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 Barkleys
Identify the real reason for behavior 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
Behavior Strategies/ Encouragement Stop, Think & Try again Yes Executive Function Deficiency? No
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
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
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
Ages: Chronological vs Developmental
Adapted from Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12
6 8 10 12 14 16 18
4.2 5.5 7 8.4 9.8 11.2 12.6
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
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
“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
can attain perfection.” --Plato
“Spark – The Revolutionary New Science of Exercise and The Brain” – John J. Ratey with Eric Hagerman
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
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
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
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
“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
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
Auditory
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
Parents/Teachers
“Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira
“Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira
for each Subject
denote Action
face for no HW
“Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira
“Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira
“Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira
“Organizational Skills Training for Children with ADHD” Richard Gallagher, Howard B. Abikoff and Elana G Spira
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
Children w/o ADHD
Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12
Children w/ ADHD
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 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
Chris Zeigler Dendy – Chicago Public Schools Presentation on Academic Challenges & Interventions, March 27-28, 2014
Chris Zeigler Dendy – Chicago Public Schools Presentation on Academic Challenges & Interventions, March 27-28, 2014
Chris Zeigler Dendy – Chicago Public Schools Presentation on Academic Challenges & Interventions, March 27-28, 2014
Chris Zeigler Dendy – Chicago Public Schools Presentation on Academic Challenges & Interventions, March 27-28, 2014
Brain breaks – 15% increase blood oxygen in brain Movement/exercise – “Miracle Gro” for brain cells –
creates new neurons
Laugh/chew gum – increase blood flow to brain “Water breaks” – move neuron signals through
brain and keep lungs moist to transfer oxygen to blood
Glucose foods/crunchy foods – boost performance
and accuracy of memory & attention
Chris Zeigler Dendy – Chicago Public Schools Presentation on Academic Challenges & Interventions, March 27-28, 2014
Structure
Helps ease transitions Reduces anxiety Comforting for Elementary School Children
Post Class Rules Make Classroom Routines Give Appropriate Supervision – Children
with ADHD require more supervision
Reduce Potential Distractions
Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12
Children w/ ADHD want to please, assign
them specific tasks to keep them engaged & moving if possible
Allow for movement during the day Don’t eliminate recess as consequence Increase Active Class Participation Encourage Hands-on Learning Sensory Strips Cross-body movement
Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12, Kirk Martin – ADHD University
Pick a stick: Machine gun feet Jumping jacks Head, knees, toes “Simon Says” Dance to music March to Music
Reference: Chris Zeigler Dendy Academic Challenges & Interventions for the Chicago Public Schools
Working Memory deficits inhibits their ability to
problem solve – keeping the problem in mind
Break tasks into pieces Make those pieces physical – blocks, shapes,
counters, skittles, etc.
Help them to use their hands in problem solving Let them decide how to best problem solve standing on their head, music on, eating, etc. Helps to keep their brains engaged
Reference: Russell Barkley’s Presentation – the 12 Best principles for Managing the Child or Teen w/ ADHD – 11/5/12
Chris Zeigler Dendy – Chicago Public Schools Presentation on Academic Challenges & Interventions, March 27-28, 2014
Teachers & Parents are brain Surgeons!! They change
children’s brains!
Chris Zeigler Dendy – Chicago Public Schools Presentation on Academic Challenges & Interventions, March 27-28, 2014
Puzzle I have many characteristics that make
me unique & valuable
I'm Complex I have many layers
Judy Richardson-Mahre – Partners in Parenting
You each have a puzzle piece Look at that piece – what is the
picture?
Judy Richardson-Mahre – Partners in Parenting
Judy Richardson-Mahre – Partners in Parenting
Draw your self-portrait Turn the sheet over and list your puzzle pieces Unique attributes, gifts, talents, struggles Each of us is unique and valuable We are complex One attribute cannot define us! We may not be what our parents expected or
wanted, but we are what they got!
We each have a purpose unique to our talents,
gifts and passions!
Adapted from Russell Barkley & Thomas Brown explanation of Executive Functions. Additional contributors: Holly West Jones and Judy E Bandy
ADHD is a neurobiological condition that causes a
delay in Executive Functioning
ADHD is highly treatable when you understand the
ADHD brain
Magnify each child’s unique gifts, talents and
strengths while bolstering their struggles
Be flexible and forgiving with your children and
yourself
Encourage a Growth Mindset Coach and Teach your child
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