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Characteristics & management of the child with A.D.D. in your class

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  1. 1. A.D.D. & A.D.H.D. <ul><li>Characteristics & management of the child with A.D.D. in your class </li></ul><ul><li>Information used with permission from Larry Sauter’s workshop, Living with the A.D.H.D. Child . </li></ul>
  2. 2. What do you know about A.D.D.?
  3. 3. What’s it like to have A.D.D.? <ul><li>It’s like trying to concentrate on one stimuli when many different Bible verses are read. </li></ul><ul><li>Have you ever thought of doing something totally irrational, & then not done it? </li></ul><ul><li>If there’s a chemical missing between your nerve endings and the synapses that control impulse behavior, chances are you are going to have trouble controlling impulse behavior </li></ul>
  4. 4. A.D.D. Checklist (for kids) <ul><li>See sheet </li></ul>
  5. 5. What is A.D.D./A.D.H.D.? <ul><li>Attention Deficit Disorder (A.D.D.) </li></ul><ul><li>Attention Deficit Hyperactivity Disorder (A.D.H.D.) </li></ul><ul><li>  </li></ul><ul><li>Simple definition: A.D.D. is a chemical disorder that is genetically based. Not caused by any of the following: faulty diet, preservatives in food, visual disorders, schizophrenia, childhood head injuries, inadequately trained teachers, air pollution, or poor parenting. </li></ul>
  6. 6. Important Signs <ul><li>Inattention: </li></ul><ul><ul><li>Often fails to finish what he starts </li></ul></ul><ul><ul><li>Doesn’t seem to listen </li></ul></ul><ul><ul><li>Easily distracted </li></ul></ul><ul><ul><li>Has difficulty concentrating or paying attention </li></ul></ul><ul><ul><li>Doesn’t stick with a play activity </li></ul></ul>
  7. 7. Important Signs <ul><li>Impulsivity: </li></ul><ul><ul><li>Often acts without thinking and later feels sorry </li></ul></ul><ul><ul><li>Shifts excessively from one activity to another </li></ul></ul><ul><ul><li>Has difficulty organizing work </li></ul></ul><ul><ul><li>Needs a lot of supervision </li></ul></ul><ul><ul><li>Speaks out loud in class </li></ul></ul><ul><ul><li>Doesn’t wait to take turns in games or groups </li></ul></ul><ul><ul><li>Touches others, often inappropriately </li></ul></ul>
  8. 8. Important Signs <ul><li>Hyperactivity: </li></ul><ul><ul><li>Runs or climbs on things excessively </li></ul></ul><ul><ul><li>Can’t sit still and is fidgety </li></ul></ul><ul><ul><li>Has difficulty staying in his seat and bothers classmates </li></ul></ul><ul><ul><li>Excessive activity during sleep </li></ul></ul>
  9. 9. Important Signs <ul><li>Emotional Instability: </li></ul><ul><ul><li>Angry outbursts </li></ul></ul><ul><ul><li>Social loner </li></ul></ul><ul><ul><li>Blames others for problems </li></ul></ul><ul><ul><li>Fights with others quickly </li></ul></ul><ul><ul><li>Very sensitive to criticism </li></ul></ul>
  10. 10. Ways we can succeed in teaching children with A.D.D. <ul><li>Behavioral Assumptions </li></ul><ul><li>There are clearly defined rules and logical consequences. </li></ul><ul><li>Logical routines are followed and rationales are explained. </li></ul><ul><li>You are only expecting what you are willing to teach </li></ul><ul><li>You are committed to teaching all children who made in God’s image, regardless of their apparent worth or abilities. </li></ul>
  11. 11. Ways we can succeed in teaching children with A.D.D. <ul><li>Behavioral Assumptions (cont.) </li></ul><ul><li>You are willing to love all children and will try to understand their individual needs. </li></ul><ul><li>You view parents as partners </li></ul><ul><li>You believe that all authority comes from God (Romans 13), that rules and policies must be enforced; and that the teacher must be in control of the classroom at all times. </li></ul>
  12. 12. Ways we can succeed in teaching children with A.D.D. <ul><li>Behavioral Assumptions (cont.) </li></ul><ul><li>You are committed to creative, engaging, multi-sensory, and interactive teaching strategies that keep students involved with fellow students. </li></ul><ul><li>Your goal in managing behavior is to enhance the learning environment. </li></ul><ul><li>You will never intentionally humiliate or embarrass a student. </li></ul>
  13. 13. Storytime <ul><li>“ Teddy Stallard”, from The Quest for Character by Charles Swindoll </li></ul>
  14. 14. How to be effective in Teaching <ul><li>Preparation </li></ul><ul><li>Content </li></ul><ul><li>Build a relationship with the child </li></ul><ul><li>Participant learning </li></ul><ul><li>What’s relevant to the children? </li></ul><ul><li>What do they need to know? </li></ul>
  15. 15. Strategy for Dealing with Problem Behaviors <ul><li>Usually better to teach positive behavior rather than to eliminate negative behavior. </li></ul><ul><li>State the problem behaviorally. </li></ul><ul><li>Identify why and for whom this is a problem. </li></ul><ul><li>Ask yourself how are we/am I contributing to this problem? </li></ul>
  16. 16. Strategy for Dealing with Problem Behaviors (cont.) <ul><li>Determine under what conditions the problem occurs most. </li></ul><ul><li>Determine under what conditions the problem behavior occurs least. </li></ul><ul><li>Teach a competing or replacement behavior. </li></ul>
  17. 17. In a nutshell: <ul><li>Remember that A.D.D. children have a short attention span. </li></ul><ul><li>Make eye contact with the child. </li></ul><ul><li>Plan movement into class time. </li></ul><ul><li>Reinforce good behavior. </li></ul><ul><li>Use nonverbal reminders. </li></ul><ul><li>Give one instruction at a time. </li></ul><ul><li>Use the four senses: hearing, smell, touch and sight. </li></ul><ul><li>Love, don’t just tolerate the child. </li></ul>
  18. 18. Things to Remember <ul><li>Anyone with A.D.D. characteristics will exhibit these characteristics throughout the rest of his/her life. </li></ul><ul><li>It can be misdiagnosed easily. </li></ul><ul><li>Any kid can exhibit A.D.D.-type behaviors. </li></ul><ul><li>God doesn’t make mistakes. </li></ul><ul><li>Find out who is succeeding in that child’s life & what they are doing. </li></ul><ul><li>We can all become an agent of God. </li></ul>