ADHD and the Inclusive Classroom: Strategies for Success of ALL Students

1. ADHD and the Inclusive Classroom: Strategies for Success of ALL Students Presented by The Misfiring Synapses: Lonna Carrier, Jim Hodges, Stephen Kolze, Jeff Walker

2. Overview • Intro to ADHD • Classroom management strategies • Instructional strategies

3. Workshop Goal Teachers will be able to describe ADHD symptoms, origins, and common treatments. Teachers will also learn classroom management techniques and instructional strategies for creating a more productive educational environment for all students that enhances learning for ADHD students without compromising learning for other student populations. 

4. Workshop Schedule • Session 1 • Intro to ADHD • ENVoY • Movement in the classroom • One week break: Time to practice. • Session 2 • Discussion of experiences and feedback • Cooperative learning • Predictability in the classroom • Graphic organizers • Two week break: Time to practice some more! • Session 3 • Discussion of experiences and feedback

5. What is ADHD? ADHD is a neurobehavioral development disorder that affects how well someone can sit still, focus and pay attention.

6. Quick facts about ADHD • Affects 7.2% of all children • Affected 4.5 million children in 2006 • Currently estimated that 7.18% of Washington State children have ADHD • Diagnosis have increased an average of 3% per year from 1997‐2006 • Diagnosed 2x as frequently in boys than girls • boys ever diagnosed : 10% • girls ever diagnosed : 4.3% • Most commonly diagnosed psychiatric disorder in the world

7. ADHD Symptoms • Impulsiveness: Acting before thinking of consequences, general disorganization and tendency to jump from one activity to another. • Hyperactivity: Restlessness, fidgeting, talks excessively and has problems organizing tasks. • Inattention: Easily distracted, day dreamer, forgets about daily activities and has problems organizing tasks.

8. ADHD Causes • Genetic: 75% of all cases. No single gene has been clearly identified but research suggests that Dopamine transporters play a developmental role. • Environmental: 9‐20% of all cases. Researchers believe that alcohol, tobacco and environmental exposure to lead may play a significant role. • Diet: Research is inconclusive but studies suggest that too much sugar or poor eating habits do not contribute significantly.

9. ADHD Treatment • Medication: Stimulants are often prescribed to boost and balance levels of chemicals within brain neurotransmitters. However, these medications wear off quickly and correct dosage varies widely from child to child. • Behavior Modification: These strategies often employ rewards systems, organizational strategies and implementation of disciplinary “Timeouts”. • Life style changes: These methods often work with parents to understand and guide their child’s behavior. Implementation of schedules and routines also helps. • Counseling: Includes working with a psychiatrist, social worker or participation in social support groups.

10. ADHD Consequences and Implications • In the Unites States, 37% of those diagnosed DO NOT attain a high school diploma. Some studies suggest this number may be almost 50%. • Less than 5% of those diagnosed ever get a college degree. • Teens are at a greater risk for car accidents, early pregnancy, and tobacco and alcohol abuse.

11. Small Group Discussion • How do you currently handle students with ADHD? • Behaviorally? • Academically? • How effective are these practices?

12. Classroom Discussion • How do you currently handle students with ADHD? • Behaviorally? • Academically? • How effective are these practices?

13. Avoid the Hook! • 82% of a Teacher's Communication is Non-Verbal* • Verbal Students Need Non-Verbal Strategies – ENVoY *SOURCE: NEA Research, Quoted at http://nonverbalclassroom.com/

14. ENVoY: OFF-Neutral-OFF What Happens Now: Student off-task = OFF Teacher Approaches Student Holds Breath = Neutral Teacher Leaves Student Breathes and goes back off task = OFF

15. ENVoY: OFF-Neutral-ON Instead: Student off-task = OFF Teacher Approaches Student Holds Breath = Neutral Teacher Stays Student Breathes and begins to work = ON Teacher slowly moves away Video link: http://nonverbalclassroom.com/resources/videos/?offneutralon

16. ENVoY: Most Important Twenty Seconds (MITS) • Read EXIT DIRECTIONS written on board • Ask for questions • RELEASE students to seatwork – “You May Begin Now” • MITS – FREEZE for 20 Seconds. Use hand gestures to tell students with questions to wait. Video Link: http://nonverbalclassroom.com/resources/videos/?mits

17. Get Out the Wiggles! • Harness Student Energy! • Four Corners • Save the Drama for Your Llama! • Alternate Assignments

18. One Week Break • Practice these strategies. • Come back ready to discuss your experiences and learn more strategies.

19. Session 2

20. Session 2 Schedule • Discussion of experiences and feedback • Cooperative learning • Predictability in the classroom • Rules • Classroom structure • Graphic organizers

21. Small Group Discussion • Did you try implementing any of the strategies from last week? • What went well? • What did not? • What can you do differently in the future?

22. Classroom Discussion • Did you try implementing any of the strategies from last week? • What went well? • What did not? • What can you do differently in the future? • Tips for each other. • Feedback from the instructors.

23. Cooperative Learning 5 defining elements: • Positive interdependence • Face-to-face promotive interaction • Individual and group accountability • Interpersonal and small group skills • Group processing

24. Cooperative Learning Tips: • Ability-based grouping is . • Group size: • 3-4 students is ideal. • How often? • Often but not too often. • Cooperative learning should be well structured. Picture from http://www.nhacapulco.com/page4.html

25. Predictability: Rules • Rules should be: • Clear • Concise • Posted • Consistency: • Enforcement • Sincere praise • Focus on the positive • Bad behavior ≠bad person/student Picture from https://forestglen.ltschools.org/deptclass/teachers/davidshafer/index.htm

26. Predictability: Classroom Structure • Every class the students participate in has the same routine and timeframe. • Students know what is expected of them and outcomes are clearly stated by the teacher. • Enables all students in the class to participate to the best of their abilities. • No one teaching strategy is required for ADHD students.

27. Instructional Strategy: The Graphic Organizer • Keeps students on task. • Ensures that students keep to a schedule • By having one-on-one meetings with teachers to talk about their progress, teachers can identify which areas of the assignment students are having problems with. • Helps teachers to identify obstacles students are having issues with. • Assists the teacher to adjust teaching accordingly if student feedback is showing same issues.

28. Two Week Break • Practice these strategies. • Come back ready to discuss your experiences and learn more strategies.

29. Session 3

30. Session 3 Schedule • Discussion of experiences and feedback

31. Small Group Discussion • Did you try implementing any of the strategies from the first 2 sessions? • What went well? • What did not? • What can you do differently in the future?

32. Classroom Discussion • Did you try implementing any of the strategies from the first 2 sessions? • What went well? • What did not? • What can you do differently in the future? • Tips for each other. • Feedback from the instructors.

33. Sources • ENVoY: www.nonverbalclassroom.com; www.michaelgrinder.com • Cooperative Learning: Classroom Instruction that Works by Robert Marzano, Debra Pickering, and Jane Pollock.