Symptoms of ADHD (14:41)
Criteria for diagnosing includes inattention to hyper impulsive behavior that are developmentally inappropriate; symptoms must have existed for at least six months, occur across multiple settings, and result in impairment. Researchers believe Attention Deficit Hyperactivity Disorder affects the brain's executive function. Those afflicted experience deficits in problem-solving, motivation, verbal memory, sense memories, inhibition, self-awareness, and emotional regulation.
Touchstone Principles for Management (14:03)
Largely rooted in biology, the executive deficits caused by ADHD cannot be cured. Medication might be appropriate as it is clearly more effective than other interventions; intervention at "The Point of Performance" achieves maximum results. Those afflicted cannot apply a sense of time to tasks.
More Touchstone Principles (20:07)
Consider incorporating token or point systems for rewards and consequences. Increase accountability by seating the child close to the teaching area. Stop the child periodically by incorporating random check-ups; recording a temper tantrum stops the child from misbehaving.
Instructional Tips (10:16)
Grade projects for production not accuracy; give frequent exercise breaks. Consider having the child afflicted with ADHD actively participate in teaching the lesson. Make eye contact, touch the child on the soldier or arm, and have he or she repeat back any instruction.
More Classroom Suggestions (06:25)
Require all children to take notes during lectures and reading assignments. The SQ4R system includes survey, questions, read, recite, write, and review. Offer after-school help-sessions and suggest tutoring, books on tape, videos, or Khan Academy to parents.
Peer Tutoring (06:30)
Break class into dyads and have one student tutor and quiz the other; alternate roles after each exercise. Graph and post quiz results. Increase praise, approval, and appreciation in one minute frequently.
Using School Home Report Cards (03:40)
Assess the child's behavior and work after each subject and send the report card home to the parents to earn incentives. Children will forge the card if the teacher does not initial after the rating.
Problem Transitions? Make a Plan (02:30)
Review two to three rules the child needs to obey; after the child repeats the rules back, explain the reward or punishment he or she will earn depending on their behavior. Make goals and time physical entities in the classroom.
Disciplinary Tactics (08:50)
Focus on rewards first; punishments must be delivered within 10 seconds of the infraction. "Do a task" timeout is more effective because it is active. Threaten to record tantrums or outbursts to be emailed to parents.
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