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Strategies for Improving Learning and Behaviour in Children with ADHD #…
Strategies for Improving Learning and Behaviour in Children with ADHD
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Environmental Strategies
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Seat student away from high traffic and high volume areas
Seat student away from distractions
Seat student near teacher
Use bright colours and bold text to draw attention to relevant points within work - conversely avoid busy, bright, cluttered walls
Seat student with peers who stay on-task well
Present work using various different media, e.g., text, film, audio tracks, interactive slideshows, worksheets, pictures, 3D models
Allow student to produce work using different media, e.g., text, film, artwork, models, skits, voice recordings
Where possible, put children with ADHD in classes with low student to teacher ratios to ensure more 1:1 time.
Traditional seating set up with desks facing forward is more conducive to staying on-task than Flexible Learning Spaces
Allow for productive physical movement - let the child take regular breaks, perhaps have them run errands
Allow for active involvement vs passive involvement in learning. E.g., have child with ADHD handing out worksheets, assisting with audio-visual equipment or writing notes on board
Use of computer assisted instruction, e.g., learning software
Presents activities with clear instructions
Uses multiple modalities
Divides content material into smaller bits of information
Provides immediate feedback about response accuracy
Self-regulating Strategies
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Self-monitoring System
Determine regular intervals for students to monitor their behaviour based on metrics previously decided with teacher
At regular intervals, student checks behaviour and records whether on-task or not
At a specified time, student and teacher compare records
Student receives positive reinforcement or reward for matching teacher's records
steps 2-4 repeated for a week or two, to form habits and refine process
Over the following weeks, checking records with teacher is faded out, and rewards are given for on-task behaviour that is determined by student
Teach student to take notes - this engages them more in the lesson and inhibits restless, disruptive behaviour
References:
Lessing, A., & Wulfsohn, R. (2015). The potential of
behaviour management strategies to support learners
with Attention Deficit Hyperactivity Disorder in the
classroom. Education as Change, 19(1), 54-77.
DuPaul, G. J., & Stoner, G. (2014). Adhd in the schools,
third edition : assessment and intervention strategies.
Retrieved from
https://ebookcentral.proquest.com
Brock S.E., Jimerson S.R., Hansen R.L. (2009)
Treatment. In: Identifying, Assessing, and Treating
ADHD at School. Developmental Psychopathology at
School. Springer, Boston, MA
Functional Behaviour Approach
Uses a functional behavioural assessment to determine the functions that disruptive behaviour serves, then attempts to fulfill that function using a more appropriate behaviour
Behaviour Modification Strategies
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Deliver the most challenging classwork in the morning and avoid complicated tasks in the afternoon
Establish predictable routines, clear rules, clear consequences and immediate and appropriate enforcement
Peer tutoring and tuakana/teina relationships within the classroom amongst students
Minimise task duration - break up large assignments into small sections
Provide direct instruction where possible
Match difficulty of activity to child's learning level - if it is too challenging they will get frustrated and give up. If it is too easy, they will get bored and restless
Provide structure and a clear, routine timetable - children with ADHD benefit from predictability and consistency
Provide visual cues and rule reminders
Where possible allow student to learn at their own pace
When giving instructions, make the instructions clear and only give them one or two steps to complete at a time. Have them repeat instructions back to you to ensure understanding
Let student choose between a range of activities. If all activities must be completed eventually, allow student to choose the order in which they complete them
Liberal use of praise and encouragement
Use lots of constructive, formative feedback. Where possible, give feedback immediately, as student is working.
Time Out
Make time out area pleasant and comfortable but not stimulating
Do not use time out if child is trying to avoid doing work
Do not use time out for 'secondary' behaviours. E.g., you ask a child to put their book away but they stomp while they are doing it. Ignore the stomping, acknowledge that they complied with putting book away
As soon as time out is completed, discuss the reason they were sent there and how they can avoid it next time
Use sparingly and only for the most disruptive behaviours
Token Reward Systems
Have clear metrics for when the behaviour is enacted
Child gains tokens for on-task and co-operative behaviour
Focus on one or two specific behaviours at a time
Loses tokens for off-task and disruptive behaviour
link quantities of tokens to specific rewards
Have a mixture of tangible rewards and preferred activities
Rotate rewards often to avoid student losing interest
Daily Report Cards - similar to Token Reward Systems but with delayed reinforcement as learner takes report card home to parents.
Avoid repetitive tasks. If child does not master a concept, deliver it in a different context
Collaborative Decision Making, including child, family, teachers, specialists
Author: Kylee Bowater Victoria University