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I have come to a frightening conclusionThat I am the decisive element in the classroom.
Its my personal approach that creates the climate.Its my daily mood that makes the weather.
As a teacher, I possess a tremendous powerTo make a childs life miserable or joyous.
I can be a tool of tortureOr an instrument of inspiration.I can humiliate or humor, hurt or heal.
In all situations, it is my response
That decides whether a crisis will be escalated or de-escalatedAnd a child humanized or dehumanized.
-Haim Ginott
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Effective
Strategies forStudents with
ADD / ADHDDanette Sack
American School of The [email protected]
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Characteristics of students with ADD / ADHD canvary greatly
A diagnosis does not dictate a specific response
from teachers
ADD / ADHD is different from a learning disability
it does not effect one area, but all areas of thechilds life
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The variety of behaviors associated withADD / ADHD can make it difficult to knowwhere to start!
Therefore, a systematic approach to
behavioral interventions helps both theteacher and the student
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Effective Problem Solving
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Isolate Problem Behaviors
Limit your problem solving to behaviorsthat interfere with a students academic
achievement or disrupt the ability ofothers to do their work.
Example: Jason calls out when I amgiving directions to the whole class.
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Analyze the BehaviorAntecedent-Behavior-Consequence (ABC) Analysis
When and where does the behavior takeplace and what typically happens as a
result?
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Determine the Function of the
Behavior
Behavior that is repeated generally servessome function. It might not be socially
acceptable or expedient, but it does helpthe student meet a perceived need.
Students may have considerable insight
as to why they act in certain ways. Talk tothe student!
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Example: Jasons questions usually comeup when he misses some piece ofinformation. I spoke to him privately andasked him why he does not wait until Imfinished with my instructions to ask a
question like everyone else. He said itshard for him to focus because hesworried about what he missed. He thinksthat if he waits, hell forget his question. I
determine that when he calls out, he isalleviating his anxiety and getting thehelp he needs.
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By examining the antecedents and
consequences of the behavior, a teachermay find ways to reduce the frequency ofthe behavior.
Changes in the environment may reducethe students need for the behavior.
Changing the response to the behavior
may make it less effective in meeting theperceived need.
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Example: After talking to Jason, I realizedthat I could easily record the steps to be
done on the board as I give instructions.This way he wont get lost so often. Whenhe does call out, I need to make sure thatI dont answer his question immediately
(delay gratification).
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Formulate a Replacement
Behavior
Ideally, the replacement behavior shouldserve the same function as the problem
behavior while allowing the student tobenefit from instruction.
Be positive. Spell out what the child WILLdo rather than what he wont do.
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Example: Jason should write down hisquestion or a word to remind him of his
question so hell be able to ask when Ifinish with the instructions. This doesntmeet his need as quickly as before but ifhe knows I will answer his question later, it
may reduce his anxiety.
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Punishment, or negative reinforcement,while perhaps immediately effective, isoften counterproductive in the long run.
It works only to suppress problembehaviors.
The net result is stifling to the student
rather than empowering.
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Teach and Reinforce the
Replacement Behavior
Be explicit, concise, and consistent. It maybe necessary to break the desiredbehavior into smaller, manageablepieces, building up to it in realisticincrements.
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Example: When Jason enters class, Iremind him to put a piece of scratchpaper and a pencil on his desk. I remindhim of the strategy we discussed. When
he raises his hand and calls out, I hold upmy hand signaling him to wait, make eyecontact, and point to his paper. WhenIve finished with instructions, I walk by hisdesk to make sure he understands what
hesrequired to do.
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Reflect on the Progress
Exercise patience while recognizing that
there is a certain degree of trial and errorinherent in this process.
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Example: For the first week, Jasoncontinued to call out. I no longer
answered his questions right away, so hewould get frustrated and sigh audibly.We had to work on getting him to writedown useful words quickly, but he
eventually became efficient. As we bothgot used to the system, I found that Icould walk by his desk and read what hehad written. Often, I was able toanticipate his question and answer it as Icontinued with the rest of the class. Aftera month, it was rarely necessary for me toconfer with him individually to clarifydirections.
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COGNITIVE INTERVENTIONS
Teach the student to THINK differently,
therefore, he BEHAVES differently.
These are effective and long lasting.
Students may not respond immediately, sobe patient!
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Examples:
Memory strategies
Self-monitoring strategies (checklists,behavior plans)
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Behavior contracts
Mnemonics, acronyms, memory shortcuts,role-playing
Cooperative learning: assign roles,provide input regarding interaction withinthe group
Social skills training: use teachablemoments
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Teach study & organizational skills
Provide computer / keyboardinginstructions
Provide student insight into his learningstyle and teach to his strengths
Teach time management strategies: usecalendars, reminder techniques
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ENVIRONMENTAL
MANAGEMENT INTERVENTIONS
These manipulate the environment to
promote success.
They are effective and temporary.
Teachers can judge the effectivenessimmediately.
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Examples:
Establish consistent routines
Allow movement
Use special signals
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Use positive reinforcement
Teach your rules: they are few, clear, andcomprehensive; explain the rationale for yourrules; make them visible in the classroom
Impose clear consequences for not following therules
Employ time outs: these are often needed to helpstudents regain self-control
Monitor homework carefully: communicate withparents, give consistent feedback
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Reduce workload
Utilize non-verbal signals agreed upon by you andthe student in advance
Use proximity
Provide different seating arrangements
Allow for appropriate movement
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Intervention List
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ABCs of Andy
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Turn to a partner
Describe two cognitive interventionsand
two environmental managementinterventions you might recommend to theteacher.
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Ideal Classroom for Students
with ADD / ADHD
Structured routines in place
Organized classroom environment
Positive feedback is frequent andimmediate
Immediate consequences for non-compliant behavior implemented
Teacher proximity is used
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Minor disruptions are ignored
Materials are appropriately leveled
Assignments are brief or chunked
Tasks are mixed interest and level
Multisensory teaching methods are used
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Transitions are supervised
Problems are anticipated
Communication with parents is frequent
Study skills teaching is part of the dailycurriculum
Movement is allowed
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Standing
desks
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Exercise
Balls
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ABC for FitnessSports Galore
Shooting a jump shot
Batting a baseball
Serving a tennis ball
Downhill skiing Spiking a volleyball
Swinging a golf club
Throwing a football
Juggling a soccer ball
Shooting an arrow
Swimming underwater
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Teacher Donts
Dontassume the student is lazy.
Dont be fooled by inconsistency.Students with ADD / ADHD can do thework one day. The next day they maynot.
Dont give up on a student. Thesechildren need your persistence and beliefin their ability in order to succeed.
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Dont give up on behavior modificationtechniques. They take time!
Dont forget to talk to others. Networkingwith other professionals eases your load.
Dont forget to involve parents. Besensitive to their frustrations and fears.
Dont be afraid to adapt, provideaccommodations, and alter assignmentsfor students as needed. It is okay and fairto provide accommodations for studentswith special needs.
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On Your Post it Note
Write one thing you could take away from
today and implement on Monday.
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please write your email on a post-it note
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