The document discusses strategies for helping students with various mental health disorders in the classroom. It outlines signs and symptoms of Attention Deficit Hyperactivity Disorder, Generalized Anxiety Disorder, and Post-Traumatic Stress Disorder. For each disorder, it provides classroom intervention strategies such as decreasing assignment length for ADHD, reassuring and welcoming students for anxiety, and establishing positive relationships for PTSD. The document cites several sources for further information on developing self-esteem in children and interventions for mental health disorders.

1. Individualize and Personalize, QPIs Seth Lachowitzer, E/BD Methods, Sped 478

2. “Mendlerchapter 3 page 7 provides two great strategies” Two strategies that will be utilized to prevent an emotional crisis

3. As adults we need to treat students with respect and dignity It is easier to run a school of conformists than a school of individuals, but conformists, by definition, can never be themselves: by David Gribble

4. One of the aspects of good teaching is good listening: by David Gribble All students have basic needs to belong

5. Attention Deficit Hyperactivity Disorder Generalized Anxiety Disorder Post-Traumatic Stress Disorder Disorders:

7. Miss details

8. Forget things

9. Frequently switch from one activity to another

10. Have difficulty focusing on one thing

11. Become bored with a task after only a few minutes

12. Have difficulty focusing attention on organizing and completing a task or learning something new

13. Have trouble completing or turning in homework assignments, often losing thingsAttention Deficit Hyperactivity Disorder

14. Classroom InterventionStrategies Pause and create suspense by looking around before asking questions. Randomly pick students so the children cannot time their attention. Signal that someone is going to have to answer a question about what is being said. Use the child’s name in a question or in the material being covered. Ask a simple question (not even related to the topic at hand) to a child whose attention is beginning to wander. Develop a private running joke between you and the child that can be invoked to re-involve you with the child. Stand close to an inattentive child and touch him or her on the shoulder as you are teaching. Walk around the classroom as the lesson is progressing and tap the place in the child’s book that is currently being read or discussed. Decrease the length of assignments or lessons

16. know that they worry much more than they should

17. Cannot relax

18. Have a hard time concentrating

19. Easily startled

20. Have trouble falling asleep or staying asleep

21. Headaches, muscle tension and aches

22. Trembling or twitching

25. Become quiet around friends, family, and teachers

26. Have nightmares or other sleep problems

27. Become irritable or disruptive

28. Have outbursts of anger

29. Start fights

30. Unable to concentrate

31. Refuse to go to schoolPost-Traumatic Stress Disorder

32. Classroom InterventionStrategies Establish a positive relationship Reassure the student that you are their to help Plan a meeting with the student/parents Contact the school psychologist Allow more time for work to be completed if needed Be flexible when dealing with classroom participation

34. NIMH. Retrieved July 21, 2009, from Attention Deficit Hyper Activity Disorder Web site: http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

35. Gullotta, Thomas (2005). Handbook of adolescent behavioral problems : evidence-based approaches to prevention and treatment . NewYorkNewYork: Springer.

36. Minskoff, Esther (2003). Academic success strategies for adolescents with learning disabilities and ADHD . Baltimore, Md: P.H. Brookes. Citations: