175 adhd and the sfa classroom - successforall.org

175ADHD and the SFA Classroom:Making Success for All Work for the Hyperactive Child

Participant Book

Table of ContentsADHD Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Presentation Slides—Notes Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Classroom Strategies to Help Children with ADHD . . . . . . . . . . . . . . . . . . . . 7

Strategies for ADHD Students in SFA: Classroom application in KinderCorner, Reading Roots, and Reading Wings . . . . 13

ADHD Planning (Post Training) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

ADHD Resources

E-Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

© 2007 Success for All Foundation 175 | ADHD and the SFA Classroom | i

© 2007 Success for All Foundation 175 | ADHD and the SFA Classroom | 1

ADHD Questionnaire

Pre-Training1. What do I hope to gain by attending the ADHD workshop?

2. What ADHD behaviors most impede your students’ academic success?

3. How many (or what percentage) of your students are demonstrating these behaviors?

4. What has been your most effective intervention or strategy for dealing with ADHD behaviors?

2 | 175 | ADHD and the SFA Classroom © 2007 Success for All Foundation

© 2007 Success for All Foundation 3

Some ADHD Facts

• ADHD doesn’t go away, even

with medication.

• ADHD doesn’t happen in a vacuum;

there is often co-morbidity.

• ADHD can be managed effectively.

• ADHD vs. ADD—What are

the differences?


Functional deficits include:

• Problems remembering

• Lack of impulse control

• Delayed development

of self-task behavior

• Difficulty regulating emotions

• Diminished problem-solving ability

• High variability in task performance



ADHD doesn’t get fixed;

it gets managed.

Managing the environment+

Behavior management+

Medication therapy=

A coordinated management plan


Managing the Environment

Classroom rules:Student ownership

Posted

Prompted

Practice

Motivation (Consequences):Positive before negative

Consistent

Meaningful

Appropriate magnitude



Behavior Management—

Structure and Training

• Develop attention skills.

• Motivate the inattentive type.

• Teach self-inhibition.

• Include parent training.


Strategies for the Classroom

• One size doesn’t fit all.

• Involve the child in the useof the strategy.

• Normalize the intervention.

• Change support andreinforcement often.

• Design the strategyto meet the needsof the student and the teacher.



ADHD During the 90-Minute

Reading Block

HELP!HELP!

I have a schedule

and children with

ADHD behaviors!


Medication for ADHD

• Only one treatment component

• Documented to haveshort-term effects

• Not a panacea or quick fix

• Can help the childlearn coping skills



Tips for the Teacher

• Keep a disability perspective.

• Practice forgiveness.

• Maintain a sense of priorities.

• Get to know the whole child.

• Don’t personalize the problem.


My heart is singing for joy this morning.

A miracle has happened!

The light of understanding has

shone upon my little pupil’s mind,

And behold, all things are changed.

~ Anne Sullivan


AcknowledgementThe following general information and best-teaching practices have been compiled and adapted from many resources, among them from the organizations and publications cited in the ADHD Resources section, pages 22 and 23.

Some of the following general strategies have been adapted from:

Christie, L., & Mitchell, S. (2001). Attention Defi cits Update. Professional Development Resources.

Rief, S. (2005). How to Reach and Teach ADD/ADHD Children. San Francisco, CA: Jossey-Bass


Classroom Strategies to Help Children with ADHD

Attention: Getting It

StrategyStrategy

in use ✔Works

for me ✔

Use specifi c visual or auditory cues to get the student’s attention before giving directions—turning off the lights, fl ashing the lights, ringing a bell, using the Zero Noise Signal, playing music, clapping your hands, etc.

Sometimes, lowering your voice can actually serve as an attention getter. Vary the tone of your voice: loud, soft, whispering. Try making a loud command: “Head’s up! Okay! Freeze!” followed by a brief period of silence before proceeding to give directions in a normal tone. Be careful not to be too dependent upon raising your voice.

Make eye contact. The students should be facing you when you are speaking, especially while instructions are being given. This can be a challenge when the students are sitting in teams. The room should be organized so children can easily focus on the teacher, even when sitting in groups.

Model excitement and enthusiasm about the upcoming lesson.

Begin your introduction to the lesson by asking the class an interesting, speculative question to generate discussion and interest in the upcoming lesson.

Try silliness or theatrics at times. Sometimes props, such as a hat or music, are helpful in getting your students’ attention. A wand is sometimes a great way to get children to watch and follow along.

Try to increase excitement. Having a prop relevant to the upcoming lesson in a box, bag, or pillowcase can create a sense of mystery. Using this as a platform to generate predictions can lead to excellent discussions or writing activities.

Make sure it is quiet and all children are paying complete attention before proceeding with instructions.

Work with the student to devise a special signal that lets him or her know when his or her behavior is inappropriate.


StrategyStrategy

in use ✔Works

for me ✔

Move nearer to the student when he or she becomes restless. Offer verbal encouragement or touch. When misbehavior occurs (or threatens to occur), move closer and soften your voice.

To give instructions, use pantomime to capture the attention of the student.

In cooperation with the student, create a “secret signal” (e.g., tugging on your earlobe, clicking your tongue, saying an odd word) that reminds him or her to attend.

Attention: Direct and Focus

StrategyStrategy

in use ✔Works

for me ✔

Keep the student close to the teacher. Always be visible.

Give a general overview fi rst. Let the students know what is going to be learned and why it is important.

Use a stuffed animal as a listening or work buddy.

Provide positive feedback to the student (“Yes, we use our indoor voices during partner discussion,” instead of “Don’t shout.”)

As you talk, write key words or pictures on the board or a transparency for the overhead projector. They can be random words instead of sentences.

Use colored chalk to highlight the words on the chalkboard and colored pens on the overhead. Write key words, phrases in different colors.

Eliminate excessive visual stimuli and clutter that might be distracting.

Create baskets containing extra materials, such as pencils, highlighters, sticky notes, etc., for each table or group.

Keep directions and commentary short and to the point. Avoid overloading the student with too much verbiage.

Use more than one modality when giving directions. Supplement verbal instructions with visual ones.

To ensure understanding, have the student repeat the directions in his or her own words. (Have the student tell the directions to a partner or teammate.)


StrategyStrategy

in use ✔Works

for me ✔

Make certain you can be heard by all the students. Be aware of competing sounds in your room environment such as heaters, air conditioners, fi sh tanks, buzzing lights, etc.

Present the assignment in parts. Provide reinforcement for each completed part before giving the next segment of the task, or have the youngster mark off his or her progress on a chart.

To block out distractions on a page, create a window in a piece of brightly colored cardboard that exposes only one or two lines of print.

Make a tube that the student uses as a telescope, keeping you in view (and blocking out other distractions).

With the lights on or off, use a fl ashlight to direct the students’ attention. Their focus should be on whatever the light beam is on. Be sure to move the light to change focus.

In a multipart task, provide visual cues that are written on the student’s desk or on the chalkboard for each part.

Have the student progress through the following steps while learning: see it, say it, write it, do it.

Provide a special transition object (e.g., puppet, small stuffed animal) that accompanies the student to other classrooms.

When transitioning, allow the ADHD student to be second in line. This will provide an appropriate role model, and he or she won’t be as likely to be offtask (and leading other children to be offtask).

Attention: Keeping It

StrategyStrategy

in use ✔Works

for me ✔

Ignore as much of the negative behavior as possible.

Place instructions on an audiotape that can be replayed by the student as needed.

Establish signals the child can use when help is needed. A sign or colored signal that a student may place on the desk can alert any adult scanning the room that assistance is needed.


StrategyStrategy

in use ✔Works

for me ✔

Create study carrels or quiet offi ce areas for individual seat work.

Constantly scan the classroom and recognize students who are on task. All the students will benefi t from this type of reinforcement. Give specifi c recognition, citing exactly what each student is doing right.

Allow the student to manipulate an object as long as he or she attends and is on task. Allow the pupil to doodle, squeeze a ball, bend a pipe cleaner or paper clip, or some other nondistracting item.

Motivate the youngster by having him or her race against the clock to fi nish the task (or part of it).

Use a clock to remind an impatient student that the next activity will start in how many minutes.

Play soft background music without lyrics.

Allow the student to stand or walk with a clipboard as long as he or she remains on task.

Provide extended time to fi nish.

Teach memory techniques and study strategies.

Have another student place carbon paper under his or her paper while writing down homework assignments. Give the carbon copy to the student with ADD to take home.

Provide an adult to whom the student reports at the beginning and end of the day to organize his or her work, assure assignments are in-hand, etc. (great for use with Read & Respond).

Provide a second set of books for the forgetful student to use at home. (Children can have another set of books at home for Read & Respond.)

Identify the need for an aide or parent volunteer for children who are really struggling in the classroom and would benefi t from one-on-one attention.

Use cooperative learning points for any identifi ed improvement. This can be used anywhere during the day, including transitions.


Strategies for ADHD Students in SFA

Intervention

Classroom Application

KinderCorner Reading Roots Reading Wings

Rehearse transitions from one lesson part to another.

• Use transitions consistently between components (e.g., a particular song at the end of labs to signify clean-up time, etc.).

• 1-2-3 Move

• Movement from fl oor/rug to desks, etc…

• 1-2-3 Move

• Movement from fl oor/rug to desks, etc…

Provide warnings before transitions.

• Use a song, rhymes, or chant to signal the end of a component.

• Set a timer.

• When the students are in labs or other cooperative activities, whisper a three- or fi ve-minute warning to individual groups of students near the end of the time.

• Use a timer for individual lesson parts (FastTrack Phonics, Shared Stories, STaR, Language Links, Adventures in Writing).

• Provide a verbal warning near the end of the time that the students are working with partners or teams.

• Use a timer for individual lesson parts.

• Use the timing cues as provided in the curriculum.

Provide a job for the student (distribute supplies, etc.).

• Consistently incorporate a job chart to assign classroom tasks.

Sample jobs in RR:

• Lead the Alphabet Chant.

• Distribute Shared Stories.

• Set the timer.

• Suggest cheers for celebration time.

• Use a special stamp to mark team cooperation points on the team score sheet (level 4).

Sample jobs in RW:

• Pass out team baskets or team clipboards and folders.

• Keep track of daily team points.

• Keep track of time for each activity.

• Write words on chalkboard or poster (ex: clarifi cation).


Intervention



Incorporate breaks for motor activities.

• Incorporate physical movement as students sing, chant, and say poems during Rhyme Time.

• Use movement activities during transitions (Follow the Leader, pretend to drive cars, hop from one location to the next, etc.).

• Use physical movements when saying the Alphabet Chant.

• Incorporate more cheers into the schedule. Use them each time an activity is completed.

Incorporate physical movement, such as having the students move to the front of the room for LC, and rearranging chairs for Vocabulary Review and Partner Reading.

Teach and rehearse routines for partner practice.

• Use students or adults to demonstrate for the class how to take turns or follow a procedure for:

• Math Mysteries activities

• Partner reading

• Games in Learning Labs

• Use students or adults to demonstrate for the class how to take turns or follow a procedure for:

• Partner word and sentence reading

• Partner reading

• Answering partner story questions.

• Use Alphie to demonstrate partner behaviors.

• Demonstrate the Student Routines as needed for:

• Vocabulary

• Teamwork

• Team Practice

• Adventures in Writing

• Day 5

Teach the student what to do once work is completed.

• Use the poster of suggested activities (like Greetings, Readings, and Writings… puzzles, books, journals, etc…).

• Mention possibilities during Learning Lab tours.

• Practice reading green, red, and challenge words.

• Draw favorite part of the Shared Story or the STaR story.

Post list of suggested items for “What To Do While Waiting.” Include ideas that are already part of the student routines, such as practice reading for fl uency during Teamwork or rereading written work during Adventures in Writing.


Intervention



Allow the student to complete some teamwork assignments independently.

• Adapt games in Math Mysteries or Learning Labs activities to be individual activities.

• Allow the student to listen to partnerships practice reading for Fluency Flyers. The student can choose to read along softly or just listen.

Instead of having the student answer the Team Talk questions, ask the student to come up with two or three questions about the text that might stump his or her teammates. Make sure the student writes the question and answer for each.

Modify the amount that the student must write.

(Students should not have writing minimums in KidnerCorner.)

• If the student fi nds writing tedious, he or she can draw a picture and then label the illustration with whatever level of writing he or she is capable of.

• Whole-class response led by the teacher

• Partners respond together

• Assign one team member to write a response for the team.

• Whole-class response led by teacher

• Partners respond together

• Assign one team member to write a response for the team.

• Adjust the Adventures in Writing rubric to simplify the task. For example, if the rubric criteria requires the student to include four details, decrease the number to two or three details.

Provide opportunities for physical movement (e.g., erasing the blackboard, running errands, distributing and collecting materials), and build activities into the daily schedule.

• Include Outside/Gross Motor Play, Rhyme Time, and Learning Labs in the schedule daily.

• Assign jobs that require the child to move about (e.g., distribting materials).

• Collect and distribute Shared Stories.

• Distribute red pencils for editing writing assignments.

• Distribute team folders and collect at the end of each lesson.

• Allow the student and partner pair to move to a different place in the classroom to read. Suggest a part of the classroom where distractions are minimal.

• Ask the student to collect and distribute team materials.


Intervention



Use progress charts and other visual records of behavior to encourage more appropriate behavior. Use colorful charts and cards to motivate the youngster and recognize effort.

• Identify behavior goals, and add marbles to a jar each time that the goal is met. (Students leave Learning Labs clean by the end of the Clean Up song; students walk quietly in the hallway on the way to the library, etc.). When a line on the jar is reached, the class is rewarded:

• Stickers

• Book with stamps

• Tally marks

• Marbles

• Chips

• Certifi cates

• Tally marks

• Marbles

• Chips

• Certifi cates

Assign a capable partner who can remind and assist the active or disorganized student.

• Assigned partners can share a job for the week.

• Assign capable partners for Partner Reading (change often) or Think-Pair-Share to the student.

• The student and partner use a check-off sheet to mark when they complete tasks.

• Set individual and/or team goals for team cooperation points that address the desired task completion, organization, and attention skills.

Provide an individualized written schedule to which the student can refer.

• This could be an individual picture schedule.

Photocopy a lesson schedule (so the student has a new copy every day), and let the student check off each lesson part as it is completed.

Assignment Record Form Checklist of daily activities

Provide “do now” activities for other students while you focus on the ADD/ADHD student.

• Take time during Greetings, Readings & Writings and Learning Labs for the individual child, while the others are occupied at labs.

• Practice reading for Fluency Flyers.

• Practice reading green, red, and challenge words.

• Edit and polish writing assignments.

• Ensure that all the students use student routines for Team Talk.

• Incorporate a talking stick or talking bracelet to ensure everyone participates.


Intervention



Use color and highlighting to accentuate certain important words or phrases.

• Red words

• Green words

• Red words

• Green words

• Have the student highlight key words in Team Talk questions or directions on the Student Routine pages, Adventures in Writing prompt, and Student Test.

Reduce the length of assignments so the student does not lose interest.

• For Celebration, the child might read a shorter passage than the other students.

• Write on the Read & Respond Bookmarks how much the child should be expected to read.

• Student only needs to read a select number of story words for Fluency Flyers (levels 1 and 2).

• Student only needs to read a sentence or two of text for Fluency Flyers (levels 3 and 4).

• Adjust the number of Team Talk questions, the Student Test questions, or expectations for the Adventures in Writing activity.

Allow the student to use learning aids, computers, calculators (perhaps for different parts of the task).

• Have the student listen to stories with headphones during Learning Labs to reduce distraction.

• Have the student listen to calming music during other lab activities to reduce distraction.

• Set up computer activities during Learning Labs.

• Highlighters

• Colored transparencies

• Play soft music to drown out white noise from fl ourescent lights or the overhead projector.

• Place a piece of Velcro on the side or bottom of a student’s desk (for tactile stimulation).

Provide some choice or variation in assignments to maintain the student’s attention.

• Labs should be self-choice.

• Provide options for writing (journals, different paper, writing instruments).

• Allow the student to choose two out of four Team Talk questions to answer or create a different activity for Adventures in Writing.


Intervention



Use alternative methods of assessing the student’s knowledge or skill level (teacher observation).

• Interview the child individually during Learning Lab time to determine his or her comprehension of stories or math concepts.

• Conduct informal observations during Greetings, Readings, & Writings and Learning Labs, rather than giving tests.

• Have a teaching assistant or parent volunteer individually assess child.

Ask the student to answer story test questions orally.

• Give the test orally.

• Reduce the number of test items.

• Have the student only answer one type of question fi rst, such as only multiple-choice items or only brief constructed-response items.

Use performance testing. Have the student do something other than test questions to demonstrate understanding.

• Conduct informal observations during Greetings, Readings, & Writings and Learning Labs, rather than giving tests.

Have him or her:

• read selection in text.

• explain answer to teacher or team

• respond using computer

• respond using tape recorder

Have him or her:

• read selection in text.

• explain answer to teacher or team

• respond using computer

• respond using tape recorder

• Book Club

To increase refl ection and concentration, have the student identify the correct answer AND cross out the incorrect answers on multiple-choice tests.

NA • Make this part of Partner Discussion and Level 4 Story Test.

• Make this part of Teamwork with Team Talk questions.

• Appropriate for Unit Test questions


Intervention



Set expectations for behavior BEFORE an activity or event.

• Tell children what behaviors you will be expecting when they are completing a task.

• Establish clear, consistent routines at the beginning of the year.

• Post agenda with a daily cooperative learning standard as a goal.

• Post agenda with a daily team cooperation goal.

• Review AIW rubric.

• Review Team Talk questions, and point out two-part questions or discuss what elements quality answers might contain.


My ADHD Planning:

Post Training

Primary ADHD Behaviors I Deal

with Throughout the DayStrategies That Would Help…


Primary ADHD Behaviors I Deal with

During the SFA Reading BlockStrategies That Would Help…

A strategy that I use successfully is:

A strategy that I would like to focus on:

A behavior that will help me incorporate this strategy is:


ADHD Resources

E–Resources:

Organization Web Address

AACAP: American Academy of Child & Adolescent Psychiatry

www.aacap.org

ADD Warehouse www.addwarehouse.com

ADDA: National Attention Deficit Disorder Association

www.add.org

APA: American Psychological Association www.apa.org

CEC: Center for Exceptional Children www.cec.sped.org

CHADD: Children and Adults with Attention Deficit Disorder

www.chadd.org

LDA: Learning Disabilities Association of America

www.ldanatl.org

NICHCY: National Information Center for Children and Youth with Disabilities

www.nichcy.org

One ADD Place www.oneaddplace.com

Professional Development Resources www.pdresources.org


Books for Children:

Galvin, Matthew (1988). Otto Learns about His Medicine. Magination Press.

Gordon, Michael (1992). My Brother’s a World Class Pain: A Sibling’s Guide to ADHD. GSI Publications.

Moss, Deborah (1989). Shelly the Hyperactive Turtle. Woodbine House.

Quinn, Patricia; & Stern, Judith (1991). Putting on the Brakes. Magination Press.

Shapiro, Lawrence (1993). Sometimes I Drive My Mom Crazy, but I Know She’s Crazy

About Me. Center for Applied Psychology.

Trevino, Clifford & Ester (1995). Eukee the Jumpy Elephant. Specialty Press.

Books for Adolescents:

Hallowell, Ned & Ratey, John (1994). Answers to Distraction. Pantheon.

Hallowell, Ned & Ratey, John (1994). Driven to Distraction. Pantheon.

Kelly, Kate & Ramundo, Peggy (1995). You Mean I’m not Lazy, Stupid or Crazy? Simon & Schuster.

Parker, Harvey (1999). Put Yourself in Their Shoes. Specialty Press.

Peterson’s Guide to Colleges for Students with Learning Disabilities or Attention Defi cit

Disorder. P.O. Box 2123 Princeton, NJ 08543. 1-800-338-3282.

Quinn, Patricia (1994). Add and the College Student. Magination.

Quinn, Patricia (1995). Adolescence and ADD. Magination.

Books for Teachers:

Copeland, Edna & Love, Valerie (1995). Attention without Tension, A Teacher’s Handbook

on ADD. Specialty Press.

Greene, Ross (2001). The Explosive Child. Harper Collins Publishers.

Kyle, Patricia & Rogien, Lawrence (2004). Opportunities and Options in Classroom

Management. Pearson.

Marshall, Marvin (2005). Discipline Without Stress, Punishments or Rewards. Piper Press.

Rief, Sandra (2003). How to Reach and Teach ADD/ADHD Children. Josey-Bass.

Zental, S. & Goldwtein, S. (1999). Seven Steps to Homework Success. Specialty Press.

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175 adhd and the sfa classroom - successforall.org

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