1 / 26

Marian Jackson-Scott Allison Marcel University of Louisiana at Lafayette SUPER Conference 2019

Building Confidence: Effective Teaching Strategies for Students with Attention-Deficit Hyperactivity Disorder (ADHD). Marian Jackson-Scott Allison Marcel University of Louisiana at Lafayette SUPER Conference 2019. Context of ADHD. Common neurodevelopment condition

kurtz
Download Presentation

Marian Jackson-Scott Allison Marcel University of Louisiana at Lafayette SUPER Conference 2019

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Building Confidence: Effective Teaching Strategies for Students with Attention-Deficit Hyperactivity Disorder (ADHD) Marian Jackson-Scott Allison Marcel University of Louisiana at Lafayette SUPER Conference 2019

  2. Context of ADHD • Common neurodevelopment condition • 8.4 % of children are diagnosed with ADHD • 2.5% of adults have ADHD www.psychiatry.org

  3. TEACHING STUDENTS WITH ADHD: A Child’s LETTER (VIDEO) • https://www.youtube.com/watch?v=oN8scEX8pN8

  4. Student Challenges • Day to day functioning • Distractibility • Impulsive • Unable to wait turn • Short attention spans • Difficulty in focusing Fowler, 2010

  5. Findings from KENDALL(2016) STUDY • 12 participants with ADHD were qualitatively interviewed. • How teacher reacts and supports their learning is critical to their success. • Participants commented on how not understanding instructions the first time was frustrating. • Literature suggests more professional development on ADHD supports.

  6. Highly structured classroom environment What does a well-managed classroom look like? • Students are engaged • Students know their expectations • No wasted time, confusion, or disruption • The class climate is warm and pleasant Wong, Wong, Jondahl, & Ferguson, 2014

  7. POP (Point of Performance) • POP Interventions • What is on-task performance? Fowler, 2010

  8. POP Intervention • Scaffold • Monitoring • Positive Feedback Fowler, 2010

  9. Project-BASED LEARNING • The primary goals of project-based learning is to motivate students to become active learners (Carr &Jitendra, 2000). • Learning that promotes a technology-rich environment and project-based learning can have a positive effect on learning style (Thomas, 2000). • http://www.bobpearlman.org/BestPractices/PBL_videos.htm

  10. Tactile Learning, Kinesthetic learning Use hands-on and interactive materials to teach concepts. Watch how much attention increases when children have images and materials to handle and focus on while learning (Loe & Feldman, 2007; p. 643).

  11. Preferential Seating • Focus on where to place student • Seating placement • Limit or no distractions • High-traffic areas • Group seating Morin, 2014

  12. Visual Supports • Use of colors • Dry Erase Boards • Posted formulas • Graphic organizers • Flash cards Fowler, 2010; Hurley,2018

  13. Technology • Apps • Computers • Lesson can be reinforced • More actively engaged • Provides immediate feedback about accuracy Loe & Feldman, 2007

  14. Student Work • Create worksheets and tests with fewer items • Divide work into smaller amounts • Provide testing accommodations Morin, 2014

  15. EFFECTIVE Communication SKILLS • Open and Direct Communication • Be clear and concise • Non Verbal Cues • Verbal Cues • Verbal Feedback Geng, 2011;Kern, 2015

  16. Organization • Color Coded Folders • Checklist • Calendars • Homework Partners • Assignment Notebooks • Visual schedule Morin, 2014

  17. CONTENT DELIVERY • Starting the lesson • Engaging the student during the lesson • Ending the lesson Segal & Smith, 2018

  18. Starting the lesson • Start with a verbal or non-verbal cue, such as a timer, cow bell or even make eye contact with the student. By establishing eye contact with the ADHD student, they can begin to shift their focus onto the lesson that they will begin to focus on. Also it is important to list the activities, materials on the board that the student will need to complete the lesson. Segal & Smith, 2018

  19. ENGAGEMENT DURING THE LESSON • Keep instructions simple and structured. • Use props, charts, and other visual aids. • Vary the pace and include different kinds of activities. • Many students with ADHD do well with competitive games or other activities that are rapid and intense.

  20. Ending the lesson • Summarize key points • If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board (Segal & Smith, 2018; p. 16) By using these strategies, you are allowing the student to be engaged in the lesson.

  21. Reinforcement Strategies • Positivity • Praise • Token Economy System • Reward systems • Classroom Incentives Doerries & Grosser, 2015

  22. Tools • Timers • Fidget Balls • Furniture • Graphic Organizers Fowler, 2010

  23. Student Confidence Matters • Peer Supports • Display student’s work in classroom • Assign leadership roles

  24. summary

  25. Resources • https://www.additudemag.com/adhd-school-checklists-forms-letters/ • https://www.additudemag.com/project-based-learning-at-school/ • http://www.bobpearlman.org/BestPractices/PBL_videos.htm

  26. Questions/Comments • Email: marian@louisiana.edu aam7943@Louisiana.edu

More Related