This document provides information about ADHD and resources for teaching students with ADHD. It summarizes that approximately 9.5% of children have been diagnosed with ADHD as of 2007, representing a 22% increase over four years. From 1998 to 2009, ADHD prevalence increased to 10% in some US regions and for children living below the poverty level. The document discusses challenges students with ADHD face in school and strategies teachers can use to help these students succeed, including treating each student as an individual, understanding their perceptions, and having high expectations.

1. Presented by:
Evelyn Azbell
WSPEI Parent Coordinator
for CESAs 9 & 12
Resources for this presentation on the web
http://www.addedreality.blogspot.com
http://www.facebook.com/ADDedReality

2. Approximately 9.5% or 5.4 million children 4-17 years of age
had been diagnosed with ADHD, as of 2007, representing
a 22% increase in four years. Rates may be increasing
because of greater knowledge and awareness about the
condition, more frequent behavioral screening of
children, or unidentified factors that may be causing more
ADHD over time.
http://www.cdc.gov/Features/adhdresources

3. 1998–2009
*The percentage of children ever diagnosed with attention
deficit hyperactivity disorder (ADHD) increased from 7% to
9% from 1998–2000 through 2007–2009.
*From 1998 through 2009, ADHD prevalence rose to 10% in
the Midwest and South regions of the United States.
http://www.cdc.gov/nchs/data/databriefs/db70.htm

4. From 1998 through 2009, ADHD prevalence increased to
10% for children with family income less than 100% of the
poverty level and to 11% for those with family income
between 100% and 199% of the poverty level.
http://www.cdc.gov/nchs/data/databriefs/db70.htm

5. For centuries, the basic approach for all problems related to
learning, behavior, and emotion was: TRY HARDER. We
now recognize that problems related to
learning, emotion, and behavior derive from causes far
more complicated than the difference between smart and
stupid, or strong and weak, or good and bad.
Virtual AD/HD Conference™, 23 September 2008. http://www.addresources.com

6. “Teachers are expected to reach
unattainable goals with
inadequate tools. The miracle is
that at times they accomplish this
impossible task.”
~ Dr. Haim Ginott
From the Preface of Teacher & Child first published in 1972

7. Dr. Ginott was a clinical psychologist, child therapist, parent educator, and author
whose work has had a substantial impact on the way adults relate to children. He
began his career as an elementary school teacher in Israel in 1947 before
immigrating to the United States. There he attended Columbia University in New
York City, earning a doctoral degree in clinical psychology in 1952.
Ginott’s work with troubled children at the Jacksonville, Florida, Guidance Clinic
helped him refine his unique combination of compassion and boundary setting.
From the web site Between Parent and Child
http://www.betweenparentandchild.com/index.php?s=content&p=Haim

8.  Teachers know student’s basic needs – acceptance,
respect, encouragement….
 Concepts aren’t effective when problems arise.
 Reactions to problems determine the climate of a
classroom.
“Learning is always in the present tense
and it is always personal.”
Chapter 1 Teacher & Child by ~ Dr. Haim Ginott

9.  Choose battles that could be avoided.
 Invade privacy by asking things that put student on the
spot in front of peers.
 Use sarcasm or shaming to motivate.
 Do things for student that student might be able to
manage more independently.
 Don’t acknowledge student’s perception of a situation.

10.  Never deny or ignore a child's feelings.
 Only behavior is treated as unacceptable, not the child.
 Depersonalize negative interactions by mentioning only
the problem. "I see a messy room.“
 Attach rules to things, e.g., “Fellow students are not for
hitting.“
 Dependence breeds hostility. Let children do for
themselves what they can.
Adopting this approach can be a useful tool in applying
the strategies we’ll be discussing.

11.  Children need to learn to choose, but within the safety
of limits. "Would you like to use the keyboard or write
your work out?”
 Limit criticism to a specific event—don't say
"never", "always", as in: "You never listen," "You always
manage to spill things", etc.
 Refrain from using words that you would not want the
child to repeat.
Adapted from -
https://www.facebook.com/pages/Haim-Ginott/113302512017329?ref=ts&sk=info

12. I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child's life
miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a crisis
will be escalated or de-escalated, and a child humanized or de-
humanized.
Between Teacher and Child

13. The article “I Have Always Felt Different”: The Experience
of Attention-Deficit/Hyperactivity Disorder in
Childhood reports findings from a phenomenological
study of childhood ADHD as recalled by college-
enrolled young adults. The study was part of a larger
study designed to identify the strategies and
individuals young adults remembered most helpful to
them in managing their ADHD during childhood.
(Shattell, Bartlett, PhD, Rowe p.49)

14. “In this study, the ground of the experience of ADHD was
loneliness and isolation. …Against the backdrop of this
struggle, the figural theme of the experience of ADHD at
home was “dealing with getting along (with my
parents)”; the figural themes of the experience of ADHD
at school were “I missed a lot of stuff,” “I was different,”
and “I learned to manage”; the figural themes in the
experience of ADHD in friendships were “I was
different” and “I was misunderstood.” “
(Shattell, Bartlett, PhD, Rowe p.51)

15.  School taxed their fragile self-esteem by providing
numerous situations that proved to them they were
different: School was a place where they were
expected to sit still, pay attention, and grasp
concepts quickly, all of which were difficult for them.
 They realized even as young children (some talked
about experiences as early as first grade) that they
did not learn as easily as “regular” or “normal” kids
do.
(Shattell, Bartlett, PhD, Rowe p.52)

16. Once participants were diagnosed with ADD and began
treatment, other differences became apparent. Although
treatment may have improved their ability to focus in a
classroom, the knowledge of having a disorder was further
stigmatizing.”
(Shattell, Bartlett, PhD, Rowe p.52)

17.  Allows development of appropriate supports
 Helps parents and child understand the root
reason for their struggles
It is vital that we don’t assume the student can’t
succeed at organizational tasks, paying attention,
or controlling behavior.

18. Each year about 16% of the adult population will
experience an anxiety disorder.
 That's about 30 million Americans.
 The numbers are higher for people with ADD. In any
given year,
–About 25% of children with ADD will also have an
anxiety disorder.
–Between 25% and 50% of adults with ADD will also
have an anxiety disorder.
Sarah D. Wright, M.S., A.C.T., “Living with ADHD: “A" is for Anxiety” 2008 AD/HD Virtual Conference

19.  Normal anxiety comes and goes in response to real
challenges involving potential loss or failure. Normal
anxiety helps sharpen your attention so you can meet
those challenges.
 Anxiety disorders involve anxiety that is more intense or
lasts longer than normal anxiety, or that leads to
phobias. Basically, if you worry when there's no real
threat, to the point where you can't function
normally, that's an anxiety disorder.
Sarah D. Wright, M.S., A.C.T., “Living with ADHD: “A" is for Anxiety” 2008 AD/HD Virtual Conference

20. The types of anxiety disorders that show up more frequently
in people with ADD than in the general population are:
 Social Phobia (Social Anxiety Disorder)
 Generalized Anxiety Disorder (GAD)
 Separation Anxiety Disorder (in children)
Sarah D. Wright, M.S., A.C.T., “Living with ADHD: “A" is for Anxiety” 2008 AD/HD Virtual Conference

21.  Treat student as an individual, not as a typical
this or that.
 Become a detective. Discover what the student
responds to and what works for her, vs. what's
upsetting.
 Have high expectations, but express them in a
way that helps the student feel elevated, not
pushed.

22. Help them identify their strengths.
 What are they really good at?
 What are his or her natural abilities or talents?
Be real with expectations…
 What is possible for them to do or achieve?
 What is not possible or will be more difficult?
Rory F. Stern - 7 Strategies To Help Your Child With ADHD Succeed In School

23.  Conveys concern and caring.
 Addresses issue at hand not character.
 Avoids commands.
 Invites cooperation.
 Encourages autonomy.
 Accepts and acknowledges.
 Doesn’t label.
 Provides direction rather than correction.
More of Dr. Ginott’s wisdom

24. People tend to judge others’
perceptions and statements by
their own reality. A different
approach:
 Do not deny the student’s
perceptions.
 Do not argue with their
experiences.
 Do not try to convince him
that what he sees or hears
or feels or senses is not so.

25.  Trying to see things as the
student does can deescalate
emotions. No progress can be
made until there is a point of agreement
 Agreeing on how the student perceives the
situation lays a foundation for change.
 Understanding the cause makes it possible to
figure out an acceptable way to satisfy the need
driving the behavior
 It also makes it more likely that we can alter the
student’s perception

26.  Don't invite dependence
 Don't hurry to correct facts.
 Don't violate his privacy.
 Avoid clichés and preaching.
 Don't talk in chapters.
 Don't label him.
 Don't use reverse psychology.
 Don't send contradictory messages.
 Don't futurize.
"Concerned adults serve best when with confidence they stand
and wait.“ ~ Between Parent and Teenager, Haim Ginott

27. It is not helpful to ask a child, “What's the matter with you?
Why can't you sit still? What has suddenly gotten into
you?”
These are unanswerable questions. Even if he knew, he
could not say: “Look, I am torn by conflicting emotions. I
am engulfed by irrational urges.”
Paraphrased from Parent & Teenager by Dr. Haim Ginott

28.  Use open ended questions, not questions that can be
answered with yes or no.
 Don’t make statements disguised as questions, “You
want to do well in school, don’t you?”
 Don’t use questions to cross examine.
 Questions can be positive, “You do well with the Science
Class lab work. Do you think you might like doing a
project for the book report?”

29.  Don’t spend too much time discussing past events.
Doing this in problematic situations often leads to
blaming.
 Be careful about using the words “always” and “never.”
 If you feel the conversation is getting sidetracked try
steering it back by acknowledging the other person’s
feelings and relating it to the present situation.
 Brief Statements are remembered, lengthy explanations
aren’t.

30.  Listen with attention.
 Repeat the gist of the student's statement .
 Avoid criticism .
 State your views.
Acknowledging experience and reflecting feelings are
not tricks.
 They can not be used mechanically.
 They are helpful only within a context of concern and
respect.

31.  Never ridicule, unintentionally it can inflict lasting
harm.
 Really listen to their thoughts.
 Repeat the gist of their view to indicate that you
have listened and understood.
 Then, and only then, state your views
 The key to dialogue is the willingness to summarize
the other person's view, before stating one's own.

32.  How parents and teachers talk tell a child how they
feel about him. [and how they feel about themselves is
reflected in how they talk]
 Their statements affect his self-esteem and self-worth.
To a large extent, their language affect his destiny.
Chapter 4 Between Teacher & Child by Haim Ginott

33.  Dependency creates hostility.
 Fostering dependence invites resentment.
 Students crave independence.
 The more self-capable we make them feel, the less
hostile they are toward us.
 Be sympathetic to their problems but resist the desire
to intervene too often.

34.  We sometimes talk about students in their presence.
 It can create self-fulfilling prophecies.
“He is a natural pessimist. Always was and always will be.”
“She is a dreamer. She lives in a world of her own.”
 Such labeling is can be harmful. Children tend to live up
or down to the expectations of the adults in their lives.
“Once teachers assimilate the principle of "no labeling," they
become more helpful even in difficult moments.”
from Teacher & Child

35. Kinesthetic Learners – A kinesthetic learner is very
active and will appear to be fidgety and
sometimes highly active. They learn the most
from doing activities and integrating information
with different kinds of tasks. A hands on
learner, likes to involve his or her whole body in
the learning process.

36. Auditory Learners – Learn and retain information
when they have an opportunity to hear it. They
are often sensitive to tone and voice pattern, as
well as not necessarily needing to make eye
contact all the time. In class they will learn the
most (and best) when a teacher is lecturing or
merely talking out loud.

37. Auditory Sequencing - Confusion with number
sequences, lists or lists of directions. Hearing
ninety-four instead of forty-nine.
Strategy - Provide written instructions as
reinforcement of oral instruction. Use of visuals
with lectures.

38. Auditory Memory - Difficulty remembering what
was heard, difficulty remembering important
items from a lecture. Spells poorly.
Strategy - Provide written instruction to look back
on. Don't penalize spelling, just correct. Provide
basic outlines of what is being presented.

39. Visual Sequencing - Problems in using a separate
answer sheet. Loses place easily. Problems with
reading. Reversing or misreading numbers of
letters. Reading words incorrectly. Difficulty with
equations.
Strategy - Read directions aloud. Provide oral
instruction. Write on the overhead. Color code
things written down. When writing questions on
the board, change color every other question.

40. Visual Memory - Difficulty remembering what
was seen. Reading comprehension. Difficulty
with math equations. Poor recall of information.
Strategy - Provide handouts that are clearly
written. Provide oral instruction.

41. Dysgraphia - Inability to form letters correctly-
students sometimes cannot read their own
writing.
Strategy - Oral tests, keyboarding, allow reduced
standards for writing.

42.  Visual Motor Integration - Mechanical problems in test
taking. Difficulty copying from board or book. Spaces
poorly. Poor written work. Unorganized.
Strategy - Allow use of computer. Tape recorder for
lectures. Substitute oral reports. Provide individual
written outlines so there are fewer steps to process. In
math or science require answers only for calculations.
Use graph paper. Have "note check". Provide note-
buddy. Lower standards for acceptable writing.

43.  Auditory Discrimination - Inability to form letters
correctly-students sometimes cannot read their own
writing.
Strategy - Written lectures to follow. Talk at a slower
pace. Give one task at a time.
 Auditory Figure Ground - Trouble hearing sounds over
background noises.
Strategy - Sit student near you.

44. Spatial Orientation - Loses materials. Late to
class. Difficulty with oral reading. Unorganized
homework. Difficulty judging time.
Strategy - Provide more time for assignments or
shorten them. Encourage silent reading. Provide
less reading material and more reading time.
Provide help in organization.

45.  Receptive Language - Appears to be "not listening".
Incomplete work.
Strategy - Have student repeat directions back to you for
understanding.
 Visual Discrimination - Seeing the difference between two
similar objects .
Strategy - Clearly spacing words/problems on a page.

46. Visual Figure Ground - Trouble seeing an image
within competing background. Picking one line of
print from another while reading.
Strategy - Using an index card or marker when
reading- to blot out distraction of other words.
Processing Deficits – LD Online http://www.ldonline.org

47. In emotional situations :
 Listen with Compassion.
 Postpone further action.
 Instant intervention usually makes the problem
worse.
 Working things out is more likely when people calm
down.

48.  Ask, “What are you going to do?”
 Offer some choices
 Have student state the consequences
 Ask “How do you think that will work?”
 Let the student solve the problem (or not).

49. Dr. Ned Hallowell compares the ADD mind
to Niagara Falls “…both wonders of
gargantuan movement and energy. The
trick to making use of the energy in Niagara
Falls, and to doing well in life with ADD, is
building a hydroelectric plant. This waterfall
is an insurmountable obstacle if your goal is
to paddle.”

50.  S stands for Shame
 P stands for pessimism and negativity
 I stands for Isolation
 N stands for no creative, productive outlet

51. Shame: The older you get, the more shame you are apt
to feel if your ADD is undiagnosed. You feel ashamed of
what a mess your pocketbook always is in. You feel
ashamed of how late you usually are, no matter how
hard you try not to be. You feel ashamed that you
haven’t made more of the abilities you were born with.

52. Pessimism and negative thinking create a roadblock that
conscious intent can actually dislodge like a battering ram
if properly aimed. Pessimism and negativity—which may
be boulder-sized due to years of failure and frustration—
block your growth at every turn. If every time you have a
new idea or go to meet a new person or begin to play a
game you feel, “Why bother? This won’t work out well,”
you constantly reduce the chances that anything will work
out well.

53. Isolation: Isolation is often the by-product of
shame, pessimism, and negativity. It intensifies the shame
and negativity, and can lead to depression, toxic
anxiety, drug and alcohol abuse, and generally poor
performance in all aspects of life.

54. No Creative, Productive Outlet: All of us do better when
we are creatively and productively engaged in some
activity. It doesn’t have to be overtly creative, like
writing a poem or painting a portrait. Almost any
activity can become a productive outlet that you feel
good about.
April 15, 2007 in http://www.drhallowellsblog.com/dr_hallowell/adhd/index.html

55. Managing time and procrastination cause problems for
most of us. It can be a vicious circle.

56.  Wear a watch
 Estimate time needed
 Have a routine
 Start early
 Make lists
 Know how much time you have

57.  Are you putting it off thinking there is plenty of time?
 Are you avoiding the task because you don't want to do
it or because you know there will be negative
repercussions?
 Are you doing something else instead?
 Are you telling yourself you will do it later, when there is
plenty of time to do it now?
Catalytic Coaching www.sandymaynard.com

58.  Are you saying, "It's no big deal, I'll do it later?" Use the
one minute rule.
 Are you waiting until the last minute so the adrenaline will
kick in? Use reasonable internal, not external deadlines.
 Are you procrastinating because you have a strong
negative feeling for the task? You can (pick one): #1. avoid
the feeling and the task #2. cling to the feeling and be
miserable doing the task #3. accept the feeling and get on
with things
Catalytic Coaching www.sandymaynard.com

59.  Do you know you are avoiding a task because there will be
negative repercussions? Ask yourself, "What's the worst
that can happen?" Be prepared for the worst and it won't
seem so bad.
 Are you not engaged in a task and being productive with
your time because you have physical tension? Exercise, go
for a short walk, do yoga or just plain stretch.
 Do you put the task off because it makes you feel anxious?
Meditate, do breathing exercises or get aerobic exercise
regularly.

60.  Define objectives.
 Set realistic expectations. Be flexible.
 Use perfectionism to your advantage.
 Realize you can't be perfect all the time.
 Recognize that no one expects you to be
perfect all the time.
Catalytic Coaching www.sandymaynard.com

61.  Identify the value, worth, importance and urgency of
the task.
 Work on what is more important/urgent first.
 Ask, "What is the best use of my time right now?"
 "Am I doing the right thing?" & "Am I doing things
right?"
 Avoid crisis management and shifting priorities.
 Improve decision making skills.
Catalytic Coaching www.sandymaynard.com

62. Stay motivated.
 Be positive.
 Monitor self talk.
 Visualize results.
Take good care of yourself.
 Eat well.
 Sleep well.
 Exercise.
 Attend to personal needs.

63. •Self concept is the perception we have of
ourselves. It’s the foundation of behavior.
•Sharing control shows respect for the other person
and sometimes eliminates power struggles.
•What we perceive others think of us has great
influence on self - concept.
•Nonverbal parts of interaction have greater affect
than the words spoken.
“Getting Special Needs Kids Ready for the Real World;
Special Education from a Love and Logic Perspective,” David Funk

64.  Appreciate specific acts. Do not evaluate character
traits.
 Avoid praise that attaches adjectives to a child's
character.
Praise describes a child's efforts and accomplishments and
our feelings about them. The cardinal rule in praising is
describe without evaluating- report don't judge.
from Notes on Dr.Haim Ginott’s book Teacher & Child
by Steve Hein at http://eqi.org/ginott.htm

65.  Attitudes Toward Anger
 How to Be Angry
 Sudden Anger
 Anger Without Insult
 The Process of Change

66. • Dislike it in ourselves
• Don’t allow it in our kids
• Mistrust it
• Deny it
It is futile to address angry feelings with
reasoning, explaining, denying, threatening, or
moralizing. Angry feelings do not vanish when
banished.

67. To deal with times of stress, we should acknowledge these
truths:
• Accept the fact that sometimes students will
make us uncomfortable, annoyed, irritated, even
angry.
• We can express our feelings but we never insult
their personalities and character.
• There are ways to deal with our anger. The first
step is to describe clearly how it affects
us, adding nothing else.
Based on Chapter 6 of “Between Parent & Teenager” by Dr. Haim G. Ginott

68. If we are pushed beyond the brink of our
endurance. If anger flares up suddenly:
• Describe what you see.
• Describe what you feel.
• Describe what needs to be done.
• Do not attack the person.

69. • Difficult
• Goes against natural inclination
• Necessary to learn a new way of venting
without damaging
• When we succeed we feel better and we
model for our kids behavior that will
teach them better ways to express their
frustration

70. • Parents should be their children's
advocates.
• They should not condone misbehavior
• In the most difficult situations they
should try to see the extenuating
circumstances and to provide aid and
hope.

71. 1. By reasoning.
2. By clichés.
3. By “take me for instance. ”
4. By minimizing the situation.
5. By “the trouble with you. ”
6. By self-pity
7. By a “Pollyanna” approach.
Between Parent & Teenage by Dr. Haim Ginott

72. Adults usually react to children’s statements
in one of two ways: they either approve or
disapprove. Yet the most helpful response
to children is often nonjudgmental.
• Not praise or criticism
• Identifies feelings
• Recognizes wishes
• Acknowledges opinions

73.  Consistent contact helps the adults be more
comfortable with each other
 Problems can be addressed sooner and usually are
more likely to have a successful resolution
 The student’s needs will be better met
 Communication between home and school helps
with setting reasonable goals
 A steady dialogue lessens the chance for
misunderstandings

74. As adults our responsibility is to set standards and demonstrate
values. Our teenagers need to know what we respect and what we
expect. Of course, they will oppose our standards, resist our rules,
and test our limits. This is as it should be. No one can mature by
blindly obeying their parents. Our teenagers' resentment of the rules
is anticipated and tolerated. They are not expected to like our
prohibitions.
There is a crucial difference between the old way of imposing
restrictions and the new way of setting limits. In the past the
teenager's feelings were often ignored. The restrictions were set
amidst anger and argument and in a language that invited resistance.
In the modern approach, limits are set in a manner that preserves our
teenager's self-respect. The limits are neither arbitrary nor capricious.
They are anchored in values and aimed at character-building.
From Chapter 9 of “Between Parent & Teenager”
by Dr. Haim G. Ginott

75. Life is an endless series of small events, periodic conflicts,
and sudden crises which call for a response. The response
is not without consequence: it affects peace and
personality for better or for worse.
Our children's characters are shaped by experience with
people and situations. They learn what they live, and
become what they experiences. To them, our mood is the
message, the style is the substance, the process is the
product.
Adapted From Chapter 12 of “Between Parent & Teenager”
by Dr. Haim G. Ginott
View video of Hugh Downs interview with Dr. Ginott at
http://www.youtube.com/watch?v=v4vgna4lj50&feature=channel&list=UL

77.  Hallowell, M.D., Edward. “Finding the Buried Treasure in
ADHD”. Virtual AD/HD Conference™, 24 September 2008.
http://www.addresources.com
 Shattell, PhD, RN, Mona M., Robin
Bartlett, PhD, RN, BC, Tracie Rowe, RN, BSN “I Have Always
Felt Different”: The Experience of Attention-
Deficit/Hyperactivity Disorder in Childhood.” Journal of
Pediatric Nursing, Vol 23, No 1 (February), 2008
 Stern PsyD, Rory. “7 Strategies to Help Your Child with ADHD
Succeed in School.” Virtual AD/HD Conference™, Conference
Extras. http://www.addresources.com
 Wright, M.S., A.C.T., Sarah D. “Living with ADHD: “A‟ is for
Anxiety”. Virtual AD/HD Conference™, 24 September 2008.
http://www.addresources.com

78.  Ginott, Haim G. Teacher & Child. New York: Macmillan, 1972. Print.
 Ginott, Haim G. Between Parent and Teenager. New York: Macmillan,
1969. Print.
 Funk, David. Getting Special Needs Kids Ready for the Real World;
Special Education from a Love and Logic Perspective. Love and Logic
Press, 2005. Print.
 Between Parent and Child. Web. 09 Apr. 2011.
<http://www.betweenparentandchild.com/index.ph
p?s=front>.
 Notes from Haim Ginott's Books. Web. 03 Jan 2012.
<http://http://eqi.org/ginott.htm>.