Level 2 Supporting Teaching and Learning in Schools Identifying Adhd

What is ADHD?

• Attention Deficit Hyperactivity Disorder in children, commonly referred to as ADHD, is characterized by poor concentration, hyperactivity, distractibility, and impulsiveness that are inappropriate for the child's age. • ADHD child symptoms include becoming easily distracted by sights and sounds in their environment, inability to concentrate for long periods of time, restlessness and impulsiveness, a tendency to daydream, and slowness in completing tasks. • Attention deficit hyperactive disorder in children is becoming increasingly common. For these children, their world can be like living inside a continuous fireworks display, where sounds, images, and thoughts are constantly exploding and distracting them, making it impossible for them to stay focused. • These children often find it impossible to fit in. As a result, they live in their own chaotic world. In order for these children to achieve their full potential, they should receive help, guidance, and understanding from parents, guidance counsellors, and the public education system. • Early identification by a healthcare professional is very important to ensure that the child can fulfil his/her full potential. • Children with ADHD are restless and cannot sit still or do any one thing for very long. • They are easily distracted and, because they find it so hard to pay attention, they may often be criticised for being careless and making too many mistakes at school. • They appear not to listen when someone is talking to them, they find it hard to wait their turn and they can be disruptive in play.

Children with ADHD tend to display the following behaviours: • Hyperactivity • Impulsive behaviour • Inattention • Social clumsiness • Poor coordination • Disorganisation • Mood swings • Specific learning disabilities such as dyslexia, language problems, difficulties with handwriting/written work

In people with ADHD, behavioural problems are seen in several places not just at school.

Diagnosis can be quite challenging because:

• There is no physical test for ADHD (such as a blood test) • All children may have some problems with self-control • Other problems can result in behaviour similar to ADHD e.g. language or hearing difficulties, dyslexia or major • life disruptions • ADHD exists in conjunction with many other conditions whose symptoms can overlap and mask those of ADHD • e.g. Asperger’s syndrome, language disorder, dyspraxia and obsessive compulsive disorder

The child must display either inattention or hyperactivity-impulsivity (or both) and symptoms must have been present for at least 6 months.

Process for ADHD Diagnosis

Only healthcare professionals can officially diagnose ADHD. One (or more) of the following types of healthcare professional could be involved in the process: - • Child psychologist • Paediatrician • Psychiatric social worker • Educational psychologist • GP ASSERTIVE BEHAVIOUR IS WHEN WE: • Stand up for ourselves in a way that does not violate another person's rights • Take responsibility for our own thoughts/feelings/beliefs and behaviours without imposing them on others. • It is characterised by not blaming others for how we feel or what we do, we acknowledge our personal choice.

PASSIVE BEHAVIOUR IS WHEN WE: • Fail to stand up to ourselves or do so in a way the others can easily disregard is • Express our thoughts, feelings and beliefs in apologetic, cautious or self effacing ways • Fail to express our views or feelings altogether, sometimes incorrectly perceive as being easygoing. AGGRESSIVE BEHAVIOUR IS WHEN WE: • Stand up for ourselves in such a way that we violate the rights of others • We are competitive. The implicit or explicit goal is to win; therefore someone else has to lose. MANIPULATIVE BEHAVIOUR IS WHEN WE: • Appear not to stand up for ourselves but attempt to get what we want through underhanded means • Deny our thoughts / feelings / behaviour, drop hints expecting people to get what we want • Try to get our needs met by making others feel guilty

INTERVENTIONS FOR HYPERACTIVE BEHAVIOR Environment • Define the child's workspace. When on the floor use carpet squares. • Allow standing during seatwork. • Set up a token economy in your classroom to provide long-term rewards • Have clear, simple, and brief rules that are displayed in the room.

• Technology • Put timers on the students' desks to show how much time is left for the task. • Use taped cues in which a low noise goes off every 5 to 10 minutes; each time, if the child is behaving appropriately praise him. Speed • Modify task length. • Multi-sensory activities help the child • Let students use flash cards, write on cards, highlight, finger spell, and use manipulative to increase movement. • Encourage diary writing, painting, etc. Instructional Strategies • Have a structured classroom rather than one with open-ended choices • Use physical activity in teaching strategies. • Signals such as finger snaps and colour-coded cards help to keep control. • Offer a chance for physical activity between each lesson • Have the child participate verbally by reading aloud, singing, etc. to keep the child involved in the learning. • Use commands that are direct, positive, specific, and simple. • Use teaching activities that encourage active responding. • Teach the child to ask questions that relate to the topic. • Use preferred activities as incentives. • Praise the student's strengths and let him display his talents.

The following are 10 very basic points which schools can easily implement to help children with ADHD 1. The ADHD child needs to be placed to work alongside those of similar abilities, not only educationally/academically, but maturity levels also 2. A firm but fair structure is essential for daily activities and routine should be strictly adhered to. 3. The teacher must be firmly in control of the class, whilst being a sympathetic and warm person. 4. It would be useful if the system allowed children to repeat years if needed. 5. Small class size is beneficial for these children as they offer less distraction. 6. Remedial facilities are an added bonus, not only for those ADHD children with learning difficulties but also those gifted children with ADD/ADHD who need help to channel their intelligence 7. Stimulant medication is part of every day life for many ADHD sufferers. 8. A variety of choices is generally beneficial at senior school. Many of these children achieve their best doing manual tasks rather than verbal. 9. The lack of organisation, planning skills and ability to assess what is important and what isn't, puts the ADHD child at a disadvantage in an exam situation. 10. Learn to enjoy these children; they have a lot of hidden talent and a lot to give. How might the T.A. give support? • Make directions brief • Communicate clearly with eye contact • Accept that your child will be absent minded • Use lists and pictures • Structure and organise time • Avoid confrontations • Pay attention to good behaviour

Some positive characteristics of this disorder Creativity – Children who have ADHD can be marvellously creative and imaginative. The child who daydreams and has ten different thoughts at once can become a master problem-solver, a fountain of ideas, or an inventive artist. Flexibility – Because children with ADHD consider a lot of options at once, they don’t become set on one alternative early on and are more open to different ideas. Enthusiasm and spontaneity – Children with ADHD are rarely boring! They’re interested in a lot of different things and have lively personalities. In short, if they’re not exasperating you (and sometimes even when they are), they’re a lot of fun to be with. Energy and drive – When kids with ADHD are motivated, they work or play hard and strive to succeed. It actually may be difficult to distract them from a task that interests them, especially if the activity is interactive or hands-on

Different barriers of learning implications

2 They demand attention by talking out of turn or moving around the room.

3 They have trouble following instructions, especially when they’re presented in a list.

4 They often forget to write down homework assignments, do them, or bring completed work to school

5 They often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.

6 They often have trouble with operations that require ordered steps, such as long division or solving equations.

7 They usually have problems with long-term projects where there is no direct supervision.

8 They don’t pull their weight during group work and may even keep a group from accomplishing its task

Teaching techniques for students with ADHD

Starting a lesson:

Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn.

• List the activities of the lesson on the board. • In opening the lesson, tell students what they’re going to learn and what your expectations are. • Tell students exactly what materials they’ll need. • Establish eye contact with any student who has ADHD.

Conducting the lesson:

• Keep instructions simple and structured. • Vary the pace and include different kinds of activities. • Use props, charts, and other visual aids. • Have an unobtrusive cue set up with the student who has ADHD, such as a touch on the shoulder or placing a sticky note on the student’s desk, to remind the student to stay on task. • Allow a student with ADHD frequent breaks. • Let the student with ADHD squeeze a soft ball or tap something that doesn’t make noise as a physical outlet. • Try not to ask a student with ADHD perform a task or answer a question publicly that might be too difficult. Ending the lesson: • Summarize key points. • If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board. • Be specific about what to take home.

How Parents Can Support Success at School
Communicating with teachers • Tell your child’s teacher(s) about the child’s ADHD issues and possible interventions as the school year begins. • Take as a given that the teacher is acting in your child’s best interests; support the teacher’s efforts. • Be available for regular conferences in person or on the phone.
Homework
• Make sure your child has a quiet, uncluttered place to do homework. • Help your child with homework, breaking down assignments into smaller tasks and keeping the child focused. Have a regular time for homework and allow for frequent breaks. • Reinforce study skills such as highlighting, note taking, and reading out loud. • Praise your child for work done well — and remember, “Good” is not necessarily the same as “perfect.” • Check that completed homework and other materials are where they’re supposed to be when your child leaves for school.
Behaviour
• Have a reward system for good days or weeks at school. • Regularly praise your child for appropriate behaviour at school. • Help your child develop social skills. • Collaborate with the teacher on behaviour interventions. • Involve the school counsellor or psychologist if necessary.

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