ADHD and the Inclusive Classroom: Strategies for Success of ALL Students

Presented by The Misfiring Synapses:Lonna Carrier, Jim Hodges,Stephen Kolze, Jeff Walker

Overview

• Intro to ADHD• Classroom management strategies• Instructional strategies

Workshop Goal

Teachers will be able to describe ADHD symptoms, origins, and common treatments. Teachers will also learn classroom management techniques and instructional strategies for creating a more productive educational environment for all students that enhances learning for ADHD students without compromising learning for other student populations.

Workshop Schedule• Session 1

– Intro to ADHD– ENVoY– Movement in the classroom

• One week break: Time to practice.• Session 2

– Discussion of experiences and feedback– Cooperative learning– Predictability in the classroom– Graphic organizers

• Two week break: Time to practice some more!• Session 3

– Discussion of experiences and feedback

What is ADHD?

ADHD is a neurobehavioral development disorder that affects how

well someone can sit still, focus and pay attention.

Quick facts about ADHD• Affects 7.2% of all children• Affected 4.5 million children in 2006• Currently estimated that 7.18% of Washington State

children have ADHD• Diagnosis have increased an average of 3% per year from

1997 2006‐• Diagnosed 2x as frequently in boys than girls

– boys ever diagnosed : 10%– girls ever diagnosed : 4.3%

• Most commonly diagnosed psychiatric disorder in the world

ADHD Symptoms

• Impulsiveness: Acting before thinking of consequences, general disorganization and tendency to jump from one activity to another.

• Hyperactivity: Restlessness, fidgeting, talks excessively and has problems organizing tasks.

• Inattention: Easily distracted, day dreamer, forgets about daily activities and has problems organizing tasks.

ADHD Causes• Genetic: 75% of all cases. No single gene has been

clearly identified but research suggests that Dopamine transporters play a developmental role.

• Environmental: 9 20% of all cases. Researchers believe ‐that alcohol, tobacco and environmental exposure to lead may play a significant role.

• Diet: Research is inconclusive but studies suggest that too much sugar or poor eating habits do not contribute significantly.

ADHD Treatment • Medication: Stimulants are often prescribed to boost and balance levels

of chemicals within brain neurotransmitters. However, these medications wear off quickly and correct dosage varies widely from child to child.

• Behavior Modification: These strategies often employ rewards systems, organizational strategies and implementation of disciplinary “Timeouts”.

• Life style changes: These methods often work with parents to understand and guide their child’s behavior. Implementation of schedules and routines also helps.

• Counseling: Includes working with a psychiatrist, social worker or participation in social support groups.

ADHD Consequences and Implications

• In the Unites States, 37% of those diagnosed DO NOT attain a high school diploma. Some studies suggest this number may be almost 50%.

• Less than 5% of those diagnosed ever get a college degree.

• Teens are at a greater risk for car accidents, early pregnancy, and tobacco and alcohol abuse.

Small Group Discussion

• How do you currently handle students with ADHD?– Behaviorally?– Academically?

• How effective are these practices?

Classroom Discussion

• How do you currently handle students with ADHD?– Behaviorally?– Academically?

• How effective are these practices?

Avoid the Hook!

• 82% of a Teacher's Communication is Non-Verbal*• Verbal Students Need Non-Verbal Strategies – ENVoY

*SOURCE: NEA Research, Quoted at http://nonverbalclassroom.com/

ENVoY: OFF-Neutral-OFF

What Happens Now:

Student off-task = OFFTeacher Approaches

Student Holds Breath = NeutralTeacher Leaves

Student Breathes and goes back off task = OFF

ENVoY: OFF-Neutral-ON

Instead:

Student off-task = OFFTeacher Approaches

Student Holds Breath = NeutralTeacher Stays

Student Breathes and begins to work = ONTeacher slowly moves away

Video link: http://nonverbalclassroom.com/resources/videos/?offneutralon

ENVoY: Most Important Twenty Seconds (MITS)

• Read EXIT DIRECTIONS written on board• Ask for questions• RELEASE students to seatwork – “You May

Begin Now”• MITS – FREEZE for 20 Seconds. Use hand

gestures to tell students with questions to wait. Video Link: http://nonverbalclassroom.com/resources/videos/?mits

Get Out the Wiggles!

• Harness Student Energy!–Four Corners–Save the Drama for Your Llama!–Alternate Assignments

One Week Break

• Practice these strategies.• Come back ready to discuss your experiences

and learn more strategies.

Session 2

Session 2 Schedule

• Discussion of experiences and feedback• Cooperative learning• Predictability in the classroom– Rules– Classroom structure

• Graphic organizers

Small Group Discussion

• Did you try implementing any of the strategies from last week?

• What went well?• What did not?• What can you do differently in the future?

Classroom Discussion

• Did you try implementing any of the strategies from last week?

• What went well?• What did not?• What can you do differently in the future?• Tips for each other.• Feedback from the instructors.

Cooperative Learning

5 defining elements:

• Positive interdependence• Face-to-face promotive

interaction• Individual and group

accountability• Interpersonal and small group

skills• Group processing

Cooperative Learning

Tips:

• Ability-based grouping is .

• Group size: – 3-4 students is ideal.

• How often?– Often but not too often.

• Cooperative learning should be well structured.

Picture from http://www.nhacapulco.com/page4.html

Predictability: Rules

• Rules should be:– Clear– Concise– Posted

• Consistency:– Enforcement– Sincere praise

• Focus on the positive• Bad behavior ≠bad person/student

Picture from https://forestglen.ltschools.org/deptclass/teachers/davidshafer/index.htm

Predictability: Classroom Structure

• Every class the students participate in has the same routine and timeframe.

• Students know what is expected of them and outcomes are clearly stated by the teacher.

• Enables all students in the class to participate to the best of their abilities.

• No one teaching strategy is required for ADHD students.

Instructional Strategy: The Graphic Organizer

• Keeps students on task.

• Ensures that students keep to a schedule

• By having one-on-one meetings with teachers to talk about their progress, teachers can identify which areas of the assignment students are having problems with.

• Helps teachers to identify obstacles students are having issues with. • Assists the teacher to adjust teaching accordingly if student

feedback is showing same issues.

Two Week Break

• Practice these strategies.• Come back ready to discuss your experiences

and learn more strategies.

Session 3

Session 3 Schedule

• Discussion of experiences and feedback

Small Group Discussion

• Did you try implementing any of the strategies from the first 2 sessions?

• What went well?• What did not?• What can you do differently in the future?

Classroom Discussion

• Did you try implementing any of the strategies from the first 2 sessions?

• What went well?• What did not?• What can you do differently in the future?• Tips for each other.• Feedback from the instructors.

Sources

• ENVoY: www.nonverbalclassroom.com; www.michaelgrinder.com

• Cooperative Learning: Classroom Instruction that Works by Robert Marzano, Debra Pickering, and Jane Pollock.