Working with Tamariki with ADHD: Module 1

 I had the priviledge of attending an online workshop with Tracey Rountree, an ADHD expert. It was a very informative session. I will share the main points that stood out for me. If you have ADHD students in your class, read this...

ADHD can be broken into 3 predominant types: 

1. Primarily Inattentive - hard to tune out distraction, task jumping, not finishing work, appear bored easily, seems like not listening, very interest driven. More visible in girls. 

2. Primarily Hyperactive/Impulsive - Parts of them always moving, chatterboxes, energetic, fidgets, ants in their pants, hard to stop. More visible in boys. 

3. Combined type - inconsistent and often labelled as naughty. 

ADHD students tend to be on the higher end of IQ. Can be quite creative and could include Dyslexia, Dyscalculia etc.

Characteristics of ADHD children: 

Inattentive or hyperactive

Impulsive - not thinking of consequences, does not think of others, unablel to control themselves, mood swings, low frustration tolerance.

Inflexible - very black and white, don't understand tease of sarcasm, very aware of what is fair and just, sees things from their point of view and assumes everyone thinks like them. 

Hyper focus - has very strong interests in certain things, able to focus on special interest

Poor social skills-not able to read subtle social cues or recognise that their behaviour or actions can effect others. Not able to read facial expressions. Lack of boundaries, personal space and voice (noise) control.

Poor working memory-great long term memory, however, unable to hold information in mind to guide actions now or later. Hard to follow instructions or cope with multiple tasks. Slow response to direction (needs more time to process requests and reminders).

Disorganised - trouble sequencing what comes next or where to start. Often looses things to complete task. Issues with motivation - unable to stay on task. Loose track of time. 

Emotions -quick to get frustrated by minor annoyances. Worry too much or too long about small things. Have trouble calming down. Overly sensitive to critique. Feel excessive urgency to get/do something. 

ADHD RARELY APPEARS ON IT'S OWN: Often OCD, ODD, Sensory Processing Disorder, Tics (vocal or motor), depression, anxiety, language and learning disabilities. 

Solutions: Medication, diet, excersise. 

How will this affect me in the classroom? 

Have realistic expectations, recognise strengths. 

Priority - work on 1 or 2 issues at a time. 

Prepare - plan ahead - set procedures in place for dealing with a situation. 

Relate

Positvity

Put accomodations in place eg. allow for movement.

Training -give alternative words or actions.

Discipline - least effective - if necessary - use immediately for impact. 

Reinforce positive behaviour. 

Everyday strategies:

Build a relationship with them.

Gather info

Look for triggers

Define the expected behaviour do not assume they know. 

Post session or class rules - discuss clearly as well as consequences. 

Be prepared - plan basic activties and consequences as well as a plan B/C/D.

Redirect their attention rather than reprimand. 

Frequent positive feedback

Immediate reward and consequences

Use simple lang

verbal reminders

allow for extra movements

give appropriate supervision

give them more responsibility

ignore minor behaviours

don't back them into a corner

don't judge or get emotiona; - stay calm and stick to the facts

get them  to think about the effect of their behaviour

give them acceptable responses to use next time

don't take things personally

Make sure all of the team is on the same page - consistent language and consequences.