This is the first of a 4-part blog that will focus on getting, focusing, and maintaining students’ attention – particularly important for kids with ADHD. Adapted from my books: How to Reach & Teach Children with ADD/ADHD and The ADD/ADHD Checklist: A Practical Reference for Parents and Teachers.
GETTING STUDENTS’ ATTENTION
Arouse students’ curiosity and anticipation. Ask an interesting, speculative question, show a picture, tell a little story, or read a related poem to generate discussion and interest in the upcoming lesson.
Try playfulness, silliness, humor, use of props, and a bit of theatrics to get attention and peek interest.
Use storytelling, real-life examples, and anecdotes. Students of all ages love to hear stories (particularly personalones, such as something that happened to the teacher when he or she was a child).
Capture their attention at the emotional level if possible.
Add a bit of mystery. Bring in an object relevant to the upcoming lesson in a box, bag, pillowcase. This is a wonderful way to generate predictions and can lead to excellent discussions or writing activities.
Signal students auditorilly through the use of sound/music (chimes, rainstick, xylophone, playing a bar or chord on a keyboard, or a few seconds of a recorded song).
Try using various toys that make a novel sound, clap patterns, and clear verbal signals (e.g., “1,2,3…eyes on me”) also work well.
Vary the tone of your voice: loud, soft, whispering. Try making a louder command: “Listen! Freeze! Ready!” followed by a few seconds of silence before proceeding in a normal voice to give directions.
Use visual signals: flash the lights, raise your hand which signals the students to raise their hands and close their mouths until everyone is silent.
Write key words or pictures on the board or projector while presenting.
Frame the visual material you want students to be focused on with your hands or with a colored box around it.
Project an object on the screen when using a projector (e.g. little toy car or plastic figure) to get attention.
Cover or remove visual distractions. Erase unnecessay information from the board and remove clutter in the environment.
COLOR is very effective in getting attention. Color highlight key words, phrases, steps to computation problems, spelling patterns, and so forth.
Eye contact. Students should be facing you when you are speaking, especially while instructions are being given. If students are seated in clusters, have those students not directly facing you turn their chairs and bodies around when signaled to do so.
From: The ADHD Book of Lists (Rief, 2003) and The Dyslexia Checklist (Rief & Stern, 2010)
The terms “adaptations”, “accommodations”, and “modifications” can be confusing. First, let’s clarify the meanings.
Adaptations
Adaptations are any adjustments in the curriculum, instructional components, environmental elements, or requirements or expectations of the student. Adaptations are part of what teachers do to meet the needs of diverse learners. A good teacher attempts to differentiate instruction and make adjustments to enable all students to succeed. The purpose of adaptations is to increase a student’s academic achievement and social, emotional, and behavioral functioning. Adaptations in the general education curriculum, intended in federal laws to protect the rights of students with disabilities (IDEA and Section 504), are changes permissible to allow the student equal opportunity to access, results, and benefits in the least restrictive setting. Adaptations may involve adjustments or changes in the following areas:
Materials
Methods
Teaching strategies
Pacing
Environment
Assignments
Task demands
Grading
Testing or evaluation
Feedback
Lesson presentation
Reinforcement
Student demonstration of understanding or mastery of content
Student response opportunities
Location
Scheduling
Level of support
Degree of participation
Time allotted
Size or quantity of task or assignment
Adaptations include accommodations and modifications.
Accommodations
Accommodations are adaptations that do not fundamentally change the performance standards, instructional level, or content of what the student is expected to learn. The curricular content and expectations for performance and mastery are the same as for other students in the class or grade. Accommodations are provisions that enable a student to
Better access the general education curriculum
Learn and demonstrate mastery of content
Meet the same performance goals that other students in the classroom or grade level are expected to achieve
Accommodations typically include adaptations or adjustments such as
Extended time to complete tasks or tests
Change of location (for testing)
Extra support or assistance (peer, buddy, cross-age tutor, more small group instruction)
Assistance with organization or time management (keeping track of materials, recording assignments, breaking down large assignments)
Providing tools or aids to support learning (outlines, graphic organizers, study guides, assistive technology, audio books)
Note-taking assistance
Computer access
Preferential seating to enable a student to focus better during class and to receive more direct and frequent prompting, monitoring, and feedback from the teacher
Reduction in the length of an assignment
Allowing a student to dictate answers to a scribe
Allowing a student to take a large test by doing one page at a time
An oral reader for some tests
Allowing a student to take a test by giving answers orally
Providing a student with a written set of directions as a backup to orally presented information
Modifications
Modifications are adaptations that do alter or change in some way what the student is learning (the content or part of the curriculum). They also change to some degree the performance standards—the expectations for that student compared with what is required of his or her peers in the same classroom or grade.
Examples of modifications include
Giving a student a different or alternative assignment. For example, a student may be assigned to write a single paragraph on a topic and draw an illustration rather than write a five-paragraph essay.
Working with instructional materials at a lower level than other students of that grade.
Using a reading anthology from a lower grade level rather than a grade-level text when the class is doing a unit on comparing short stories.
Providing some students with a partially filled-in graphic organizer for a science lab experiment rather than the blank one used by their classmates.
Reducing the number of words that a child needs to learn for a spelling test or testing him or her on different words.
Providing an alternate form of a test to a student
Using a different report card format. For example, a student may receive a narrative report card rather than grades or he or she may be graded according to different standards from those used to measure the majority of students.
Allowing students in middle school or high school to have a modified class schedule. For example, they might be given an extra study hall or not be required to take a foreign language.
Be aware
For students with disabilities, necessary accommodations and modifications are educational rights, not favors granted by teachers or school staff. It is generally recommended that accommodations be tried whenever possible before more significant modifications in curriculum or work expectations are made. Many students with disabilities require both accommodations and modifications. For example, students with significant reading disabilities need to build reading competency through instruction and materials at an appropriate level in order to strengthen and practice skills, as well as compensatory methods, tools, and supports to enable them to access grade-level curriculum.
Executive functions are the ‘command and control processes’, the ‘management systems/functions’ of the brain. Weaknesses or developmental delays in the executive functions and self-regulation are key problems of children, teens, and adults with ADHD (as well as other brain-based disorders). For kids with ADHD, it’s these executive skill difficulties that cause them the most problems at school. Just what constitutes all of the executive function (EF) skills or components has not yet been determined or agreed upon by researchers. But, many believe the following to be among the EFs:
– Inhibition – the ability to stop, put on the brakes, and think before making a response.
– Planning, organizing, and prioritizing
– Activation/initiation – arousing effort and motivation to begin an action or work on tasks (particularly those which are tedious or not of interest)
– Sustaining attention – maintaining alertness and focus, and resisting distractions
– Working memory – ability to hold information in mind long enough to do something with it (solve a problem, complete a task)
– Self-monitoring/metacognition – being aware of and self-checking one’s own behavior, thought processes, and comprehension
– Shifting/flexibility – ability to be adaptable and adjust or shift when needed (one’s thinking, actions, behavior)
– Goal directed persistence – perseverance, maintaining the effort and follow-through with actions needed to achieve goals
– Emotional control – ability to manage and self-regulate one’s frustrations and emotions.
For a better understanding of executive functions, I highly recommend this video by Center on the Developing Child, Harvard University. In future blogs, I will share strategies and resources for building executive skills and helping kids compensate for EF weaknesses.
This 5-minute video provides an overview of Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function, the joint Working Paper from the National Scientific Council on the Developing Child and the National Forum on Early Childhood Policy and Programs: http://developingchild.harvard.edu/resources/reports_and_working_papers/worki…
For more information, please visit: http://developingchild.harvard.edu/
I received this email from one of my university students (a middle school teacher) last month. It really touched my heart. This is a wonderful example of those special teachers – the ones who put forth the effort and embrace the challenge of doing what it takes to help a struggling student. I love Bev’s message and appreciate her allowing me to share what she wrote below:
“Hi Sandra, I just wanted to give you an update on the student we had discussed. First, thank you for your encouragement to be an advocate for this young lady. I was able to place her in a peer tutor position in my class, helped her organize her binder and assignments, and became a part of her intervention team. She was able to get caught up on all her assignments (there were many passed due), and she brought her grades up to D’s – B’s after being straight F’s the previous trimester. Most of all, she has now been evaluated, and found she qualifies for SPED (Special Education) services. After watching her put all her effort into just getting all of her assignments in on time, it was hard on her (and broke my heart) when she was still getting very low grades, especially in math, because of low test scores.
Unfortunately, I am being moved up to the High School next year so I won’t see her for a year before she comes up to the HS, but I can only hope that I gave her some basic skills and helped her obtain the services she needs. I can only hope that these interventions, supports, advocacy and encouragement will have a positive impact that will give her hope and set her up for a successful future. This has been one of the most intense, most frustrating, and most rewarding experiences of my career. So, thank you for giving me the knowledge and power to go to bat for this particular student!
Smiles, Bev
This is the first in a series of blogs I will be writing on tips for increasing the likelihood that children (particularly those with ADHD) will listen and comply with what teachers and parents ask them to do.
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It is frustrating for parents and teachers when children don’t listen and comply with what you ask (or tell) them to do. When a child with ADHD fails to follow your directions, you might assume that he or she is being deliberately defiant or oppositional. Remember that for kids with ADHD, they have much more than average difficulty:
– focusing on what you are saying without first getting their attention
– stopping and disengaging from what they are in the middle of doing (especially if it is something fun and motivating)
– with working memory and forgetfulness
Here are 6 tips to increase the likelihood that your child or student will listen, remember what you said, and comply:
1. First, obtain their eye contact.Parents: If your child is glued to a TV, computer or other screen, you need to first get your child’s attention and have him or her look up at you before giving directions. Teachers: Seating a student with ADHD so that he or she can easily and discretely be prompted to look at you before giving directions is important. 2. Give clear, concise directions. Use as few words as possible to communicate what you want your child or student to do. For example: “Open your math books to page 21, please.” or “Sarah, put your shoes on now.” 3. Check that the child heard and knows your expectation. One way is for the child to repeat back what you asked him or her to do. You may also ask: “What do you need to being now?” 4. Avoid multiple-step instructions. Whenever possible, give one direction at a time. Working memory weaknesses in children with ADHD make it difficult for them to hold a lot of information in mnd while carrying out tasks. So, one step at a time is better.
5. Use visual reminders. If multiple step directions must be used, a visual reminder needs to be provided such as an outline of the steps and their sequence (1,2,3), a checklist, or pictures (e.g., on a poster, card, or post it note) showing exactly what needs to be done. 6. Avoid vague directions that your child or student can interpret differently than what you meant, such as “Clean up your room (or desk area).” Be specific in defining just what you mean and make the task reasonable and manageable. For example: 1. All dirty clothes in hamper. 2. Toys put away in their storage bins. 3. Hang your wet towel in the bathroom.” This can be in writing, in the form of a checklist, shown in pictures (or any combination of the above). This way, the expectations are crystal clear.
Adapted from my books: How to Reach & Teach Children with ADD/ADHD, Second Edition (2005) and The ADD/ADHD Checklist: A Practical Reference for Parents & Teachers, Second Edition (2008). For more on this topic for parents, see the following link: Communicating So Your Child Will Listen Better and Pay Attention
This past Friday I was the guest on The Inclusive Class Podcast (Blog Talk Radio). I was interviewed about how to help students with ADHD succeed in general education classrooms. As I live in California, I was up and ready early that morning for the show (which is 6:00 a.m. Pacific Coast time). For some reason, there was a technical glitch with my call-in to the show and getting connected to speak with Terri Mauro and Nicole Eredics (the wonderful co-hosts). This is one of those occasions when you try to stay calm, not panic, and ‘go with the flow’. Poor Nicole and Terri were doing an amazing job of filling the air time for 15 minutes chatting – while I repeatedly and unsuccessfully tried calling in for the interview. We were emailing back and forth during this time, as well, trying to figure out what to do. Then, Nicole & Terri figured out an alternative method of getting me connected, and we managed to do a 3-way conference call that worked. Hooray!!! To hear the show, click here: http://www.blogtalkradio.com/the-inclusive-class/2012/06/29/adhd-in-the-inclusive-classroom . The part where I’m on air and speaking with Terri and Nicole (the Q & A) begins at around 15 ½ minutes into the show.
I was recently asked on Blogtalk radio what teachers can do to help children with ADHD be productive and get their work done in the classroom. This is a major problem area for students with ADHD, that affects their academic performance and school success. Here is what I suggest: 1. Make sure they know the directions. After giving instructions to the whole class, the teacher may have the student(s) repeat or restate the directions to someone (e.g., their partners), or have a few students in class restate the directions for everyone to hear. 2. Provide a checklist or visual reminderof what is to be accomplished, in addition to the verbal directions. 3. Redirect the student back to task discretelyif not working productively. When walking around the room, using a private signal or placing a post-it note message on the student’s desk, can be a helpful reminder. 4. Add an incentive. In the classroom, teachers who use rewards such as class money or other ‘currency’ that can be cashed in or redeemed for prizes and privileges, can use to motivate work production. A lot of students with ADHD are on behavioral incentive systems, such as Daily Report Cards. Make ‘on task’, ‘completing assignments on time’, or other such behaviors target goals for the student, with rewards earned when demonstrating those target behaviors. 5. Try ‘Beat the Clock’ techniques.This is one incentive strategy for being on-task and completing a reasonable amount of work within a given time frame. If, for example, students are given a 20 minute period to be independently working on an assignment, set a timer in two 10-minute sessions, or four 5-minute sessions. Tell the student that if he/she accomplishes a specified amount of work by the time the timer goes off (e.g., writes 2 sentences, completes 5 math problems), the child will earn a smiley face or stamp on his/her chart, a point on card, or other token. When the student’s work production chart or card has been filled up, or a certain number of smiley faces, points, or other tokens have been earned, the student cashes in for a privilege or other reward. Note: Although these strategies are geared for the classroom, many of the same suggestions are recommended for parents to help get through homework time.
As we just launched our new website yesterday, we are offering free shipping of all DVDs, laminated cards, and specials (Staff Development Package, and ADHD Ultimate Resource Kit). If you are a parent or teacher of a child with ADHD or Learning Disabilities, please browse the “Sandra’s Tips” and “Ask Sandra section”. You will find some of my writings and management charts that may be of interest to you. Now that this site is up and ready, I will soon start posting many more strategies, tips, and up-to-date information relevant to helping kids with learning, attention, and behavioral challenges.
Welcome to the updated website! If you have been a visitor on my site during the past several years, you will see that we have a new look and much more information, resources, and features. I will be posting new blogs and tips, and sharing information I find relevant and interesting in how to best help our kids with ADHD and Learning Disabilities. I hope you enjoy the new site, and would appreciate your comments and feedback.
