Helping ADHD Children to Succeed in School Classroom Action Planning Contributed by Nikki Black Cavendish Close Junior S

1. Helping ADHD Children to Succeed in School Classroom Action Planning Contributed by Nikki Black Cavendish Close Junior School Derby 2012 All resources in the "Contributions" section of our resource bank have been submitted by delegates on our Managing Extreme Behaviour Online course. For more information about this practical, self-paced course, please visit http://www.pivotaleducation.com/managing-extreme-behaviour-online/

3. Physical environmentSeat pupils with ADHD where there is little of interest to hold their attention when it's not focused on schoolwork. A seat in the front of the room would be best. This restricts what's in the child’s line of vision. Certain types of classical music can be an aid to concentration and learning. For ADHD children who find music helpful during lessons, a small CD player with earphones can be extremely valuable. Be aware of competing sounds in the classroom (such as noisy heaters or air conditioning units.) Many ADHD children find it easiest to learn in a room with low intensity lighting and classroom temperature should be monitored closely.

4. Learning methods One of the most commonly used learning styles is Fleming's VARK model which I use myself when I am doing class assessments, because every child has their own learning method. Most kids, especially ADHD children use all of their five senses for learning, but often favour one sense over the others. "Visual learners" prefer reading or observing. "Auditory learners" do best with talking and listening. "Tactile/kinesthetic learners" benefit most from a hands-on approach. Tune into how the ADHD children learns best to help them succeed in the class.

5. Teacher style and techniquePart 1 Ask an interesting, speculative question, show a picture, tell a little story, or read a related poem to generate discussion and interest in the upcoming lesson. Use visual signals: flash the lights or raise your hand which signals the students to raise their hands and close their mouths until everyone is silent. Employ multisensory strategies when directions are given, write key words or pictures on the board or overhead projector while teaching. Use pictures and diagrams

6. Teacher style and techniquePart 2 Move around in the classroom to maintain your visibility. Teach at a lively, pace. Ask questions that are open-ended, require reasoning, and stimulate critical thinking and discussion. Use direct instruction techniques and other methods of questioning that allow for high response Check for clarity. Make sure instructions are clear and understood, also give a manageable amount of work that the student is capable of doing independently. Scan classroom frequently. All children need positive reinforcement. Give positive comments with high frequency, praising students specifically whom you observe to be on-task. Remember incidents can happen so be prepared with a life jacket

7. Stages of an Incident Peak 5 Acceleration / Escalation 4 6 De-escalation Agitation 3 INTERVENTION POSSIBLE AT ALL STAGES Trigger 2 7 Recovery Calm 1

8. Rules and routines part 1 • Establish a clear set of rules for everyone in the class. If everyone follows the same rules, others can be role models for children with ADHD • Maintain a predictable daily routine. Not only will the child know what to expect, but the child will also know what is expected of them. • Give user-friendly directions. Using a combination of verbal and physical cues. Give verbal instructions one at a time, rather than in one long list. • Prepare for new surroundings and situations. Unfamiliar conditions can often exacerbate attention problems. • Clearly explain what the children can expect to happen, and review rules for appropriate behaviour.

9. Rules and routines part 2 • Ensure that parents and carers know the routine and behavioural targets, this can be done in the form of a home school diary. • Determine what circumstances trigger unacceptable behaviours, and avoid them when possible. • Set up a system of rewards and consequences. Have a chart where the child can keep track of positive behaviours using stickers or stamps. • Be consistent with rewards and consequences. • Reward a child with privileges or activities, change the reward often, since children with ADHD may become easily bored with the same reward. • Time-outs and taking away privileges are the most effective consequences.

10. Cycle of change Exit End of Problem Maintenance Staying changed. Sustaining new behaviours Action Decision to change involved in action to help Exit Drop out Contemplation Thinking seriously about change, and feeling strongly the need to change Exit Give up or try again Relapse Return to some or all of your original practices Exit Decide not to Beginning of change Pre-contemplation: Defensive and avoiding towards change

11. Can behaviour be changed?

12. Developing self esteem, Emotional environment and Social environment (1) • Praise and rewards can make the children feel positive about themselves, so give praise wherever possible. As well as verbal praise, giving small rewards can highlight accomplishments. • Tell the children they are special and let them know you trust and respect them. • Set goals that are easily achieved and watch the class confidence grow. • Sports, hobbies, after-school clubs or lunchtime clubs can build self-esteem. No matter what the activity is, children can learn new skills to be proud of • To establish an atmosphere that respects all differences.

13. Developing self esteem, Emotional environment and Social environment (2) • Focus on the positive by getting the class to write a list of everything they like about themselves, such as their good characteristics and things they can do, this can be done in a circle time or PHSE lesson • Allowing children with ADHD to play with younger children (ie year 5 child with ADHD, with year 3 children). Many children with ADHD have more in common with younger children than with their age-peers. They can still develop valuable social skills from interaction with younger children. • To have a classroom that offers consistent, attentive, nurturing, and sensitive attention to each child's needs.

14. Developing self esteem, Emotional environment and Social environment (3) • The emotional environment includes all of the factors that can affect how the child interacts with others (e.g., respect for all, clear expectations, safe and caring atmosphere). • Let children develop a sense of responsibility. Special school or classroom jobs for the ADHD children can be very beneficial. • individuals. Issues such as name calling or bullying are dealt with immediately. • To work closely with the Learning Mentors, they can spend quality time with a child with ADHD • Providing opportunities for success around the school. The child might be involved in assisting in the office, helping the caretaker, assisting with snack time, or helping the teacher

15. Whole school effects • Calmer atmosphere – fewer behavioural incidents • Lower staff absenteeism & staff turnover • Head teachers more confident at leaving • Less stressed at end of day & more energy to implement joint behaviour strategies • Parents made more contact and reported children had greater confidence; behaved better at home; enjoyed coming to school

16. Summary With the right planning you can have an enjoyable class Children with ADHD can often be passionate, enthusiastic, and active members of your class. • Referencing:- • Stevens, S.H. (1997). Classroom Success for the LD and ADHD Child. Winston-Salem, NC: John F. Blair, Publisher • http://en.wikipedia.org/wiki/Learning_styles • Derby Safe Guarding Board