Rewards before Punishments Identify the real reason for behavior - PowerPoint PPT Presentation

Rewards before Punishments  Identify the real reason for behavior Strategies/ Behavior Encouragement Yes Executive Function Deficiency? No Stop, Think & Try again  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

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 6 8 10 12 14 16 18 4.2 5.5 7 8.4 9.8 11.2 12.6 Adapted from Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12

Education on ADHD  For Parents, Teachers & Students  Age appropriate explanation  Executive Functions  Brain Learning  Growth Mindset  Strategies/Interventions Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12

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

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

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 Auditory 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 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

Organizational Skills Training 1. Set expectations with Parents/Teachers 2. Set up motivation system 3. Tracking Assignments • Daily Assignment Record • Assignment and Test Calendar 4. Managing Materials “Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira

Organizational Skills Training 5. Backpack Checklist – Memory Ring 6. Understanding Time & Calendars 7. Time Management 8. Time Planning • Telling Time • Estimating Time to complete 9. Task Planning “Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira

Daily Assignment Record • Squares for each Subject • How to denote Action • Smiley face for no HW “Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira

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

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

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

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

Externalize Time  Internal sense of time is not reliable  Break longer tasks into smaller tasks if possible  Make Time and Time passage visual Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12

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

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

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

Memory Rings

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

White Board Paddle

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