Creating an ADHD/ADD friendly school

1. Creating an ADHD/ADD friendly school Specialist Teaching Team (SEMH)

2. Session outcomes At the end of the session it is hoped that participants will: • Have an increased awareness of ADHD/ADD and how this impacts on learning and social and emotional skills • Be informed about practical and effective teaching and management strategies

3. Recognized neurodevelopmental condition that can receive a medical diagnosis. Characterized by a cluster of behavioural symptoms including “long-term difficulties with inattention, hyperactivity and impulsivity” (Hampshire EPS 1996) Impact on academic achievement, social and emotional development and self-esteem. Multifactorial causes. What is ADHD/ADD?Attention Deficit Hyperactivity Disorder/ Attention Deficit Disorder

4. Activity: What is ADHD/ADD? ADHD/ADD traits are often grouped into 3 categories: • Hyperactive • Inattentive • Impulsive In pairs/small groups discuss some examples of traits/behaviours that could fit into each category.

5. What is ADHD?Executive brain function is:a set of mental skills that help you get things done.  controlled by an area of the brain called the frontal lobe.  thought that 50% of ADHD/ADDers have executive functioning difficulties.  people with ADHD/ADD can experience variable levels of performance with strong fluctuations in brain activity and this impacts on the ability to concentrate. For more information watch: https://www.youtube.com/watch?v=KyOdenFEwnQ(this website is not endorsed by ECC)

6. Diagnosis - DSMV • Symptoms present before age 12 years • Assessment by consultant paediatrician • Symptoms present in and affecting child’s functioning in 2 or more settings over sustained period of time • Behaviour and development significantly different to peers • Cannot be accounted for due to other medical conditions

7. Co-morbid Factors Autistic Spectrum Anxiety/ depression Dyspraxia/ co-ordination difficulties Oppositional Defiant Disorder (ODD) Specific learning difficulties Attention Deficit Hyperactivity Disorder Tics/Tourette Syndrome Speech & language delay/disorder Sleep difficulties

8. Strengths • creative/artistic • enthusiastic • curious • independent • goal orientated • tireless when motivated • immediate response to a crisis • quick thinker • quick application of skills • good verbal expression • ability to see the ‘big picture’ • intense emotions • good long term memory

9. Famous people who have ADHD/ADD

10. It feels like there’s a war going on between my mind and my body. My body is winning. My brain never stops, it’s been like that since I was born. (year 4 boy) What is it like to have ADHD? Living with ADHD is like walking up a down escalator, you can get there eventually but the journey is exhausting. (adult with ADHD) Sometimes people wind me up and get in my face, I get angry and hurt them. Sometimes I swear but I’m trying to say the words in my head now. (year 6 boy)

11. What’s it like to have ADHD? Having ADHD is like walking one step in front of a rain cloud, 2 steps in front of a thunderstorm and 3 steps in front of a tornado. (adult with ADHD) It was a relief when I was diagnosed with ADHD and got medication. It helped me understand I wasn’t lazy or a loser. (adult with ADHD) My teachers would say I call out a lot. I just want to say the answer, it pops into my head but I forget it after 2 or 3 seconds. (year 5 boy)

12. What’s it like to have ADHD? https://www.youtube.com/watch?v=NL483G4xKu0 (this website is not endorsed by ECC)

13. What’s it like for the families of children with ADHD/ADD? • Living with a child or children with ADHD/ADD can be challenging for parents/carers, siblings and the wider family.

14. Medication • Medication might be part of the treatment plan. • Most medications prescribed are stimulants. It is thought that this increases activity in the brain in areas that play a part in controlling attention and behaviour. • The medication appears to slow impulsive action and allow time for thought, Commonly prescribed medications: Concerta XL, Ritalin XL, Equasym XL, Medikinet XL and Strattera. • Some children also take medicine to help them sleep – Melatonin http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Treatment.aspx (this website is not endorsed by ECC)

15. Potential Side effects • Medication can cause side effects. • Some children find it difficult to get to sleep or don’t feel hungry.

16. How can we help support pupils with ADHD/ADD? • Know about ADHD and accept the legitimacy of the disorder. • Use a calm, non-confrontational and positive approach. • Be consistent and use the agreed management strategies. • Modify strategies and materials to match the child’s learning style and personalise to their needs (reasonable adjustments). • Respond to and manage pupils’ emotions using your own emotional literacy skills. • Ensure you are organised and prepared. • Communicate with other staff and parents.

17. Supporting pupils with ADHD/ADD (routines and structure) • Whole class strategies, e.g. rules and routines. • Be organised. • Pick your battles. • Agree on strategies and work as a team to deliver them consistently. • Break the day into smaller chunks (now/then/next). Routines Structure Consistency

18. Supporting pupils with ADHD/ADD (visual prompts) • Use visual prompts – photos, timers, visual timetables, noise meters, task sheets • Display photos of the pupil demonstrating ‘behaviour for learning. • Display key words and instructions. • Encourage older pupils to take notes. • Support the pupil to self-monitor using the prompts. • Limit waiting times

19. Supporting pupils with ADHD/ADD (adaptations to the learning environment) • Consider seating carefully. • Plan legitimate movement throughout school day. • Consider use of fiddle objects and wobble cushions or low-stimulation areas for some tasks. • Jotter pads can be used to note or draw something they really want to say and kept for later. • Keep tasks short and varied to maintain interest. • Pair work

20. Supporting pupils with ADHD/ADD (language) • In 2 minutes it’s tidy up time. • Get their attention before speaking to them. • Keep verbal instructions brief and repeat as necessary. • Break instructions down into smaller steps. • Give a countdown to activities ending. • Plan for transition times. • In 1 minute it’s tidy up time. • It’s now tidy up time.

21. Supporting pupils with ADHD (feedback, praise and reward) • Provide more regular feedback on effort, behaviour, social and emotional skills. • Negotiate rewards that have meaning for them. • Rewards and sanctions need to be immediate as they have great difficulties with waiting. • Support self-monitoring to encourage intrinsic reward. Thanks for waiting, that was good listening. Hands and feet to yourself, thanks.

22. Supporting pupils with ADHD/ADD(self-esteem, teach social and emotional skills) • Teach social and emotional regulation/ management skills. • Skills need to be taught in context and practised regularly. • Adults to model social skills and emotional management skills, eg The Magic Script.

23. Further reading • Cooper, P. & Bilton, K.M. (2002) Attention Deficit/Hyperactivity Disorder A Practical Guide for Teachers London: Routledge • Green, C. & Chee, K. (1997) Understanding ADHD A parent’s guide to Attention Deficit Hyperactivity Disorder in children London: Random House • Hoopman, K(2008) All Dogs Have ADHD London: Jessica Kingsley • Kutscher, M.L. (2008) ADHD Living Without Brakes London: Jessica Kingsley • Quinn, P.O. & Stern, J.M. (2001) Putting on the Brakes Young People’s Guide to Understanding Attention Deficit Hyperactivity Disorder Washington: Magination Press

24. Further reading • Taylor, J.F. (2006) The Survival Guide for Kids with ADD or ADHD Minneapolis: Free Sprit Publishing Inc. • O’Regan, F. (2002) How to teach and manage children with ADHDWisbech: LDA • Poulton, A (2017) Imaging study confirms differences in ADHD brains The Conversation 21 February 2017 https://theconversation.com/imaging-study-confirms-differences-in-adhd-brains-73117 (Accessed 24/02/17) • Randall, L. (2010) “Secure attachment in the future: The role of educational psychology in making it happen” (2010) British Psychological Society Journal Education and Child Psychology 27, 3

25. Further reading • NHS choices (2016) Attention deficit hyperactivity disorder (ADHD) –Treatment http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Treatment.aspx (Accessed 24/02/17) • ADHDPerkins (2013) Let me be your camera Understanding ADHDhttps://www.youtube.com/watch?v=KyOdenFEwnQ(Accessed 23/02/2017) • Buzzfeed Video (2016) What ADHD feels like https://www.youtube.com/watch?v=NL483G4xKu0 (Accessed 23/02/17) These websites are not endorsed by ECC

26. Provision Guidance Toolkit Extension materials http://www.essexlocaloffer.org.uk/content/provision-guidance-toolkit-extension-materials A Quick Information Guide to ADHD-ADD http://www.essexlocaloffer.org.uk/node/12496 Whole class and individual strategies to support pupils with ADHD/ADD http://www.essexlocaloffer.org.uk/sites/default/files/Whole%20class%20and%20individual%20strategies%20to%20support%20pupils%20with%20ADHD%20-%20ADD%20%28SEMH%20-%20HN%29.pdf

27. Other websites https://www.minded.org.uk http://www.addiss.co.uk/ http://www.adhdfoundation.org.uk/ http://www.adhd-support.org.uk/ http://livingwithadhd.co.uk/ https://www.ukadhd.com/ http://www.youngminds.org.uk/for_children_young_people/whats_worrying_you/adhd These websites are not endorsed by ECC.

28. Session outcomes At the end of the session it was hoped that participants would: • Have an increased awareness of ADHD/ADD and how this impacts on learning and social and emotional skills • Be informed about practical and effective teaching and management strategies