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Goals of this Presentation

Using Clinical Interventions to Treat Academic Problems in Children With ADHD : Evan Flamenbaum MA, MSW Monday January 7 th , 2013. Goals of this Presentation. Outline a general process of helping students with ADHD with their academic struggles Clinically Informed Tutoring™

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Goals of this Presentation

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  1. Using Clinical Interventions toTreat Academic Problems in Children With ADHD:Evan Flamenbaum MA, MSWMonday January 7th, 2013

  2. Goals of this Presentation • Outline a general process of helping students with ADHD with their academic struggles • Clinically Informed Tutoring™ • Provide you will easy and ready to use techniques • Present the bridge between clinical and academic interventions

  3. First Step:Enroll the Client • Kids don’t go to a therapist / learning specialist they are brought there • Learned Helplessness • Dissonance: I know I am smart . . . But my intelligence doesn’t translate to success • Give the chain a tug!!!

  4. First Step Enroll the Client

  5. Motivational Interviewing • Assess where a child is on the spectrum of change • Develop change talk • Cost-benefit analysis technique

  6. Stages of Change • Precontemplation: “Ignorance is bliss” • Contemplation: “On the fence” • Preparation: “testing the waters” • Action: “let’s do this!” • Maintenance: “stay the course”

  7. Letting teacher down (95) Making parents upset (95) Not getting good grade (100) Being stressed about the process (85) Rather hang out with friends/TV/do nothing (50) Would have spent less time (40) Avoid caring about the grade (60) Cost/Benefit Analysis “Getting paper done on time (without all-nighter)” _ +

  8. Second Step Setting Goals

  9. Solution Focused Therapy • Miracle question • What would be different? • How could people tell? • How would it feel differently?

  10. Reaching your goals First, think about your dreams Think about how you would like to be in the future. Imagine yourself at the end of the term/year. Write it down.

  11. Reaching your goals Second, set goals 1. Goals are things you want. State them positively not negatively. Example: I want to get an A in Spanish. Instead of… I don’t want to fail Spanish.

  12. Reaching your goals Second, set goals 2. Be specific. Write down exactly what you mean. Include numbers and times and exclude vague words like “lots” and “more”. Example: I want to get above an 80 in science class. Instead of…I want good grades.

  13. Reaching your goals Second, set goals 3. Check to see if your goal is reasonable. Example: I will run for president of my class. Instead of…I will run for president of the United States.

  14. Reaching your goals Third, define objectives 1. Objectives are what you do to achieve your goals. 2. Make a commitment. Use words like “I will…” instead of “try” or “maybe.”

  15. Reaching your goals Objectives continued . . . 3. Make sure your objectives are measurable and assess them regularly. 4. Every goal will have one or more objectives.

  16. Intrinsic Motivation • WIFM • What’s in it for me! • Parents giving me a privilege or object • Feeling happy at school • Not being so anxious about _______ • Getting into college • Improved grades

  17. Reaching your goals Objectives continued . . . Goal: I want to get above an 80 in science class. Objective: I will re-read my notes from class everyday. Objective: I will meet with my teacher once a week after school. Objective: I will raise my hand at least twice a class period everyday.

  18. Step Three Creating a Learning Profile

  19. Solution Focused TherapyThree Tenets • If it works do more of it • If it does not work do less of it • If it isn’t broken then don’t fix it

  20. Scaling Questions • On a scale of 1-10 how focused are you right now? • On a scale of 1-10 how motivated are you to change how you take notes? • Test anxiety • Procrastination • Worry

  21. Visual Auditory Kinesthetic Your learning style

  22. Characteristics Talk and move fast Neat, orderly, good planners Use eye contact Strong, fast readers “I see what you mean.” Suggestions Graphic organizers Give space when speaking Provide big picture Use color Charts, tables PowerPoint, Smart Board The Visual Learner Tools: journaling, visualize, pictures, etc.

  23. Characteristics Talk in rhythm and eloquently “Radar ears’ Great impersonators “I hear what you are saying.” Suggestions Ask clarifying questions Give same directions as written Repeat info Auditory Learner Tools: affirmations, self-talk, tape recorders, etc.

  24. Characteristics Talk slowly and gesture. Move a lot Disorganized Always touching something, can’t sit still Tactile “I feel likeyou…” Suggestions Talk slower Use more motions when speaking Give student/child something to hold Give student/child tasks involving motion. Kinesthetic Learner Tools: Q-tip, squeeze ball, tactile media, take a walk, breathing, somatic awareness, movement.

  25. “How are you smart?” Spatial (sculptor, pilot) Linguistic (writer) Interpersonal (teacher, salesman) Musical (composer) naturalistic (environmental scientist) Bodily/kinesthetic (athlete, dancer) Intrapersonal (accurate view of self) Logical/mathematical (scientist)

  26. What type of thinker are you? • Thinking styles vs. Learning styles • Learning styles - perception • Thinking styles – processing • Many different types of thinkers • Helps you relate to others better • Helps you explain your ideas, thoughts, and opinions better

  27. Thinking Styles • Structured • Ordered, step by step, concrete • Logical • Concrete but less structured • Flexible • Feelings and emotions • Exploratory • Theory and thought

  28. Thinking Styles • How to maximize your style: • Find someone who compliments your style • Example: Structured pairs with flexible 1 + 1 = 3

  29. Step 4 • Clinically Informed Tutoring™ in Practice

  30. 13 (1-1-1) Review Strategy Long Term Memory 1 week 1 hour 1 day 1 mo 70% 3 months! Recall 20% Time

  31. The Importance of Breaks Recall 0 1 2 3 Time (hr)

  32. Time Quadrants Urgent Not Urgent Important Not important

  33. Thought “I have to.” “I should.” “I must finish.” “This is so big.” “I must be perfect.” “I don’t have time to _____.” “I will never finish.” ______________ Counter-thought I choose to. It would be better if… When can I start? I can take one small step. I can be human. I must make time to _____. Every turn of the wheel is a step closer. ______________ Procrastination to Production

  34. Procrastination Busters • THE 5-MINUTE PLAN: Work 5 minutes at the thing you have been putting off. After you have completed 5 minutes, schedule another 5 minutes, etc. 2. T3 (The Tiny Task Technique): Break up a big task into smaller pieces. Complete one piece at a time. • WORST FIRST APPROACH: Jump in the deep end, get it over with! 4. SELF-REWARD: Reward yourself with something pleasant when you’ve finished any difficult task. 5. COST-BENEFIT ANALYSIS: Make a list of all good things and bad things that will happen if you stop procrastinating on an important task.

  35. Triple Play (Study Preparation) • Preview (“Recon”) - find out in advance what is going on. 2. Review (13) 3. Self-Test

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