BEHAVIOUR AND AD/HDA PRESENTATION BY:

KATHRYN, DARIUSZ, AND ROBERT

MINISTRY DEFINITION

• A LEARNING DISORDER CHARACTERIZED BY SPECIFIC BEHAVIOUR PROBLEMS OVER SUCH A PERIOD OF TIME AND TO SUCH A MARKED DEGREE, AND SUCH A NATURE, AS TO ADVERSELY AFFECT EDUCATIONAL PERFORMANCE , AND THAT MAY BE ACCOMPANIED BY ONE OR MORE OF THE FOLLOWING:

A. IN ABILITY TO BUILD OR TO MAINTAIN INTERPERSONAL RELATIONSHIP

B. EXCESSIVE FEARS OR ANXIETIES

C. A TENDENCY TO COMPULSIVE REACTION

D. AN INABILITY TO LEARN THAT CANNOT BE TRACED TO INTELLECTUAL, SENSORY, OR OTHER HEALTH FACTORS, OR ANY COMBINATION THEREOF.

MISCONCEPTIONS ABOUT EMOTIONAL /BEHAVIOURAL DISORDERS

• YOUTH VIOLENCE HAS INCREASED SIGNIFICANTLY SINCE THE MID TO LATE CENTURY.

• ONCE A STUDENT IS IDENTIFIED WITH EMOTIONAL/BEHAVIOURAL DISORDER IN THE SCHOOL SYSTEM, IT IS EASIER TO GET SERVICES IN EDUCATION SYSTEM ACROSS THE COUNTRY.

• DEVELOPMENTS IN MENTAL HEALTH SCIENCE HAVE MADE THE IDENTIFICATION AND CLASSIFICATION OF BEHAVIOURAL DISORDERS SIMPLER FOR EDUCATION.

• BULLYING IS AN AGE- OLD, NATURAL SCHOOLYARD PHENOMENON AND STUDENTS LEARN TO DEAL WITH IT AS PART OF GROWING UP.

• BEHAVIOURAL DISORDERS ARE NEITHER AGE-NOR GENDER- RELATED.

• BEHAVIOURAL DISORDERS ARE MANIFESTED IN PATTERNS OF AGGRESSION AND FRUSTRATION.

• VERY OFTEN BEHAVIOURAL DISORDERS INDICATE A STUDENT WHO IS BRIGHT BUT FRUSTRATED.

• DIFFICULT BEHAVIOUR IS AN EXTERNAL MANIFESTATION OF SOMETHING DEEP-ROOTED.

• A PERMISSIVE ATMOSPHERE THAT ALLOWS STUDENTS TO DEVELOP UNDERSTANDING AND ACCEPTANCE OF THE SELF IS THE MOST EFFECTIVE WAY TO CHANGE INAPPROPRIATE BEHAVIOUR.

• ONLY THE BEHAVIOUR ITSELF SHOULD BE EXAMINED AND DEALT WITH. WHY THE BEHAVIOUR IS OCCURRING IS NOT IMPORTANT.

IDENTIFICATION• DEVIATES IN A SIGNIFICANT MANNER FROM THE BEHAVIOUR THAT IS NORMALLY

EXPECTED IN THE SITUATION

• BREAKS SOCIAL OR CULTURAL NORMS THAT ARE USUALLY WELL ESTABLISHED FOR THE AGE LEVEL

• SHOWS A TENDENCY TOWARD COMPULSIVE AND IMPULSIVE BEHAVIOUR THAT NEGATIVELY AFFECTS LEARNING

• HAS POOR INTRAPERSONAL RELATIONSHIPS AND LOW SELF-ESTEEM

• HAS LOW ACADEMIC ACHIEVEMENT OWNING TO CONDUCT

• MANIFEST ANY OR ALL OF THE ABOVE CHARACTERISTICS WITH AN INTENSITY, FREQUENCY, AND/OR DURATION SUCH THAT ADDITIONAL ASSISTANCE AND/OR INTERVENTION IS REQUIRED TO IMPROVE THE STUDENT’S ABILITY TO MAINTAIN APPROPRIATE BEHAVIOUR

CAUSES

• BIOPHYSICAL

• ALLERGIES

• SPEECH AND LANGUAGE

• PSYCHOLOGICAL

ASSESSMENT OF BEHAVIOURAL EXCEPTIONALITY

• TEAMWORK AND COLLABORATION

• CLASSROOM PERSONNEL, PARENTS, AND MENTAL HEALTH PROFESSIONALS

http://www.aseba.org/forms/schoolagecbcl.pdf

http://www.youtube.com/watch?v=KKqyvAQHb7w

http://www.pbs.org/wgbh/misunderstoodminds/attention.html

LONG STANDING ISSUES

• ACCEPTABLE TERMINOLOGY

• USEFUL DEFINITION

• ARE NEEDS BEING MET?

• STANDARDS ARE TOO HIGH

• SOCIO-ECONOMIC AND CLASS DISTINCTIONS

• THE STIGMA

• LEGAL REQUIREMENTS

• USE OF DRUGS

CONCEPTUAL MODELS AND THEIR EDUCATIONAL APPLICATIONS

ALTHOUGH TEACHERS DON’T TEND TO APPROACH

BEHAVIOUR ISSUES IN THE CLASSROOM THROUGH ONE LENS. IT IS IMPORTANT TO KNOW/UNDERSTAND THE VARIOUS APPROACHES TAKEN BY DOCTORS IN

DEALING WITH SUCH ISSUES.

CONCEPTUAL MODELS

• PSYCHODYNAMIC APPROACH

• WITHIN THE INDIVIDUAL/INNER TURMOIL

• BIOPHYSICAL APPROACH

• RELATIONSHIP BETWEEN BEHAVIOUR AND PHYSICAL DEFECTS

• ENVIRONMENTAL APPROACH

• STUDENTS ARE A PRODUCT OF THEIR ENVIRONMENT

• BEHAVIOUR MODIFICATION (DOMINANT BELIEF)

• BEHAVIOUR IS MODIFIABLE BY PRINCIPLES OF REINFORCEMENT

• DRUG THERAPY APPROACH

• PSYCHOTROPIC DRUGS USED TO CONTROL BEHAVIOUR

CLASSROOM REALITY:FLEXIBLE COMMON SENSE

• TEACHERS COMBINE A VARIETY OF APPROACHES AND APPLY THEM ON INDIVIDUAL BASIS.

• TEACHERS VALUE A WARM SUPPORTIVE ATMOSPHERE FOR ALL THEIR STUDENTS.

• TEACHERS ARE AWARE OF THE ENVIRONMENTAL IMPACT ON STUDENT LEARNING AND SOCIAL DEVELOPMENT

• DOING WHAT IS EFFECTIVE AT THE TIME AND WHAT MAKES SENSE AT THE TIME.

• TEACHERS NEED TO ESTABLISH A BASELINE FOR A STUDENT (FREQUENCY, INTENSITY, AND DURATION OF A PARTICULAR BEHAVIOUR) TO TELL IF THE INTERVENTION IS EFFECTIVE OR NOT.

WHAT AD/HD MAY LOOK LIKE IN STUDENTS

• CANNOT FOCUS FOR LONG STRETCHES OF TIME.

• IMPULSIVITY: ACTION WITHOUT CONSEQUENCES

• HYPERACTIVE NON-PURPOSEFUL ACTIVITY.

AD/HD AND OTHER SPECIAL NEEDS

• AD/HD DOES IS NOT NECESSARY A LEARNING DISABILITY.

• 1/3 STUDENTS WITH LEARNING DISABILITIES HAVE SOME SORT OF AD/HD

• ONE SPECIAL NEED DOES NOT IMPLY THE OTHER.

EFFECTIVE TEACHING

TEACHING STRATEGIES

Manage Environment

While Instructing Organization of Period

Other Support

Sit away from stimuli Simple/Precise instructions

Prepare fluid shifts and transitions

A few rigid rules

Sit beside peer model Breakdown instruction

Meet and greet (student check)

Avoiding arguments/power struggles

Natural light Proximity control (both catalyst and behaviour

Develop momentum after initial motivation

Independent study areas

Praise every improvement

MODIFICATIONS FOR BEHAVIOUR AND AD/HD

1. EXTENDED TIME FOR TASK COMPLETION.

2. SHORTER ASSIGNMENTS .

3. CREDIT FOR CLASS PARTICIPATION (IE IN CLASS, E-MAIL, AND DROP BOX).

4. REDUCE NUMBER OF QUESTION TO DEMONSTRATE COMPETENCY.

5. QUALITY VS. QUANTITY (REDUCTION)

6. ORAL EXAMINATION

ACCOMMODATIONS FOR BEHAVIOUR AND AD/HD

1. REDUCTION OF PAPER AND PENCIL TASKS

2. VISUAL DEMONSTRATIONS

3. FREQUENT BREAKS (LET STUDENT MOVE AROUND).

4. ONE INSTRUCTION AT A TIME.

5. REDUCE DISTRACTIONS

6. REWARD POSITIVE BEHAVIOUR (CATCH STUDENT BEING GOOD).

7. CONCRETE POSITIVE REINFORCEMENT (IE/ CPU TIME).

8. HAVE STUDENT REPEAT INSTRUCTION

9. REDUCE DISTRACTIONS

10. STUDY BUDDY (POSITIVE PEER MENTORSHIP).

“IF A CHILD DOESN’T KNOW HOW TO READ, WE TEACH.”

“IF A CHILD DOESN’T KNOW HOW TO SWIM, WE TEACH.”

“IF A CHILD DOESN’T KNOW HOW TO MULTIPLY, WE TEACH.”

“IF A CHILD DOESN’T KNOW HOW TO DRIVE, WE TEACH.”

“IF A CHILD DOESN’T KNOW HOW TO BEHAVE, WE…….....

……….TEACH?………PUNISH?”

“WHY CAN’T WE FINISH THE LAST SENTENCE AS AUTOMATICALLY AS WE DO THE OTHERS?”

--TOM HERNER (NASDE PRESIDENT ) COUNTERPOINT

1998, P.2)

RESOURCESMARY LYNN TROTTER: AD/HD COUNSELLING

HTTP://ADHDTREATMENTTORONTO.COM/

CANADIAN ADHD RESOURCE CENTER

HTTP://CADDRA.CA/CMS4/

LIVING WITH AD/HD: BBC DOCUMENTARY

HTTP://WWW.YOUTUBE.COM/WATCH?V=JPX7RQTW4AC

CHILD BEHAVIOUR CHECKLIST AGES 6-18