The document discusses Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD), defining them as genetically-based chemical disorders characterized by inattention, impulsivity, and sometimes hyperactivity. It provides tips for teachers on how to effectively teach children with ADD/ADHD, such as clearly defining rules, building relationships, engaging lessons, positive reinforcement, and remembering that these children have short attention spans. The overall message is that teachers should view each child as made in God's image and work to understand their individual needs.

1. A.D.D. & A.D.H.D. Characteristics & management of the child with A.D.D. in your class Information used with permission from Larry Sauter’s workshop, Living with the A.D.H.D. Child .

2. What do you know about A.D.D.?

3. What’s it like to have A.D.D.? It’s like trying to concentrate on one stimuli when many different Bible verses are read. Have you ever thought of doing something totally irrational, & then not done it? 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

4. A.D.D. Checklist (for kids) See sheet

5. What is A.D.D./A.D.H.D.? Attention Deficit Disorder (A.D.D.) Attention Deficit Hyperactivity Disorder (A.D.H.D.) 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.

6. Important Signs Inattention: Often fails to finish what he starts Doesn’t seem to listen Easily distracted Has difficulty concentrating or paying attention Doesn’t stick with a play activity

7. Important Signs Impulsivity: Often acts without thinking and later feels sorry Shifts excessively from one activity to another Has difficulty organizing work Needs a lot of supervision Speaks out loud in class Doesn’t wait to take turns in games or groups Touches others, often inappropriately

8. Important Signs Hyperactivity: Runs or climbs on things excessively Can’t sit still and is fidgety Has difficulty staying in his seat and bothers classmates Excessive activity during sleep

9. Important Signs Emotional Instability: Angry outbursts Social loner Blames others for problems Fights with others quickly Very sensitive to criticism

10. Ways we can succeed in teaching children with A.D.D. Behavioral Assumptions There are clearly defined rules and logical consequences. Logical routines are followed and rationales are explained. You are only expecting what you are willing to teach You are committed to teaching all children who made in God’s image, regardless of their apparent worth or abilities.

11. Ways we can succeed in teaching children with A.D.D. Behavioral Assumptions (cont.) You are willing to love all children and will try to understand their individual needs. You view parents as partners 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.

12. Ways we can succeed in teaching children with A.D.D. Behavioral Assumptions (cont.) You are committed to creative, engaging, multi-sensory, and interactive teaching strategies that keep students involved with fellow students. Your goal in managing behavior is to enhance the learning environment. You will never intentionally humiliate or embarrass a student.

13. Storytime “ Teddy Stallard”, from The Quest for Character by Charles Swindoll

14. How to be effective in Teaching Preparation Content Build a relationship with the child Participant learning What’s relevant to the children? What do they need to know?

15. Strategy for Dealing with Problem Behaviors Usually better to teach positive behavior rather than to eliminate negative behavior. State the problem behaviorally. Identify why and for whom this is a problem. Ask yourself how are we/am I contributing to this problem?

16. Strategy for Dealing with Problem Behaviors (cont.) Determine under what conditions the problem occurs most. Determine under what conditions the problem behavior occurs least. Teach a competing or replacement behavior.

17. In a nutshell: Remember that A.D.D. children have a short attention span. Make eye contact with the child. Plan movement into class time. Reinforce good behavior. Use nonverbal reminders. Give one instruction at a time. Use the four senses: hearing, smell, touch and sight. Love, don’t just tolerate the child.

18. Things to Remember Anyone with A.D.D. characteristics will exhibit these characteristics throughout the rest of his/her life. It can be misdiagnosed easily. Any kid can exhibit A.D.D.-type behaviors. God doesn’t make mistakes. Find out who is succeeding in that child’s life & what they are doing. We can all become an agent of God.