1. Inattention, Hyperactivity, Impulsivity and what to do! By Alyssa Hart School Social Worker

2. Definition of AD/HD (Attention Deficit/Hyperactivity Disorder): ADHD is characterized by a pattern of behavior, present in multiple settings (home and school), that can result in performance issues in social, educational, or work settings.

3. Symptoms of AD/HD (Attention Deficit/Hyperactivity Disorder): Symptoms will be divided into two categories of inattention and hyperactivity and impulsivity that include behaviors like failure to pay close attention to details, difficulty organizing tasks and activities, excessive talking, fidgeting, or an inability to remain seated in appropriate situations.

4. Three main features of AD/HD: Distractibility (Inattention) ◦ Turning in assignment and disorganization Impulsivity ◦ Interrupting and fidgeting Hyperactivity ◦ Interrupting, disruptive behaviors and following directions

5. Five important things teachers should know about AD/HD 1. These kids can be frustrating to work with. 2. This is not about the teacher. 3. Often they, themselves, do not like the way they are. 4. Often have related disorders such as SLD, anxiety and depression. 5. They are often highly creative.

6. The three types of AD/HD Predominantly inattention type Predominantly hyperactive-impulsive type Combined type (85% of AD/HD students are in this category)

7. Inattentive type Appears to be daydreaming or staring Often confused as to what to do Appears apathetic and unmotivated Makes many careless mistakes Are unassertive, polite, attempt to make friends but has little success

8. Suggestions for Inattentive type: Give only one or two instructions at time Have students repeat instructions to you Emphasize visual presentations over oral Have student work with other students Help students make transition Allow extra time to complete work Seat students close to you Stand close to the student Make frequent eye contact Use introductory phrases, “listen up” Call on student when paying attention Communicate frequently with parents

9. Hyperactive-Impulsive and mixed types: Fidget and squirms Out of seat and excessive physical activity Cannot work or play quietly Talks excessively, interrupts and acts rude Fail to pick up social cues Show offs, short tempered, immature, bossy, rude Poor organizational skills, forget and lose assignments People try to make friends with them, but they cannot reciprocate

10. Suggestions for Hyperactive- Impulsive and mixed types: Seat students away from distractions. Provide feedback often. Give opportunities to be out of the seat. Ignore minor infractions. Teach relaxation techniques. Do not take away recess or P.E. Practice social amenities. Color code books and folders for all subjects. Use positive reinforcements. Have all assignments written in a agenda and check it at the end of the day. Provide students with his own copy of classroom rules; go over frequently. Give plenty of feedback and set up a daily report where you review good choices.

11. Specific areas of concerns: Turning in assignments Interrupting Distractibility Fidgeting Disorganization Disruptive Behaviors Following Directions Social Maturity

12. Turning in assignments: Provide homework in writing Use a homework assignment sheet For long-term assignments, plan to track the child’s progress at different points Create a “homework folder” in the child’s binder Correct and return homework as soon as possible (positive and instructive corrections) Talk to the child and parent about supports that can help

13. Interrupting: Develop a gesture or other method of conveying to the student that is interrupting and needs to stop (only the two of you need to know what this means). Post a list of rules on the wall and highlight “No Interrupting.” Tape a reminder on the students desk with “N.I.” no other student needs to know what that means. Call attention to a students behavior concretely. Rubber band on the wrist to track the interruptions and only the teacher and/or student is aware.

14. Distractibility: Preferential seating, away from doors and windows. Study carrels, privacy dividers, earphones, earplugs (during seat work and test). Try to include visual, auditory, and kinesthetic facets to all lessons, as well as opportunities for students to work cooperatively, individually and on with the group. Keep lesson periods short, when possible. Avoid reprimanding a student who becomes distracted. Instead redirect them in ways that do not cause embarrassment.

15. Fidgeting: Provide physical outlets to release energy. Ask them to run errands. Let students stand and walk around between lessons. Provide fidget objects. Keep lessons short and provide frequent breaks.

16. Disorganization: The key to helping students stay organized is constant communication between teachers and parents. If possible, provide students with two sets of books and supplies – one for home and one for school (less for them to have to remember). Provide a special assignment notebook with larger then usual spaces to write in. Give assignments in writing, check with child to ensure accuracy. Color-code books and supplies by subject.

17. Disruptive Behavior: Posting rules and routines is a visual reminder. Behavior cards taped to desk or a laminated card that can be stored inside desk (privacy) with reminders of rules. Write the days schedule on board and erase as items are completed. Alert class of any revisions in advance. To avoid meltdowns due to transitions (another stress point), give the class a five- min. warning, then two-min. warning, so kids have adequate time to stop activity.

18. Continue Disruptive Behavior: Have a plan ready in case of impulsive reaction. Discipline can and should be used in certain situations, they need to understand their responsibility to control themselves. Discipline should be immediate, short and swift. Provide immediate, positive feedback and attention when kids behave well. With younger kids, establish behaviors you expect and post them as visual reminders. Younger children often respond to a “point system” in which they earn stickers, etc. for positive target behaviors, with rewards.

19. Following directions: Be mindful that these students wander mentally or lose their place because of slow language processing skills. When given specific directions establish eye contact, you may need to pause until the student meets your eyes. When given instructions, be specific and brief. Write instructions or directions on the board (visuals). Make sure the student wrote directions word for word and check that they did so. May want to highlight the important things.

20. Continue Following Directions: Digital audio recorders can help children store several minutes of information that can be played back immediately. Provide instructions in writing. A student may write “reading assignment” but when they get home not sure what is expected. When giving verbal directions, reinforce them. Ask students to repeat back what you just said. Raise or lower your voice in a dramatic fashion to catch attention of students who may have tuned out.

21. Social Maturity: While a child’s academic level maybe up to par, socially they can be a few years behind the rest of the class. Do not expect the child to behave as responsibly or rationally as his classmates. Thinking of them as two or threes years younger will help you better understand. Never embarrass or humiliate the child in your classroom for off-target social behavior. Skills have to be taught. Work privately with the student to provide appropriate words and phrases to use with peers and practice them 1-1 repeatedly.

22. Continue Social Maturity: Provide opportunities for the student to work with small groups and monitor peer interactions closely. Provide feelings “emotions” drawing or photos on the wall to help the student understand social situations better. Praise the child in front of peers for work well done. This will help increase self-esteem and peer recognition and then they will not have to get off-task or do inappropriate behaviors to get attention they need.

23. How to be more effective with working with students with these symptoms. ADHD students freely admit they can work better when they feel the teacher is helping them and wants them to succeed. The student is not acting to make the teacher angry. The student can not be forced into better behavior.

24. Cont. The teacher and the student should both appreciate and celebrate small triumphs. Students are used to feeling bad, try to make them feel better and that they are OK. Do not punish what the student CAN NOT control!

25. Questions…. Comments….Concerns Alyssa Hart, School Social Worker 309-243-8655 ahart@dunlapcusd.net We are here to work as a team to better serve students and allow them to be successful!