Behaviour and AD/HD

1. Behaviour and AD/HD A Presentation By: Kathryn, Dariusz, and RObert

2. Ministry Definition • A learning disorder characterized by specific behaviour problems over such a period of time and to such a marked degree, and such a nature, as to adversely affect educational performance , and that may be accompanied by one or more of the following: • In ability to build or to maintain interpersonal relationship • Excessive fears or anxieties • A tendency to compulsive reaction • An inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof.

3. Misconceptions about emotional /behavioural disorders • Youth violence has increased significantly since the mid to late century. • Once a student is identified with emotional/behavioural disorder in the school system, it is easier to get services in education system across the country. • Developments in mental health science have made the identification and classification of behavioural disorders simpler for education. • Bullying is an age- old, natural schoolyard phenomenon and students learn to deal with it as part of growing up. • Behavioural disorders are neither age-nor gender- related. • Behavioural disorders are manifested in patterns of aggression and frustration. • Very often behavioural disorders indicate a student who is bright but frustrated. • Difficult behaviour is an external manifestation of something deep-rooted. • A permissive atmosphere that allows students to develop understanding and acceptance of the self is the most effective way to change inappropriate behaviour. • Only the behaviour itself should be examined and dealt with. Why the behaviour is occurring is not important.

4. Identification • Deviates in a significant manner from the behaviour that is normally expected in the situation • Breaks social or cultural norms that are usually well established for the age level • Shows a tendency toward compulsive and impulsive behaviour that negatively affects learning • Has poor intrapersonal relationships and low self-esteem • Has low academic achievement owning to conduct • Manifest any or all of the above characteristics with an intensity, frequency, and/or duration such that additional assistance and/or intervention is required to improve the student’s ability to maintain appropriate behaviour

5. Causes • Biophysical • Allergies • Speech and Language • Psychological

6. Assessment of Behavioural Exceptionality • Teamwork and collaboration • Classroom Personnel, parents, and mental health professionals http://www.aseba.org/forms/schoolagecbcl.pdf

7. http://www.youtube.com/watch?v=KKqyvAQHb7w http://www.pbs.org/wgbh/misunderstoodminds/attention.html

8. Long Standing Issues • Acceptable Terminology • Useful definition • Are needs being met? • Standards are too high • Socio-economic and class distinctions • The Stigma • Legal Requirements • Use of drugs

9. Conceptual Models and their Educational Applications Although teachers don’t tend to approach behaviour issues in the classroom through one lens. It is Important to know/understand the various approaches taken by doctors in dealing with such issues.

10. Conceptual Models • Psychodynamic Approach • Within the individual/Inner Turmoil • Biophysical Approach • Relationship between behaviour and physical defects • Environmental Approach • Students are a product of their environment • Behaviour Modification (dominant belief) • Behaviour is modifiable by principles of reinforcement • Drug Therapy Approach • Psychotropic drugs used to control behaviour

11. Classroom Reality:Flexible Common Sense • Teachers combine a variety of approaches and apply them on individual basis. • Teachers value a warm supportive atmosphere for all their students. • Teachers are aware of the environmental impact on student learning and social development • Doing what is effective at the time and what makes sense at the time. • Teachers need to establish a baseline for a student (frequency, intensity, and duration of a particular behaviour) to tell if the intervention is effective or not.

12. What AD/HD May Look Like in Students • Cannot focus For long stretches of time. • Impulsivity: Action without Consequences • Hyperactive non-purposeful activity.

13. AD/HD and other Special Needs • Ad/HD does is not necessary a learning disability. • 1/3 students with learning disabilities have some sort of AD/HD • One special need does not imply the other.

14. Effective Teaching

15. Teaching Strategies

16. Modifications For Behaviour and AD/HD • Extended time for task completion. • Shorter Assignments . • Credit for class participation (IE In class, E-mail, and Drop box). • Reduce Number of question to demonstrate competency. • Quality vs. Quantity (reduction) • Oral Examination

17. Accommodations for Behaviour and Ad/HD • Reduction of paper and Pencil Tasks • Visual Demonstrations • Frequent breaks (Let student move around). • One instruction at a time. • Reduce distractions • Reward positive behaviour (Catch Student Being Good). • Concrete Positive reinforcement (IE/ cPU time). • Have student repeat instruction • Reduce Distractions • Study Buddy (Positive Peer Mentorship).

18. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach?………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” --Tom Herner (NASDE President ) Counterpoint 1998, p.2)

19. Resources Mary Lynn Trotter: AD/HD Counselling http://adhdtreatmenttoronto.com/ Canadian ADHD Resource Center http://caddra.ca/cms4/ Living With AD/HD: BBC Documentary http://www.youtube.com/watch?v=JpX7RQtw4Ac Child Behaviour Checklist Ages 6-18