How to Help Your ChildStudent Succeed in School

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How to Help Your Child/StudentSucceed in School

• American School of Guatemala
• Tuesday, April 1st, 2008
• 600 800 p.m.

Sandra Rief, Presenter www.sandrarief.com

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Attention Deficit Hyperactivity Disorder (ADHD)

• ADHD is characterized by developmentally
  inappropriate degrees of inattention,
  impulsivity, and hyperactivity.
• Different types of ADHD
• - predominantly inattentive
• - predominantly hyperactive/impulsive
• - combined

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Attention Deficit Hyperactivity Disorder (ADHD)

• Neurobiological inefficiency (underactivity) in
  the attention, inhibitory, center of the brain,
  affecting the use of their executive functions.

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Some Executive Functions Involve...

• Working memory
• Planning Follow-through
• Foresight (predicting planning for future)
• Arousal Activation
• Sustaining alertness and effort
• Self-regulation (emotions, motivation)

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Common School Performance Difficulties in
Students with ADHD

• Poor organization, time management, study skills
• Some academic weaknesses particularly in
  written language/writing skills
• Minimal/inconsistent production output
• Forgetfulness/memory-related issues
• Difficulty following rules
• Behavioral social difficulties
• Unable to sustain effort for long-term goals
  (need short term goals/rewards)

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Things to Keep in Mind About ADHD

• Disorder in performance, output, and production
• Approximately 30 delay in self-control/
  inhibition executive functioning
• High rate of coexisting conditions

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ADHD Coexisting Conditions

• Learning disabilities 33-60
• Oppositional Defiant Disorder 40-65
• Anxiety Disorder 25-35
• Conduct Disorder 10-25children
• 25-50 of teens
• Depression 10-47
• Bipolar 1-20
• Tourettes 7 but 60 of those
• 
  with T have ADHD

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ADHD Research Indicates

• Heredity is number 1 cause of ADHD (accounts for
  approximately 80)
• Several genes involved in attention deficits
• Diminished activity lower metabolism in certain
  brain regions
• Chemical imbalance/deficiency in neurotransmitters

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Research-Validated Treatments for ADHD

• Medication therapy (stimulants)
• Behavioral therapy

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Behavioral Treatment Management

• Increased frequency and amount of feedback and
  reinforcement
• Behavior modification techniques
• Individualized behavior management plans and
  strategies

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Treatment Components Interventions
Education re. ADHD
Behavioral (psycho-social)
Medical
Academic Supports/Accommodations
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Auditory Processing Problems

• Auditory Discrimination ability to hear and
  distinguish between sounds
• Auditory Memory remembering what is heard
• Auditory Closure ability to combine sounds to
  say and read a word
• Auditory Language Classification ability to
  classify, associate, and categorize information

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Visual Processing Problems

• Visual Discrimination ability to see and
  recognize differences (e.g., between letters,
  words)
• Visual Memory remembering utilizing what is
  seen
• Visual Closure understanding the whole picture
  without seeing it all
• Visual Figure-Ground ability to pick out a
  specified object in a picture, scene, photo
• Visual Motor ability to see, then imitate an
  action
• Visual Language Classification ability to
  group, categorize, associate what is seen

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Realize

• Every teacher has students with hidden
  disabilities (e.g., LD, ADHD, Aspergers)
• These students generally have average to above
  intelligence and are often quite bright (can be
  gifted have a brain-based disorder)

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Common Misinterpretations of Behavior

• Doesnt work independently (lazy/apathetic)
• chronic memory problems, lacks prerequisite
  skills, difficulty blocking internal/external
  distraction
• Doesnt follow directions (noncompliance)
• difficulty with recall/memory of verbal
  directions translating into action, switching
  gears, interrupting what theyre doing

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Common Misinterpretations of Behavior

• Repeatedly making the same mistakes (willful,
  deliberate)
• respond too quickly to refer to past experience
• Not sitting still (can control if tried harder)
• neurologically-based need to move, difficulty
  regulating motor activity

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Common Misinterpretations of Behavior

• Poor social skills/judgment (deliberate, poor
  parenting)
• difficulty noticing/interpreting social cues,
  inhibiting responses, skill/performance deficit
• Overly physical (can control if tried harder)
• Awareness of social cues regarding boundaries,
  over-reactive, impaired ability in
  self-regulation, sensory issues (tactile
  defensive)

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Desirable Traits Common in Many with ADHD and/or
LD

• Imaginative
• Inventive
• Innovative
• Resourceful
• Empathetic
• Good-hearted
• Gregarious
• Observant
• Full of ideas spunk

• Resiliency
• Ingenuity
• Creativity
• Spontaneity
• Boundless energy
• Sensitivity to the needs of others
• Risk takers
• Intuitive
• Inquisitive

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Key Elements for Success

• Flexibility willingness to accommodate
• Knowledge understanding of ADHD, LD, and other
  neurobiological disorders
• Close home/school communication efforts
• Engaging interactive teaching strategies

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Key Elements for Success

• Accommodations (homework - reducing written
  workload, as needed)
• Developing bringing out student strengths
• Belief in studentDoing what it takes

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Visual Strategies Auditory
Strategies

• Pictures/illustrations
• Strategic use of color
• Graphic organizers
• Overhead/PPT
• Charting/Mapping
• Visual prompts/cues
• Visual timers

• Use of songs, melodies, chants
• Think/Pair/Share
• Discussion formats
• Use of listening centers music
• Debates, Interviews

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Tactile Strategies Kinesthetic
Strategies

• Use of manipulatives
• Hands on games and activities
• Use of props
• Drawing, building, labs/experimenting
• Use of post-it notes, sentence strips in
  planning/organizing

• Physical games to aid learning
• Review information while in movement
  (walking/jumping)
• Movement responses to questions
• Standing partner activities

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Structuring the Home

• Rules are clear
• Rewards and penalties are clear
• Try to keep a schedule (meals, homework time)
• Post lists and establish routines to avoid rush
  and stress
• Give warnings before transitions

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Evening Routine

• Clothes all picked out
• Shower/bath before bed
• Lunch prepared
• Everything loaded in backpack

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Morning List(Heininger, Weiss)

• Make bed
• Get dressed
• (star on chart if done by 745 a.m.)
• Eat breakfast
• Brush teeth
• Comb hair
• (star on chart if done by 815 a.m.)
• 6. Put on shoes, jacket, backpack and out the
  door by 825
• x starsreward (special book, game,
  privilege)

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Recognition, Acknowledgement, and Specific Praise
I really appreciate how you ______. I
appreciate the self-control you are using. I
noticed how well you were __________. I
noticed that you are working hard on
_________. I see you have completed the
_________. I see the effort you are
showing. I see the good choice you are making
__________.
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Functions or Purposes of Behavior

• To Escape/Avoid
• (e.g., embarrassment, difficult task, effort,
  uncomfortable conditions/situation, punishment)
• To Get/Obtain
• (e.g., attention, control/power/status,
  connectedness/relatedness, justice or revenge,
  access to something rewarding, generate
  excitement or stimulation)

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Common Antecedents or Triggers

• Physically Based
• Environmentally Based
• Related to Specific Time
• Performance/Skill Demand
• Specific Person(s)

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What is Reinforcing/Maintaining the Problem
Behavior?

• Gets out of doing work (avoids/escapes particular
  task)
• Gets heightened attention from peers or teacher
• Sees you get emotional (frustrated or angry)

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Planning Ahead for TransitionsTips for Parents

• Give 15, 10 and 5-minute warnings for shifts in
  activity (coming to dinner, doing homework,
  turning of TV, going to bed, leaving the house).
• Discuss the events of the day in advance.

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Visual Cues

• May talk with teacher permission only.
• May leave seat with teacher permission only.

• May use 12 whisper.
• May leave seat when needed (e.g., to turn in work)

• May talk quietly with other students.
• May leave seat to work with other students.

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End of Day
Work turned in
Papers in notebook
Pack all needed books and supplies
All homework recorded in planner
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Reward Menu

• Choice of seat/special chair
• Tutor/read to younger student
• Job of privilege
• Reduced homework
• Credit towards a take a break card
• Pass to library/computer lab
• Decorating bulletin board

• Special pens, paper, materials
• Access to special equipment
• Breakfast/lunch w/ teacher
• Jokes
• Puzzles
• Arts/crafts/music
• Lead an exercise routine/teach a dance
• Games
• Special project/activity

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Parent Generated Coupons

• Good for 20 minutes uninterrupted time with mom
  or dad
• Play a game of choice with parent(s)
• 30 minutes screen time
• Bike ride with mom or dad

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What to Keep in Mind With Challenging Children

• Plan a response and avoid reacting.
• Change what you can controlYOURSELF (attitude,
  body language, voice, strategies, expectations).
• Be firm, fair, consistent.
• Remain calm.

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What to Keep in Mind With Challenging Children

• Use whenthen rather than if you dontyou
  wont.
• Use what questions rather than why questions.
• Acknowledge I cant make you. But remember
  your choices are either A or B.

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Students with AD/HD Often

• Have spotty comprehension
• Lose their place frequently
• Forget what they read
• Have difficulty staying focused reading
• Avoid reading (non-choice material)

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Stop and Process Activities
Break reading assignments into shorter
segments (stopping points)

• Stop and re-tell in your own words
• Stop and discuss
• Stop and close your eyes while you picture in
  your mind
• Stop and write a summary sentence.

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• Students with Learning Disabilities often have
  significant reading difficulties (dyslexia)
  related to poor

• Processing (particularly auditory/phonological
  processing)
• Language skills
• Memory

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Fluency Strategies

• Repeated oral readings practice of text
• Short passages, word lists
• Read along with tape/CD
• Timed readings (several 1-minute reads to improve
  reading rate and accuracy)
• Choral, echo, and partner reading
• Practice reading to a younger child

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Struggling Readers Need

• More teacher modeling and explicit, systematic
  instruction in deficient skills
• More guided instruction and immediate feedback
  while practicing skills and strategies
• More support and greater intensity of instruction
• Motivating activities/assignments
• Research-validated interventions in area of
  weakness

Rief, S. Heimburge, J., (2007) How to Reach
Teach All Children Through Balanced Literacy
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Math Difficulties Due to Weaknesses in..

• Working memory
• Long term memory retrieval (steps, rules,
  vocabulary, processes, math facts)
• Attention
• Sequencing (any multi-step procedure, counting)
• Perceptual-motor/Spatial organization
• Language (abstract terms, word problems)
• Self-monitoring (estimating, pacing)

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Why Homework is a Problem for Students with
Executive Functioning Difficulties

• Memory, Forgetfulness
• Planning, Prioritizing, Organizing
• Judging and Managing Time
• Breaking things down into steps
• Activation (mobilizing, getting started)
• Sustaining Attention, Alertness, and Effort
• Staying focused on a future goal
• Self-management (including managing frustration
  and emotions)

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Homework Steps

• Know what the assignment is
• Record the assignment
• Bring the required materials home
• Do the homework
• Return the homework to their backpack
• Turn in the homework

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Organization Homework Support

• Required backpack
• 3-ring binder (from 3rd or 4th grade) or
  pocket folder for grades K-2
• Alternative of accordion folder
• Colored folders or hole-punched envelopes
• Consistent use of planner/agenda/calendar/
  or assignment sheet

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Organization Homework Support

• Color code schedule, books, notebooks, folders,
  unit sheets, handouts
• Build cleaning/organization of notebooks and
  desks into the schedule.
• Walk through recording of assignments

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Organization Homework Support

• Partners assist/check for organized materials
  accurately recorded assignments
• Teach students to use a things to do list.
• Provide class syllabus and project timelines.
• Chunking down long-range assignments
• Supervise for materials as leaving room.
• Be responsive to parent feedback about homework
  difficulties.

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Organization Homework Support

• Post all assignments
• Provide information for easy access to students
  parents (e.g., school web sites, voice mail,
  newsletters).
• Have student phone home from school to leave
  voice mail reminder messages.
• Email homework

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Why is Writing is Such a Struggle?

• Planning Organization (topic, ideas,
  sequence, structure of genre)
• Memory (working long term)
• Language (logical, coherent, vocabulary usage)
• Spelling
• Grapho-Motor Skills (physical task)
• Editing (revision, proofreading)
• Self-Monitoring (make sense? enough detail?)
• Speed of Written Output Production

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Some Writing Accommodations

• Pre-Writing and Organizational Supports (e.g.,
  use of graphic organizers, checklist or rubric of
  required components, talk through ideas first)
• Editing Assistance (teacher/peer, spell-check)
• Bypass Strategies (e.g., permission to dictate
  portions, print instead of cursive, access to
  computer/assistive technology)
• Shortened/modified written assignments
• Use of scribe, note-taking assistance
• Alternatives/Options to Writing Assignments

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Remember... The evaluator needs

• Sufficient information to get a clear picture of
  students school functioning
• Data regarding presence and degree of symptoms
  (past and present)
• Input from the school regarding how the symptoms
  are impairing the students school functioning.

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Not Fair

• Fairness is giving everyone what they need, not
  equal treatment.
• Fairness does not mean sameness, it means
  everyone treated with equal respect equal
  opportunity to succeed.
• Accommodations provide footing not unfair
  advantages based on need.

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Valuable Disability Websites

• www.chadd.org
• www.help4adhd.org
• www.schwablearning.org
• www.ldonline.org
• www.f-adana.org
• http//ccf.buffalo.edu/resources_downloads
• Center for Children Families

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Sandras Books Videos/DVDswww.sandrarief.com

• The ADHD Book of Lists
• How to Reach Teach All Children, 2nd edition
• The ADD/ADHD Checklist
• How to Reach Teach All Children in the
  Inclusive Classroom, 2nd edition (co-authored
  with J. Heimburge)
• How to Reach Teach All Children through
  Balanced Literacy (co-authored with J. Heimburge)
• Alphabet Learning Center Activities Kit
  (co-authored with N. Fetzer)
• How to Help Your Child Succeed in School (in
  English Spanish) video
• ADHD LD Powerful Teaching Strategies
  Accommodations (DVD)