1 / 10

The ADHD Toolkit

The ADHD Toolkit. SECTION 2 The school setting. Systematic classroom observation (1) Fixed interval sampling (FIS). Target student only is observed Recordings are made of predominant behaviour at 15 second intervals Provides data on frequency and duration of behaviour

sanjiv
Download Presentation

The ADHD Toolkit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The ADHD Toolkit SECTION 2 The school setting

  2. Systematic classroom observation(1) Fixed interval sampling (FIS) • Target student only is observed • Recordings are made of predominant behaviour at 15 second intervals • Provides data on frequency and duration of behaviour • Can be used in any settingfor lessons of varying lengths

  3. FIS data analysis

  4. FIS data analysis

  5. Systematic classroom observation(2) Instantaneous time sampling (ITS) • Target student and non-ADHD comparison are observed • ‘Snapshot’ of behaviour recorded at 30-second intervals • Used over a ten-minute period (20 observations), or three periods in different parts of a lesson

  6. ITS data analysis

  7. ITS data analysis

  8. General classroom strategies Refer to checklists in Chapter 6 for: • Inattention: • Classroom layout • Sustaining attention • Time management and organisation • Hyperactivity • Impulsiveness

  9. Behaviour management strategies • Rules – consistent, positive, clearly displayed • Involve pupils in deciding rewards and sanctions • Remain calm, do not shout • Model appropriate behaviour at all times • Rewards – value good behaviour with rewards • Reprimands – short and given at time of incident • Interventions – time-out, ignore-rules-praise, token economies, behavioural contracts • Positive behaviour-related comments to be made 4 times as often as negative comments

  10. Associated difficulties • Cognitive difficulties • Affective difficulties: • Emotional immaturity • Social relationships • Self-esteem • Other difficulties

More Related