Strengthening Your Child’s
Behavioral & Academic
Success
Beijing Parents and Open Community
November 17, 2010
Sandra Rief,...
Hidden Brain-Based Disorders
• Attention-Deficit/Hyperactivity Disorder (ADHD)
• Learning Disabilities (LD)
• Asperger’s S...
ADHD Descriptions
• Developmentally inappropriate degrees of
inattention, impulsivity, and sometimes
hyperactivity.
• Neur...
• The management functions (overseers) of the
brain
• The range of central control processes in the
brain
What Are
Executi...
• Working memory
• Focusing, sustaining and shifting focus
• Organizing, planning, and prioritizing
• Time awareness and m...
Things to Keep in Mind
About ADHD
• Disorder in performance, output, and production
• Approximately 30% delay in self-cont...
ADHD Research Indicates
• Heredity is number 1 cause of ADHD.
• Multiple genes are involved in ADHD.
• Chemical imbalance/...
Research-Validated Treatments
for ADHD
1. Medication therapy (stimulants)
2. Behavioral therapy
Treatment Components
Medical
Education about ADHD
Behavioral
Academic Supports/Accommodations
Definition of Learning Disabilities
NCLD, 2009
A neurological disorder that affects the
brain’s ability to receive, proces...
Dyslexia
• A language-based LD in the area of basic
reading skills.
• Difficulty in using and processing linguistic
(speec...
Key Elements for School Success
• Flexibility & willingness of teachers to
accommodate
• Knowledge & understanding of ADHD...
Key Elements for School Success
• Engaging, motivating lessons
• Differentiated instruction (variety of methods,
choices/o...
Key Elements for School Success
• Close home/school communication
• Developing & nurturing students’ strengths
• Belief in...
Getting Started & Staying On-Task
• Read directions together; get them started.
• Accessible materials
• Divide assignment...
Attention and On-Task Strategies
• Frequent “check-in” times
• ‘Beat the clock’ challenges and incentives
Memory Supports &
Accommodations
• Provide written and verbal instructions.
• Have child repeat instructions.
• Provide wr...
Memory Supports &
Accommodations
• Provide task cards (listing steps in a process,
procedure or routine)
• Use “To do” lis...
Dawson, P. & Guare, R. (2009). Smart but Scattered. New York: The Guilford Press.
Getting Started & Staying On-Task
• Each...
Homework Tips for Parents
Establish a homework routine and schedule.
Clarify teachers’ expectations.
Help your child pr...
Homework Tips for Parents
Buffer from distractions; limit interruptions.
Be available if possible to assist.
Monitor, g...
 Require backpack and use of 3-ring binder.
 Allow alternative of accordion file.
 Use a pocket folder for younger stud...
Organization & Homework Support
 Color code: schedule, books, notebooks,
folders, etc.
 Acquire a second set of books fo...
Time Awareness & Self-
Monitoring
• Write begin/end time on paper.
• Student track length of time it takes to
complete ass...
Organization & Homework Support
Chunk down long-range assignments
Rief, S. (2008). The ADD/ADHD Checklist: A Practical Re...
Research Paper Planning Guide
• Pick a topic
• Decide what to find out
• Gather information
• Organize notes
• Write a dra...
Structuring the Home
• Try to keep a schedule (meals, homework
time).
• Post lists and schedules.
• Establish routines to ...
Morning List
1. Get dressed
2. Eat breakfast
on chart if done by 7:15 a.m.
3. Brush teeth
4. Brush hair
5. Make bed
6. Put...
Reverse the “praise deficit”.
It takes changing the interactions:
3:1
(minimally)
Recognition, Acknowledgement,
and Specific Praise
“I really appreciate how you ______.”
“I appreciate the self-control you...
Prevent Problems
• Provide closer monitoring and supervision.
• Address skill deficits.
• Prepare for transitions.
• Adjus...
Environmental Accommodations
• Preferential Seating (away from distractions)
• Standing work stations
• Office area/study ...
Home Rewards
• x minutes uninterrupted time with mom or
dad
• Activity/privilege of choice
• Earning minutes for screen ti...
What to Keep in Mind
With Challenging Kids
• Remain calm.
• Change what you can control…YOURSELF
(attitude, body language,...
What to Keep in Mind
With Challenging Kids
• Affirm & acknowledge their feelings & your
confidence in their ability to mak...
• What are you supposed to be doing right
now?
• What would be a good choice?
• What is your plan?
• What else could you t...
Reaction to a Reaction
• We are training children not to be reactive
without thinking.
• Adults must show the same capabil...
Key Instructional Factors for Students
with Reading Disabilities
• Explicit teaching of language concepts
• Direct teachin...
Proficient Readers
• Search for connections
• Distinguish important from less important ideas
in text
• Use metacognition ...
Fix-Up Strategies
• Reread the text.
• Read ahead.
• Slow down the pace of reading.
• Read aloud.
• Insert a ? or leave a ...
During Reading
Comprehension Strategies
• Stop at points to process text.
– Re-tell in your own words…
– Discuss (with you...
Notes Questions,
Thoughts, &
Connections
Try These Tools & Strategies
• Whisperphone
• Marker on page
• Write begin/end time down & pages read.
• Break down length...
Why Writing is a Struggle
 Planning & organization
 Memory
 Self-monitoring
 Language
 Skills (spelling, mechanics, g...
Writing Accommodations
• Pre-Writing and Organizational Supports
• Editing Assistance
• Shortened/modified written assignm...
Collaborative Efforts
• In the evaluation process
• Developing a plan
• Monitoring
• Providing follow-through and reinforc...
Contact Sandra:
www.sandrarief.com
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Sandra Reif:

  1. 1. Strengthening Your Child’s Behavioral & Academic Success Beijing Parents and Open Community November 17, 2010 Sandra Rief, Presenter www.sandrarief.com
  2. 2. Hidden Brain-Based Disorders • Attention-Deficit/Hyperactivity Disorder (ADHD) • Learning Disabilities (LD) • Asperger’s Syndrome
  3. 3. ADHD Descriptions • Developmentally inappropriate degrees of inattention, impulsivity, and sometimes hyperactivity. • Neurobiological inefficiency in the attention/inhibitory center of the brain.
  4. 4. • The management functions (overseers) of the brain • The range of central control processes in the brain What Are Executive Functions?
  5. 5. • Working memory • Focusing, sustaining and shifting focus • Organizing, planning, and prioritizing • Time awareness and management • Arousal & activation (task initiation) • Sustaining alertness and effort • Self-regulation (emotions, motivation) • Self-monitoring Executive Functions Involve...
  6. 6. Things to Keep in Mind About ADHD • Disorder in performance, output, and production • Approximately 30% delay in self-control/ inhibition, and executive functions
  7. 7. ADHD Research Indicates • Heredity is number 1 cause of ADHD. • Multiple genes are involved in ADHD. • Chemical imbalance/deficiency in certain neurotransmitters (brain chemicals)
  8. 8. Research-Validated Treatments for ADHD 1. Medication therapy (stimulants) 2. Behavioral therapy
  9. 9. Treatment Components Medical Education about ADHD Behavioral Academic Supports/Accommodations
  10. 10. Definition of Learning Disabilities NCLD, 2009 A neurological disorder that affects the brain’s ability to receive, process, store and respond to information.
  11. 11. Dyslexia • A language-based LD in the area of basic reading skills. • Difficulty in using and processing linguistic (speech) and symbolic (letter) codes. • Most common LD (~80%) • Typically struggle with word recognition, fluency, decoding and spelling.
  12. 12. Key Elements for School Success • Flexibility & willingness of teachers to accommodate • Knowledge & understanding of ADHD, LD, and other neurobiological disorders (hidden disabilities) Rief, S. (2005). How to Reach & Teach Children with ADD/ADHD, 2nd edition. Jossey-Bass.
  13. 13. Key Elements for School Success • Engaging, motivating lessons • Differentiated instruction (variety of methods, choices/options, adaptations as needed) Rief, S. (2005). How to Reach & Teach Children with ADD/ADHD, 2nd edition. Jossey-Bass. One size does not fit all.
  14. 14. Key Elements for School Success • Close home/school communication • Developing & nurturing students’ strengths • Belief in student…doing what it takes! Rief, S. (2005). How to Reach & Teach Children with ADD/ADHD, 2nd edition. Jossey-Bass.
  15. 15. Getting Started & Staying On-Task • Read directions together; get them started. • Accessible materials • Divide assignment/task into parts with mini- goals.
  16. 16. Attention and On-Task Strategies • Frequent “check-in” times • ‘Beat the clock’ challenges and incentives
  17. 17. Memory Supports & Accommodations • Provide written and verbal instructions. • Have child repeat instructions. • Provide written reminders (post-it notes: paper & electronic).
  18. 18. Memory Supports & Accommodations • Provide task cards (listing steps in a process, procedure or routine) • Use “To do” lists • Use technology to compensate. (electronic devices, self-reminder messages, vibrating alarms) Rief, S. (2008). The ADD/ADHD Checklist, 2nd edition. San Francisco: Jossey-Bass.
  19. 19. Dawson, P. & Guare, R. (2009). Smart but Scattered. New York: The Guilford Press. Getting Started & Staying On-Task • Each time child starts something right away or at time agreed on, or without need for more than one reminder, earns a token.
  20. 20. Homework Tips for Parents Establish a homework routine and schedule. Clarify teachers’ expectations. Help your child prepare for homework: structuring, questioning, problem-solving. Help chunk and segment the work load, and get them started.
  21. 21. Homework Tips for Parents Buffer from distractions; limit interruptions. Be available if possible to assist. Monitor, give support and feedback. Encourage, praise, and reward efforts. Talk to teacher about homework problems.
  22. 22.  Require backpack and use of 3-ring binder.  Allow alternative of accordion file.  Use a pocket folder for younger students.  Consistent use of a planner, calendar, ,or assignment sheet. Rief, S. (2005) How to Reach & Teach Children with ADD/ADHD, 2nd edition. Organization & Homework Support
  23. 23. Organization & Homework Support  Color code: schedule, books, notebooks, folders, etc.  Acquire a second set of books for home.  Use a “things to do” list & other checklists.  Use a monitoring form to track and communicate between home and school. Rief, S. (2008). The ADD/ADHD Checklist: A Practical Reference for Parents & Teachers, 2nd ed.
  24. 24. Time Awareness & Self- Monitoring • Write begin/end time on paper. • Student track length of time it takes to complete assignments.
  25. 25. Organization & Homework Support Chunk down long-range assignments Rief, S. (2008). The ADD/ADHD Checklist: A Practical Reference for Parents & Teachers, 2nd ed.
  26. 26. Research Paper Planning Guide • Pick a topic • Decide what to find out • Gather information • Organize notes • Write a draft • Discuss and revise • Write report Due Date Date Done
  27. 27. Structuring the Home • Try to keep a schedule (meals, homework time). • Post lists and schedules. • Establish routines to avoid rush and stress.
  28. 28. Morning List 1. Get dressed 2. Eat breakfast on chart if done by 7:15 a.m. 3. Brush teeth 4. Brush hair 5. Make bed 6. Put on shoes, jacket, backpack and out the door. on chart if done by 7:45 a.m. X stars = reward
  29. 29. Reverse the “praise deficit”. It takes changing the interactions: 3:1 (minimally)
  30. 30. Recognition, Acknowledgement, and Specific Praise “I really appreciate how you ______.” “I appreciate the self-control you are using.” “I noticed how hard you were working on ____.” “I see the effort you are showing.” “Thank you for the good choice you just made.”
  31. 31. Prevent Problems • Provide closer monitoring and supervision. • Address skill deficits. • Prepare for transitions. • Adjust the environmental factors. Rief, S. (2003). The ADHD Book of Lists. San Francisco: Jossey-Bass.
  32. 32. Environmental Accommodations • Preferential Seating (away from distractions) • Standing work stations • Office area/study carrel, 2-desks • Visual supports & prompts Rief, S. (2003). The ADHD Book of Lists. San Francisco: Jossey-Bass.
  33. 33. Home Rewards • x minutes uninterrupted time with mom or dad • Activity/privilege of choice • Earning minutes for screen time (TV, computer) • Extended curfew • Freedom from chore
  34. 34. What to Keep in Mind With Challenging Kids • Remain calm. • Change what you can control…YOURSELF (attitude, body language, voice, strategies, expectations). • Be firm, fair, & consistent. Rief, S. (2008). The ADD/ADHD Checklist, 2nd edition
  35. 35. What to Keep in Mind With Challenging Kids • Affirm & acknowledge their feelings & your confidence in their ability to make good choices. • Use “what” questions rather than “why”. • Acknowledge: “I can’t make you. But remember your choices are either __ or __.” Rief, S. (2003). The ADHD Book of Lists. San Francisco: Jossey-Bass.
  36. 36. • What are you supposed to be doing right now? • What would be a good choice? • What is your plan? • What else could you try? • What would you like to happen next? • What was our agreement? • What are you risking by doing that? Rief, S. (2008). The ADD/ADHD Checklist, 2nd edition. San Francisco: Jossey-Bass.
  37. 37. Reaction to a Reaction • We are training children not to be reactive without thinking. • Adults must show the same capability. Rief, 2010
  38. 38. Key Instructional Factors for Students with Reading Disabilities • Explicit teaching of language concepts • Direct teaching to areas of need • Systematic: sequential and incremental • Repetition and cumulative review • Multisensory Rief, S. & Stern, J. (2010) The Dyslexia Checklist. San Francisco: Jossey-Bass.
  39. 39. Proficient Readers • Search for connections • Distinguish important from less important ideas in text • Use metacognition - monitoring & repairing faulty comprehension • Know how to use “fix up” strategies when text is confusing Rief, S. (2008) The ADD/ADHD Checklist, 2nd edition.
  40. 40. Fix-Up Strategies • Reread the text. • Read ahead. • Slow down the pace of reading. • Read aloud. • Insert a ? or leave a space for what they don’t understand. Rief, S. (2008) The ADD/ADHD Checklist, 2nd edition.
  41. 41. During Reading Comprehension Strategies • Stop at points to process text. – Re-tell in your own words… – Discuss (with your partner) – Visualize – Summarize – Record a ?, thought, connection
  42. 42. Notes Questions, Thoughts, & Connections
  43. 43. Try These Tools & Strategies • Whisperphone • Marker on page • Write begin/end time down & pages read. • Break down lengthy reading assignments. • Audio recordings of text Rief, S. & Stern, J. (2010). The Dyslexia Checklist. San Francisco: Jossey-Bass.
  44. 44. Why Writing is a Struggle  Planning & organization  Memory  Self-monitoring  Language  Skills (spelling, mechanics, grapho-motor)  Many steps (e.g., revising & editing) Rief, S. (2005). How to Reach & Teach Children with ADD/ADHD, 2nd edition. Jossey-Bass.
  45. 45. Writing Accommodations • Pre-Writing and Organizational Supports • Editing Assistance • Shortened/modified written assignments • Use of scribe, note-taking assistance, pre-made notes • Alternatives/Options to Writing Assignments P. 7 Rief, S. (2008). The ADD/ADHD Checklist: A Practical Reference for Parents & Teachers, 2nd ed.
  46. 46. Collaborative Efforts • In the evaluation process • Developing a plan • Monitoring • Providing follow-through and reinforcement • COMMUNICATING Rief, S. (2005). How to Reach & Teach Children with ADD/ADHD, 2nd edition. Jossey-Bass.
  47. 47. Contact Sandra: www.sandrarief.com

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