“ WE CAN’T DIRECT THE WIND… BUT WE CAN ADJUST THE SAILS ”

“WE CAN’T DIRECT THE WIND… BUT WE CAN ADJUST THE SAILS”

Richard D. Lavoie, M.A., M.Ed.Visiting Lecturer – Harvard University

Managing ADHD Behavior in the Classroom

BELOIT MINDSET LIST• The internet Justice Ruth Ginsberg• Union disputes Michael Landon• TV dials State abbreviations• LBJ Cursive• Arnold Palmer Leno/Letterman• USSR Czechoslovakia• Woolworth’s Ferris Bueller• MLB Wild Card

“Our understanding and knowledge of the CAUSES of

behavior will dictate our responses to that behavior.”

Ross Greene

ADHD is not just the “Big Three” anymore….

• Inattention

• Hyperactivity

• Impulsivity

INTENSITY (SEVERITY)

EXTENSITY (IMPACT)

STIGMATA (OUTWARD APPEARANCE)

SLEEP ABNORMALITIES

• Failure to achieve consistent REM stages

• Difficulty falling asleep

• Difficulty awakening

• Results in tardiness, irritability, sleep deprivation symptoms, morning battles

DEVELOPMENT/MATURITY DELAYS

“Immaturity”, ” Irresponsible”, “Acts younger than his CA…”

CA69

121518212427

BA 369

1215182124

CO-MORBIDITY (Coexisting Conditions)

• ESTIMATED 66% OF ADHD STUDENTS HAVE CONCOMMITENT CONDITIONS………

• Anxiety………………………34%• Depression……………….…16%• Substance abuse………...….5%• OCC/ODD……………….….40%• Learning disorders……...….50%• Conduct disorders………....15%

CD versus ODD

• Conduct disorder (Aggressive, intimidates, fights, cruelty, destructive, steals, very deceitful, serious violations.)

• Oppositional Defiant Disorder (temper, argumentative, non compliant, blames others, easily annoyed and distracted, angry, vindictive, “bears a grudge”)

LOW FRUSTRATION TOLERANCE

• Difficulty controlling/monitoring/ identifying emotions

• Emotionally reactive, “short fuse”• Lack of perseverance, gives up easily• Greatly concerned with OWN feelings,

insensitive to feelings of others.• Appears selfish, self-absorbed

FAILS TO LEARN FROM EXPERIENCE

• Repeats misbehavior, despite interventions• Difficult to manage and discipline• Unlikely to adhere to rules.• Not reflective, little hindsight• Requires immediate feedback, longterm

rewards of minimal value, effectiveness.• Difficulty examining, analyzing or modifying

his own behavior

TEMPORAL CONCEPTS

• Inability to appreciate order and recurring patterns

• Loses track of time • Often late• Marked difficulty estimating the time

required for tasks• Impatient• Hates waiting• “Time creeps”

IMPAIRED EXECUTIVE FUNCTIONING

• Active working memory

• Impulsivity

• Controlling emotions

• Difficulty directing behavior goals

• Problem solving

KINETIC MELODIES

• Stored patterns of familiar motor actions

• Difficulty performing repetitive, familiar motor patterns despite repeated exposures.

PERFORMANCE INCONSISTENCY

• Work quality varies hour to hour

• Baffling behavior that leads to misdiagnosis that “motivation” is the problem

• Creates feelings of guilt, helplessness, anxiety

THEREFORE……….

• TRADITIONAL MANAGEMENT STRATEGIES SIMPLY DO NOT WORK !!!

• Threats• Rewards• Punishment• Comparisons• Behavior Charts• Demerits• Behavior Modification

OTHER STRATEGIES THAT DON’T WORK

• Isolation• Corporal Punishment• Forced apologies• Sarcasm• Cheap shots• Collective punishment

UNIVERSAL DESIGN

• Automatic door openers• Elevators• Curb cuts• Door handles• Closed captioning• Also, electric toothbrushes, fire alarms,

flexstraws, etc.

BUMPERSTICKERS and PARADIGM SHIFTS

“If you don’t stand for SOMETHING,

you’ll fall for almost ANYTHING !!”

“CHALLENGING BEHAVIOR IS NOT A PROBLEM…..IT’S A

SYMPTOM.”

“Hurt people hurt people.”

“The pain that a troubled child CAUSES is never

greater than the pain that he feels.”

“Kids with ADHD have the regrettable ability to elicit

from adults the exact opposite emotional reaction than the child needs at the

time.”

“Adolescence is a 24 hour-a-day, 365 day-a-year battle to NOT BE EMBARRASSED !!”

Dr. Mel Levine

“Punishment is not designed to ‘pay’ for past

infractions….it’s designed to prevent future ones.”

“At any given moment, any kid would rather be viewed as a BAD kid than a DUMB

kid.”

“Behavior that is reinforced is replicated”

“POSITIVE feedback changes behavior…

NEGATIVE feedback only STOPS behavior.”

SUCCESSIVE APPROXIMATIONS:

Reinforce direction, not perfection.

“If you wouldn’t do it to an adult….don’t do it to a kid.”

“A well-managed class is one where every student is

SAFE and SUCCESSFUL.”

ABANDONING ASSUMPTIONS

• That others will listen to you and take an interest in your communication.

• That others will be consistent in their behaviors and reactions.

• That others will be realistic and rational.• That others will understand and accept

your reality.

…a word about POWER !!!!

PREVENTIVE DISCIPLINE

• Proactive strategies

• Situational Analysis

• Corrective strategies

STRATEGY #1

Structure and routine

STRATEGY #2

Worst case scenario

STRATEGY #3

Establish and maintaining rules

EFFECTIVE CLASSROOM RULES

• Post ‘em• CONSULT with kids• State what you WANT• Measurable and observable• Add, modify, eliminate rules as the year

progresses• Use rules that generalize• Number the rules…..>7,8• Refer to rules when broken…or followed !

STRATEGY #4

• Plan for and prepare for transitions.

• Beginning

• Middle

• End

STRATEGY #5

Earn a chance to take a chance

STRATEGY #6

Getting a commitment

STRATEGY #7

Minor choice technique

STRATEGY #8

Establishing an Anticipatory Set

STRATEGY #9

Setting an agenda

TUESDAY

• Collect, correct homework• Finish discussion of Presidential

Succession• Mapwork activity• Rules for National Essay Contest• Michael’s presentation on MLK• Distribute, explain homework• Finish DVD of JFK Assassination

STRATEGY #10Using effective questioning strategies

• Avoid handraising…depend on eye contact• Wait 3 seconds• Find a germ of accuracy in responses• Recall-to-recognition… convert to multiple

choice• Directed questioning• Fair warning• DON’T SAY, “Are there any questions?”

STRATEGY # 11

Define spaces in the classroom

STRATEGY #12

Use “Teachable Moments”

SITUATIONAL ANALYSIS

CORRECTIVE DISCIPLINE

WHY PUNISHMENT SELDOM WORKS

• Been punished enough !!• Does not eliminate…just represses behavior• Doesn’t model desired behavior• Models aggression and use/abuse of power• “Message” gets lost in fear, anger, anxiety• Associates punishment with the punisher• Doesn’t transfer of generalize• Only effective as long as threat of

punishment exists

FOUR R’s OF PUNISHMENT

• Related

• Respect

• Reasonable

• REVEALED

“EFFECTIVE PUNISHMENT IS IMMEDIATE and/or

DEFINITE”

CD STRATEGY #1

• Please……..ten

• Need……….ten

• Need…….. Now !!!!

CD STRATEGY #2

• WHISPERING

• To acknowledge positive responses

• As intervention….don’t wait for a response

• Proximity control

CD STRATEGY #3

• Broken Record Technique

• Why argue?

• Voice, body language, repeat RULE

CD STRATEGY #4

“Make an appointment…..”

CD STRATEGY #5

“Focused Corrections”

CD STRATEGY #6MILLIMETER AT A TIME

• Millimeter concession

• Millimeter admission

• Millimeter recognition

CD STRATEGY #7

Respect the struggle

CD STRATEGY #8

Use administrative intervention wisely

CD STRATEGY #9

“Express quality and expectation”

CD STRATEGY #10DIFFERENTIAL ATTENTION

Break eye contact

Encourage another

Praise positive interaction

BEWARE of extinction burst

CD STRATEGY #11

Direct Appeal

CD STRATEGY #12

Worst choice option

A Good Coach…….

• Wants all players to do well and win• Knows each player• Defines group and individual goals• Uses strengths• Works on weaknesses• Knows opponent• Considers conditions• Instructs at proper level• Applies new skills, reviews old skills• Constantly evaluating an re-teaching

The HIDDEN CURRICULUM

“Each school…each family…each classroom has its own individual

and unique culture”

IDENTIFYING THE HIDDEN CURRICULUM IN YOUR

SCHOOL

RESOURCES:

•Colleagues

•Students

•Student Council

•Support Staff (nurse, librarian, custodians)

TECHNIQUES

• Interviews (staff, students, parents, alumni)

• Surveys

• Brainstorming

• InHouse publications (Yearbooks, student newspaper, etc.)

• Observation

CONSIDERATIONS

• PHYSICAL PLANT

SOCIAL ENVIRONMENT

ADMINISTRATION

TEACHING STAFF

EXTRACURRICULAR OPTIONS

SCHEDULE

OUTSIDE THE SCHOOL

rick@ricklavoie.com