Rewards before Punishments · counters, skittles, etc. Help them to use their hands in problem solving Let them decide how to best problem solve standing on their head, music on,

Rewards before Punishments

Identify the real reason for behavior

Give child tools to succeed!

Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12, Kirk Martin – ADHD University

Behavior Strategies/ Encouragement

Stop, Think & Try again

Yes

Executive Function

Deficiency? No

Talk Less, Touch More

Act, Don’t Yak!!

Clear concise directions

Repeat instructions back

Hand signals or secret signs

Special job

Eye contact

Encouragement

Praise the process and effort!

Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12, “Mindset” – Carol Dweck

Flexibility

This child will do things differently

Homework standing up, standing on their head, or jumping rope

Frequent Breaks

Keep blood sugar up while doing chores or homework – chewing helps stimulate their brain

Music, TV, other stimuli can be on for some kids to concentrate

Children can listen while fidgeting

Eye Contact

Experiment – what works for your child?

Your child is unique – traditional parenting may not work Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12

Disability Perspective

Remember this is a hidden disability!

ADHD delays a child’s capacity for self-control and independence

Remember – ADHD is a neurological and genetic disability – not a choice or a result of poor parenting

30% Rule

Reduce your child’s chronological age by 30% to find their executive age – age of self-regulation

Developmentally “catch-up” by 27-30 years of age

Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12

30% Rule

Ages: Chronological vs Developmental

Adapted from Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12

6 8 10 12 14 16 18

4.2 5.5 7 8.4 9.8 11.2 12.6

Education on ADHD

For Parents, Teachers & Students

Age appropriate explanation

Executive Functions

Brain Learning

Growth Mindset

Strategies/Interventions


Mindfulness

Mindful Parenting/Teaching

React or respond

Response to your expectation

Pause and then respond

Mindfulness for ADHD

Reset your inhibitory system

Pause and allow your mind to process

Automatic Pilot vs Mindfulness (Present Moment Awareness)

“The Mindfulness Prescription for Adult ADHD” – Lidia Zylowska

Exercise

“In order for man to succeed in life, God provided him with two means, education and physical activity. Not separately, one for the soul and the other for the body, but for the two together. With these two means, man can attain perfection.” --Plato

“Spark – The Revolutionary New Science of Exercise and The Brain” – John J. Ratey with Eric Hagerman

Exercise

Can the signals get through?

How fluidly does the information travel?

Dopamine & norepinephrine

Balances the arousal center

Transmission fluid for the basal ganglia

Brain center that controls physical movement coordinates the flow of

information “Spark – The Revolutionary New Science of Exercise and The Brain” – John J. Ratey with Eric Hagerman

Exercise

Spark Your Brain

Exercise sparks your brain function to improve learning on three levels:

First, it improves your mind's alertness, attention, mood, and motivation.

Second, it prepares and encourages nerve cells to bind to one another, which is the cellular basis for logging in new information.

Third, it spurs the development of new nerve cells from stem cells in the hippocampus.


Exercise

For ADHD Exercise raises the baseline levels of essential neurotransmitters:

dopamine and norepinephrine

“Wakes up” essential areas in the brain responsible for attention and consciousness

Complex motor movement – exercises the areas of the brain involved in all cognitive functions – prefrontal cortex


Interventions: Academic

Organizational Skills

The problem

Losing Materials

Failing to record homework assignments & due dates

Not completing or handing in assignments on time

Hinder academic performance & scholastic attainment

Outcomes

Lead to diminished confidence

Diminished engagement in school

Contribute to family conflict

Lower Grades

Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12, “Organizational Skills Training for Children with ADHD” Abikoff, Gallagher, and Spira

Organizational Skills

“Time management is single most important factor in future success” – Russell Barkley

Long-term Process

Visual – Hands on

Important to teach them how – not do it for them

E.g. Learning to ride a bike

Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12, “Organizational Skills Training for Children with ADHD” Abikoff, Gallagher, and Spira

Auditory

Organizational Skills Training

4 Broad Domains of Difficulties

Tracking Assignments

Managing Materials

Time Management

Task Planning

Organizational Skills Training targets these four domains instead of overall executive function training

“Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira


1. Set expectations with Parents/Teachers

2. Set up motivation system

3. Tracking Assignments

• Daily Assignment Record

• Assignment and Test Calendar

4. Managing Materials



5. Backpack Checklist – Memory Ring

6. Understanding Time & Calendars

7. Time Management

8. Time Planning

• Telling Time

• Estimating Time to complete

9. Task Planning


Daily Assignment Record

• Squares for each Subject

• How to denote Action

• Smiley face for no HW


Take Home Folder


Time Detective Worksheet


Estimating Time


Study Skills

Study Space – at home

Least number of distractions

Library Hours for everyone

How do I like to do my homework?

When do I like to do my homework?

Where do I like to do my homework?

Set the foundation for study skills

Be Flexible!

The ADHD handbook for Schools – Harvey C Parker, “ The “Putting on the Brakes” Activity Book for Young People with ADHD” – Patricia O. Quinn, Judith

M. Stern

Externalize Time

Children w/o ADHD


Children w/ ADHD

Externalize Time

Internal sense of time is not reliable

Break longer tasks into smaller tasks if possible

Make Time and Time passage visual


Externalize Working Memory

Externalize reminders – make them visual, colorful

Rhythm – like in Kindergarten to help memory

Point of Performance Reminders – Memory Ring

Homework – Planners

Rehearse “When-then” plans

Color coding, Rhythm . . .

Partner with Parents & School - continuous, consistent reinforcement


Foldables for Young Children

Chris Zeigler Dendy – Chicago Public Schools Presentation on Academic Challenges & Interventions, March 27-28, 2014

Memory Bracelet


Memory Rings

Scribble Band


White Board Paddle

Maximizing Memory Retention


Working Memory

Brain breaks – 15% increase blood oxygen in brain

Movement/exercise – “Miracle Gro” for brain cells – creates new neurons

Laugh/chew gum – increase blood flow to brain

“Water breaks” – move neuron signals through brain and keep lungs moist to transfer oxygen to blood

Glucose foods/crunchy foods – boost performance and accuracy of memory & attention


Structure

Structure

Helps ease transitions

Reduces anxiety

Comforting for Elementary School Children

Post Class Rules

Make Classroom Routines

Give Appropriate Supervision – Children with ADHD require more supervision

Reduce Potential Distractions


Allow for movement

Children w/ ADHD want to please, assign them specific tasks to keep them engaged & moving if possible

Allow for movement during the day

Don’t eliminate recess as consequence

Increase Active Class Participation

Encourage Hands-on Learning

Sensory Strips

Cross-body movement

Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12, Kirk Martin – ADHD University

“Brain Break”

Pick a stick:

Machine gun feet

Jumping jacks

Head, knees, toes

“Simon Says”

Dance to music

March to Music

Reference: Chris Zeigler Dendy Academic Challenges & Interventions for the Chicago Public Schools

Make Problem-solving manual

Working Memory deficits inhibits their ability to problem solve – keeping the problem in mind

Break tasks into pieces

Make those pieces physical – blocks, shapes, counters, skittles, etc.

Help them to use their hands in problem solving

Let them decide how to best problem solve

standing on their head, music on, eating, etc.

Helps to keep their brains engaged


Graphics Organizers


Brain Surgeons

Teachers & Parents are brain Surgeons!!

They change

children’s brains!


Puzzle Exercise

Puzzle

I have many characteristics that make me unique & valuable

I'm Complex

I have many layers

Judy Richardson-Mahre – Partners in Parenting

http://www.jigsawplanet.com/?rc=play&pid=3c1a253908c9

http://www.jigsawplanet.com/?rc=play&pid=2b208751693f

http://www.jigsawplanet.com/?rc=play&pid=2b208751693f

http://www.jigsawplanet.com/?rc=play&pid=33d9b1047d52

http://www.jigsawplanet.com/?rc=play&pid=32fc9d03ad3d

Puzzle Exercise

You each have a puzzle piece

Look at that piece – what is the picture?


Look at the whole person – not just 1 puzzle piece


Puzzle Exercise

Draw your self-portrait

Turn the sheet over and list your puzzle pieces

Unique attributes, gifts, talents, struggles

Each of us is unique and valuable

We are complex

One attribute cannot define us!

We may not be what our parents expected or wanted, but we are what they got!

We each have a purpose unique to our talents, gifts and passions!

Adapted from Russell Barkley & Thomas Brown explanation of Executive Functions. Additional contributors: Holly West Jones and Judy E Bandy

Conclusion

ADHD is a neurobiological condition that causes a delay in Executive Functioning

ADHD is highly treatable when you understand the ADHD brain

Magnify each child’s unique gifts, talents and strengths while bolstering their struggles

Be flexible and forgiving with your children and yourself

Encourage a Growth Mindset

Coach and Teach your child

Questions?

Additional Resources

ADDitudemag.com

RussellBarkley.org

DrThomasEBrown.com

ADDwarehouse.com

TimeTimer.com

TotallyADD.com

CelebrateCalm.com – ADHD University

www.famouspeoplearehuman.com/famous-people-adhd.htm

http://www.famouspeoplearehuman.com/famous-people-adhd.htm





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Documents

Rewards before Punishments · counters, skittles, etc. Help them to use their hands in problem solving Let them decide how to best problem solve standing on their head, music on,