presented by the national resource center on adhd(yes/no) homework turned in (yes/no) used class...
TRANSCRIPT
Presented by the
National Resource Center on ADHD
Sandra Rief, MA
Author of
How to Reach & Teach
Children with ADD/ADHD
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Sandra Rief, MA
Author of
How to Reach & Teach
Children with ADD/ADHD
Disclaimer: The information provided here is supported by Cooperative Agreement Number 1U84DD001049-01 from the Centers
for Disease Control and Prevention (CDC). The Ask the Expert webinars’ contents are solely the responsibility of the invited guest
Expert and do not necessarily represent the official views of CDC. Neither CHADD, the National Resource Center on ADHD, nor
the CDC endorses, supports, represents or guarantees the accuracy of any material or content presented in the Ask the Expert
webinars, nor endorses any opinions expressed in any material or content of the webinars. CHADD and the National Resource
Center on ADHD offer webinars for educational purposes only; the information presented should not be regarded as medical advice
or treatment information.
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Sandra Rief, MA
Author of
How to Reach & Teach
Children with ADD/ADHD
A disorder in the development of the child’s
executive functions – the management functions of the brain.
EFs – the range of central control processes and self-regulating skills
• Behavioral inhibition
• Working memory
• Organizing, planning, and prioritizing
• Time awareness & management
• Arousal & Activation (initiation)
• Sustaining focus, alertness, and effort
• Goal-directed persistence
• Self-regulation of emotions & motivation
• Shifting/flexibility
• Self-monitoring, metacognition
Students with ADHD are approximately
30 percent delayed in their development
of executive functions.
Proactive classroom management…problem prevention
Very high rate and frequency of reinforcement
Engaging instruction and motivating lessons
Explicit teaching of EF skills
Scaffolds/Supports/ Accommodations
Teacher flexibility and willingness to put forth the extra time & effort
Communication, Collaboration, Teamwork
Keep in Mind… with ADHD
• Unable to sustain effort for long-term goals (need short term goals/rewards)
• It takes these kids much longer to complete homework and produce work
• High rate of coexisting conditions
• Academic impact
Directions: brief, written when possible, students repeat before beginning task
Frequent “check-ins” and feedback
Accessible materials
Instruction in short segments (e.g., teach, they
teach, teach)
Color highlighting key parts of task
Assign well-focused buddies/partners.
Providing a task card/checklist
Beat the clock challenges & incentives
Get them started, or reward starting right away.
Break the task down into smaller segments, checked after completion of each part.
Environmental Supports
• Preferential Seating (location & alternatives to
where and how they do work)
• Standing work stations
• Office area/study carrel, 2-desks
• Providing adaptive supports
• Auditory cues (e.g., chimes, class/yes!)
Nonverbal Cues & Visual Supports
Immediate feedback and reinforcement
(www.classdojo.com ) Exercise, movement breaks Cue cards on desk and private signals
(stop, think, make a good choice) Transition warnings and supports Cue and reinforce at “point of performance”
in all school settings Designated calming spot
Class Incentive Systems
• Earning minutes/time for desired activities
• Earning tokens (points, tickets, class $, links on chain, marbles, beads ) for class rewards
• Chart moves
• Lottery grid/Bingo
• Mystery motivator (flip a card)
• My point/your point
My goal is to earn at least ____ pluses (+) by the end of the day (or ___% of the
day showing great behavior and effort).
If I meet my goal, I will earn a reward/privilege of:
Times or
Subjects
No more than __ warning(s) No more than __ warning(s) No more than __warning(s)
+ - + - + -
+ - + - + -
+ - + - + -
+ - + - + -
+ - + - + -
+ - + - + -
+ - + - + -
+ - + - + -
+ - + - + -
+ - + - + -
+ - + - + -
_______________________
Teacher signature
_______________________
Parent/guardian signature
___________’S DAILY REPORT
S. Rief (2008). The ADD/ADHD Checklist, 2nd edition
On time to class
(Yes/No)
Homework turned in
(Yes/No)
Used class time
productively (Yes/No)
Followed class rules with
no more than 2 warnings
(Yes/No)
Minimum of _ yeses
required to earn____.
www.sandrarief.com
See www.sandrarief.com under Sandra’s Tips for more DRCs and other charts
Breaking lengthy or long term assignments down into small, manageable parts
Self-monitoring (recording progress with charts, graphs, checklists); self-evaluation using rubrics
Organization assistance and homework support/accommodations
Reading (active reading techniques and self-monitoring of comprehension, stop & process, focus aids, explicit strategy instruction)
Writing (organizers, rubrics, guided instruction, models, assistive tech & other tools)
Math (anchor charts and desk/notebook models,
memory aids, manipulatives, explicit modeling, frequent accuracy checks and feedback)
http://coe.jmu.edu/LearningToolbox/strategies.html (James Madison University Special Education site of learning strategies for middle and high school students with ADHD & LD to become more effective learners)
http://iris.peabody.vanderbilt.edu (The IRIS Center: Free on-line interactive resources that translate research about educating students with disabilities into practice. Very valuable resource!)
http://www.sandrarief.com/great-educational-resources-online-apps-software-for-kids
(list of resources for strengthening students’ skills in academic areas and more)
www.interventioncentral.org (lots of instructional interventions and strategies)
www.fcrr.org (Florida Center for Reading Research)
www.whatworks.ed.gov What Works Clearinghouse of the Institute for Education Sciences in the U.S. Dept. of Education
www.ku-crl.org (The University of Kansas Center for Research on Learning)
www.readwritethink.org (affiliated with International Reading Association has lots of good resources)
www.readingrockets.org (a national multimedia literacy initiative offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help. Great research-based strategies)
www.centeroninstruction.org The Center on Instruction for K-8 interventions. Excellent resource.
www.k8accesscenter.org The Access Center funded by OSEP to improve outcomes for elementary and middle school students with disabilities
http://cehs.unl.edu/csi/index.shtml University of Nebraska-Lincoln Cognitive Strategy Instruction. Great cognitive strategies in reading, writing, math, & study skills)
http://www.rti4success.org/ Center on Response to Intervention (at American Institutes for Research).
www.wholebrainteaching.com (Chris Biffle’s site – a lot of “brain friendly” teaching strategies)
www.nancyfetzer.com (Nancy Fetzer Literacy Connections –view some of her free videos demonstrating lots of engaging instructional techniques, and academic scaffolding)
http://pinterest.com/sandrarief.com (Lots of strategies for reading, writing, math, organization, etc.)
www.sandrarief.com (my blogs, articles, tools, resources for teachers and parents)
http://www.pinterest.com/sandrarief (PBIS, Class Behavior Management, Brain breaks, Self-regulation, Class Organization)
http://ccf.buffalo.edu/pdf/school_daily_report_card.pdf (12 page packet on how to establish & trouble-shoot a Home/School Daily Report Card, developed by Dr. William Pelham, Jr., et al. at Center for Children & Families, University at Buffalo)
www.pbis.org The OSEP Technical Assistance Center of Positive Behavioral Interventions and Supports (and any of the state PBIS websites)
www.interventioncentral.org (Jim Wright’s website – great resource)
www.specialconnections.ku.edu (Univ. of Kansas’ site great site for research-validated strategies to help kids with special needs in general education classrooms.
www.newmanagement.com (Rick Morris’ website – lots of practical strategies for the classroom)
www.FreePrintableBehaviorCharts.com (useful information and behavioral tools)
http://ClassDojo.com – great free resource for behavior tracking and providing immediate reinforcement/feedback points to individual students, groups, or whole class electronically in real time (1 click via your smartphone, iPad, laptp)
http://www.chartjungle.com/behavior.html
http://www.kidpointz.com - free behavioral charts, tools, etc.
To Ask A Question:
Sandra Rief, MA
Author of
How to Reach & Teach
Children with ADD/ADHD
Register now for our March Ask the Expert Webinars featuring Thomas E. Brown, PhD, and Russell J. Barkley, PhD, ADHD, researchers and authors!
Thomas E. Brown, PhD
Emotions and
Motivation in ADHD
Wednesday, March 12, 3 PM
(Eastern)
Russell J. Barkley, PhD
How ADHD Impairs
Major Life Activities
Wednesday, March 26, 3 PM
(Eastern)
www.Help4ADHD.org 800.233.4050
The information provided in this episode of Ask the Expert is supported by Cooperative Agreement Number 1U84DD001049-01
from the Centers for Disease Control and Prevention (CDC). The Ask the Expert webinars’ contents are solely the responsibility of the invited guest Expert and do not necessarily represent the official
views of CDC. Neither CHADD and the National Resource Center on ADHD, nor the CDC endorses, supports, represents or guarantees the accuracy of any material or content presented in the Ask the
Expert webinars, nor endorses any opinions expressed in any material or content of the webinars. CHADD and the National
Resource Center on ADHD offer webinars for educational purposes only; the information presented should not be regarded as medical
advice or treatment information.