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Be the grand prize winner! Successful strategies to teach the distractible child

Be the grand prize winner! Successful strategies to teach the distractible child. a.k.a. not losing your mind while trying to get her to stand in line, sit in her desk, not talk to her neighbor, find her assignment, remember her homework, and keep her hands to herself,

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Be the grand prize winner! Successful strategies to teach the distractible child

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  1. Be the grand prize winner!Successful strategies to teach the distractible child a.k.a. not losing your mind while trying to get her to stand in line, sit in her desk, not talk to her neighbor, find her assignment, remember her homework, and keep her hands to herself, Oh, and can she please stop tapping that pencil!?! By Amelia Hicks, Third Grade Teacher Lake Travis Elementary, LTISD A Campus Nominated for the National Title One Distinguished School Award Property of author - Amelia Hicks 08162011

  2. What is ADD and ADHD? • According to the Mayo Clinic “Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. ADHD includes some combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior. “ • ADD, or Attention Deficit Disorder, is the same condition without observable hyperactivity. • Both are a chemical imbalance affecting nerve synapses. Property of author - Amelia Hicks 08162011

  3. Property of author - Amelia Hicks 08162011

  4. What Distractibility Looks Like • Lacks focus • Off task behavior • Poor transitions • Fidgets or is restless • Lost work/lost stuff • Interrupts often • Delays starting work or doesn’t work • Doesn’t finish • Labels themselves stupid Property of author - Amelia Hicks 08162011

  5. How common is ADHD in our Classes? • In 2002, researchers Barbaresi MD, Katusic MD, and Colligan PhD et al. conducted an editudinal study of all children born in Rochester, MN between 1976 and 1982 by studying both school and medical records • roughly 34% of the student records • 5.33% of students were diagnosed ADHD • 70 children were not diagnosed, but had recorded symptoms • Study Conclusion: 7.4% of this population has ADHD Property of author - Amelia Hicks 08162011

  6. Other conditions that present distractibility as symptom Many other conditions present symptoms similar to ADHD • Allergies, especially to dyes or food • Anxiety • Sleep disorders • Depression • Mild seizures or similar neurological disorders • Autism Spectrum Disorder • Children of addicted parents/siblings (Al-Anon) • Giftedness Therefore, strategies for ADHD benefit many other populations! Property of author - Amelia Hicks 08162011

  7. it isn’t just adhd kids who are… Property of author - Amelia Hicks 08162011

  8. There is a rainbow… DISTRACTION INTERVENTIONS THAT WORK Ready? Property of author - Amelia Hicks 08162011

  9. Change begins with you • Believe that it is possible to help the child learn. • Believe that it is possible to find/invent interventions that make a difference for that child. • Know that children are unique and different interventions work differently for each child. • Remember, if you are doing all the work, the child is not working. Reflect as you try interventions. The right one for the child will make life easier, not harder. Property of author - Amelia Hicks 08162011

  10. TRANSPARENT FOLDERS AND CONTAINERS LARGE FOLDER TAPED TO SIDE OF DESK FOR LOOSE PAGES CHUNKING: only one place to keep things and to turn in work ROUTINES THAT DO NOT VARY AND ARE TALKED ABOUT OFTEN Property of author - Amelia Hicks 08162011

  11. BEST EFFORT FOR A SET AMOUNT OF TIME FOLD OR CUT TO LIMIT PROBLEMS SEEN BEAT THE CLOCK GAME to get things started QUIET PLACE TO WORK… designate location as a working place HINT: TRANSITION WHEN TIME COMPLETE, NOT NUMBER OF PROBLEMS COMPLETE. Property of author - Amelia Hicks 08162011

  12. Repeat directions back to teacher… not just the kid who needs it! WHISPER! Class Choral Response to repeat key information • Highlight key words in instructions • Already provide modeled answer • First Finish peer to assist and check • Verbal instructions also written WHITE SPACE: Post task steps in smaller groupings with lots of space Chunk assignment by physically separating tasks EYE CONTACT WHEN SPEAKING Property of author - Amelia Hicks 08162011

  13. YOU keep the unfinished work on your desk, not her! ORAL RESPONSE to finish • Peer tutor • Earn sticker towards privilege • Task clip (movement between tasks) • Achievable, reasonable task • Chunked to manage length • Perceived ability important REWARDS IN ISOLATION WILL NOT WORK! Achieving the task is the best intrinsic motivator! Property of author - Amelia Hicks 08162011

  14. SQUISHY STRESS BALLS Planned movement between tasks Bracelet to touch or pull CARPET SQUARE UNDER DESK BUNGY CORD UNDER DESK Property of author - Amelia Hicks 08162011

  15. Quiet place to work away from instruction when independent Fidgeting distractors in place Randominization Tools for group discussions Goal-setting to own habit and its correction Property of author - Amelia Hicks 08162011

  16. Your most effective tool against distractibility is your plan of attack… small group instruction Property of author - Amelia Hicks 08162011

  17. Choose your words carefully! • Do not only use strategies on the known distractible kid only… spread the wealth. • Use the least words when redirecting • Use many words when praising and rewarding • When possible, criticize in private. • When public criticism required, blend a compliment into the redirect such as “really? when you are so good at <blank.> time to fix it.” • Behavior plans need to add tokens to reach goal, not take away • Bias plan for success! Property of author - Amelia Hicks 08162011

  18. Planning for distractiblity • Limit your key concepts to no more than 5 in any one lesson, three being optimum. • Incorporate small group instruction wherever possible. • Use centers repeat practice in most important skills. • Keep routines and be explicit in your expectations • Randomize to hold attention • Plan how YOUR LESSON will be the distractor • Try the intervention for 3 weeks before abandoning it as failed • Control yourself, your timing, your responses to ensure a predictable environment in your room Property of author - Amelia Hicks 08162011

  19. Plan for distractibity Perceived ability and equity of opportunity is the cheapest motivator in our tool box! Have rewards and consequences in place. Have back up plans in place. And most of all… Be predictable… the kids will catch on! Property of author - Amelia Hicks 08162011

  20. Resources • Amelia Hicks at hicksa@ltisdschools.org • How Common is Hyperactivity Disorder article • Diagnosis of Hyperactivity Disorder article • Book: ADHD: What Every Parent Needs to Know by American Academy of Pediatrics • Book: Healing ADD: The Breakthrough Program that Allows You to See and Heal the Six Types of ADHD • Book: ADD Friendly Ways to Organize Your Life Property of author - Amelia Hicks 08162011

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