charge of ADHD. New York, Guilford Press, 1995 ISBN 0-89862-099-6 Comings, David Tourette Syndrome and Human Behaviour Duarte, California, Hope Press, 1990 ISBN 1-878267-28-0 Comings, David Search For Tourette Syndrome and Human Behaviour Genes. Duarte, California, Hope Press, 1996 ISBN 1-878267-41-8 Cummings, R. Fisher, G. The Survival Guide for Kids With LD. Minneapolis, MN., Free Spirit Publishing Inc., 1990 ISBN 0-915793-18-0 Cummings, R. Fisher, G. The School Survival Guide for Kids With LD. Minneapolis, MN., Free Spirit Publishing Inc., 1990 ISBN 0-915793-32-6 Cummings, R. Fisher, G. The Survival Guide for Teenagers With LD. Minneapolis, MN., Free Spirit Publishing Inc., 1990 ISBN 0-915793-51-2 Dornbush, M., Pruit, S.K. Teaching the Tiger. Duarte, California, Hope Press, 1995 ISBN 1-878267-34-5 Hallowell, E.M., Ratey, J.J. Driven To Distraction. New York, Touchstone, Simon & Schuster, 1994 ISBN 0-684-80128-0 Hallowell, E.M., Ratey, J.J. Answers To Distraction. New York, Bantam Books, 1994 ISBN 0-553-37821-X Hallowell, E.M., When You Worry About The Child You Love. New York, Simon & Schuster, 1996 ISBN 0-684-80090-X Hallowell, E.M., Worry. New York, Pantheon Books, 1997 ISBN 0-679-44237-5 36



Hamaguchi, Patricia, Childhood Speech, Language and Listening Problems . Toronto, Wiley & Sons nc., 1997 ISBN 0-471-03413-4 Hartmann, T. Bowman, J., Burgess, S., Think Fast! The ADD Experience . Grass Valley, California, Underwood Books, 1996 ISBN 1-887424-08-3 Haerle, T. (editor) Children With Tourette Syndrome. Woodbine House, 1992 ISBN 0-933149-44-1 Hipp, E., Fighting Invisible Tigers. Minneapolis, MN., Free Spirit Publishing Inc., 1995 ISBN 0-915793-80-6 Ingersoll, Barbara Daredevils and Daydreamers. Toronto, Doubleday, 1998 ISBN 0-385-48757-6 Kelly K., Ramundo P., You Mean I’m Not Lazy, Stupid Or Crazy?! New York, Simon & Schuster, 1993 ISBN 0-684-80116-7 Latham P., Latham S., Succeeding In The Workplace. Washington D.C. JKL Publilshers., 1990 ISBN 0-915793-32-6 Cummings, R. Fisher, G. The Survival Guide for Teenagers With LD. Minneapolis, MN., Free Spirit Publishing Inc., 1994 ISBN 883560-03-9 Levine Mel Keeping A Head In School. Cambridge, Mass. Educators Publishing Service Inc.1994 ISBN 0-8388-2069-7 Levine Mel Educational Care. Cambridge, Mass. Educators Publishing Service Inc.1993 ISBN 0-8388-1987-7 Levine Mel All Kinds Of Minds. Cambridge, Mass. Educators Publishing Service Inc.1994 ISBN 0-8388-2090-5 Lynn, George T. Survival Strategies for Parenting Your ADD Child. Underwood Books, Inc. 1996 ISBN 1-887424-19-9 McCarney, S. Bauer, A. The Learning Diability Intervention Manual. Hawthorn Educational Services Inc., Revised Ed. 1995 37



Moghadam, H., Attention Deficit Disorder: Hyperactivity Revisited . Calgary, Alberta, Detselig Enterprises., 1998 ISBN 0-920490-78-6 Nowicki, S. Jr., Duke, M. Helping the Child Who Doesn’t Fit In. Atlanta, Georgia, Peachtree Publishers, 1992 ISBN 1-56145-025-1 Osman, B.B. Learning Disabilities and ADHD. New York, John Wiley & Sons Inc., 1997 ISBN 0-472-1551-1 Phelan, Thomas W. Surviving Your Adolescents. Glen Ellyn, Illinois, Child Management Inc., 1993 ISBN 0-9633861-0-7 Ratey, J. Johnson, C., Shadow Syndromes. New York, Random House, 1997 ISBN 0-679-43968-4 Rief, Sandra The ADD/ADHD Checklist. New Jersey, Simon & Schuster, 1997 ISBN 0-13-762395-X Schumm, J., Radencich, M. School Power: Strategies for Succeeding In School. Free Spirit Publishing Inc., 1992 ISBN 0-915793-42-3 Smith, Sally L., No Easy Answers: The Learning Disabled Child at Hom e and School. New York, Bantam Books, 1979 ISBN 553-27095-8 Stevens, Suzanne H. The Learning Disabled Child: Ways That Parents Can Help. Winston-Salem, N.C. John F. Blair, 1991 ISBN 0-89587-036-3 Stevens, Suzanne H. Classroom Success for the Learning Disabled. Winston-Salem, N.C. John F. Blair, 1984 ISBN 0-89587-036-3 Thomas, James, L. Do You Have Attention Deficit Disorder? New York, Dell Books, 1996 ISBN 0-440-22260-5 Weiss, L. Attention Deficit Disorder In Adults. Dallas, Texas, Taylor Publishing Co., 1992 ISBN 0-87833-979-5 Weiss, L. ADD On the Job: Making Your ADD Work For You. Dallas, Texas, Taylor Publishing Co., 1996 ISBN 0-87833-917-5 38



Brooks, Robert Learning Disabilities and Self Esteem: Look What Yo u’ve Done! www.drrobertbrooks.com/products/index.html Hallowell, Ed. A.D.D. From A to Z http://www.drhallowell.com/add-adhd/ Lavoie, Richard How Difficult Can This Be? F.A.T. City Workshop. http://www.ricklavoie.com/videos.html Lavoie, Richard Learning Disabilities and Social Skills: Last One P icked… First One Picked On. http://www.ricklavoie.com/videos.html Lavoie, Richard Learning Disabilities and Discipline: When The Chip s Are Down http://www.ricklavoie.com/videos.html

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