ADHD In the Classroom

Jun 16, 2011
Nova Jones

Hyperactive and Inattentive Kids Can Succeed - Chudtsankov

What is ADHD and how can teachers create a plan to be successful with special populations? Behavior management techniques for hyper or inattentive students.

Behavior Issues; Working With Children Diagnosed With ADHD

In the human brain, there are chemical messengers that regulate brain activity. Their regulation tells the brain and the body about external stimuli and helps the brain to process the stimuli’s presence. Now if this “process” gets a little murky because neurotransmitters aren’t functioning “properly” then the brain doesn’t know how to respond to the stimulus and then the child, who’s the host of this brain, engages in what we teachers may describe as unacceptable behavior.

The fact is that the child isn’t necessarily acting out; instead, they are simply responding to a stimulus in the manner in which their brain is telling them to do so. This, in part, can be explained through understanding ADHD and learning that it involves disputable levels of neurotransmitters in the child’s system. The Franklin Institute states that, “Neurotransmitters are the brain chemicals that motivate or sedate, focus or frustrate. Their complex interaction is what shifts your mood and changes your mind.” If those chemicals are at an imbalance, then the scenario below may turn into real life.

Simulation

Imagine your brain and the ways in which you interact with the world, operating as a car engine. This is a fine-tuned operating mechanism, using gasoline and receiving electrical signals to provide a smooth ride. What might happen if the engine misfires and the signals get lost in this engine of yours? Or what might happen if it were to send too weak of a signal to the other parts of the engine? Chances are, your engine (or you) would have a less than perfect interaction with the road (your environment).Take this example as an illustration explaining the way in which a child with attention issues may interact with the world around them, If their brain and its chemical messengers aren’t functioning properly, then they may negatively interact with their environment as did the misfiring engine in your car. It resulted in a sometimes awkwardly functioning engine just as the chemical mis-distribution results in inappropriate responses from the child with ADHD. Instead of gasoline and electrical signals we are now dealing with the human brain; chemical messengers in the brain or possibly the structure of the brain itself.

ADHD Characteristics

ADHD is recognized by traits such as those listed above and people are referred to by the American Psychiatric Association (APA) as having either predominately inattentive, predominantly hyperactive / impulsive or a combination of both tendencies. Symptoms of ADHD may appear at early ages, often with the symptoms of impulsiveness and hyperactivity coming before inattentiveness. Varying symptoms may appear in different settings, depending on the demands the situation may pose for the child's self-control. You should consult your child’s teacher for a description of daily behaviors.

A child who doesn’t, can’t or won’t sit still or is otherwise disruptive will stand out; the inattentive daydreamer however, may be easily overlooked. The impulsive child who acts before thinking may be considered just a discipline problem. The child who is passive or sluggish may be viewed as simply unmotivated. Yet they both have different types of ADHD. There are two classifications of ADHD according to the Diagnostic and Statistical Manual of Mental Disorders (DSM IV). This is a manual produced by the APA which highlights, recognizes and discusses various mental health issues.

According to them there is ADHD with hyperactivity (the stereotypical type of ADHD) and ADHD without hyperactivity; this form would engender those who are unobservant, undiscerning or otherwise inattentive.. Each child though, will benefit from differentiated instructional practices* where special consideration is given to the child as a unique learner at school and from a clear, concerted behavioral plan at home. This is where a home-to-school-school-to-home connection is vital. Communication between the active adults in a child’s life is pivotal to working with ADD / ADHD.

Risk Factors for ADD/ ADHD

*Genetics and heredity

*High Lead Levels in a child’s body

*Food additives/ sugar

*Brain injuries

*Cigarette use during pregnancy

*Alcohol use during pregnancy

Though there may be many risk factors attributed to the question of, “Why does this child have ADHD?” Or “What caused this?” It is important for parents and teachers to look beyond the “why’s” and look forward to properly working together in order to provide the best, and least restrictive education possible.

Managing ADHD

“Structure, structure, structure!” is what many people believe is necessary for children with ADHD. Though in some cases this may be true, in all circumstances a holistic approach needs to be considered. People who have ADHD have it for a reason; albeit genetic or environmental. Despite the scapegoat of a reason, it is helpful to consider lifestyle changes supportive of the peace and tranquility sought in the classroom.

Natural Treatment for ADHD

There are plenty of safe, effective alternative for ADHD treatments, and some methods may include:

Using plenty of animal-based omega-3 fats.

Spending more time outside.

Balancing an overall intake of omega 3 and 6 (from vegetables oils).

Avoiding processed foods, especially those containing artificial colors, flavors, and preservatives; these may trigger ADHD symptoms.

Replacing soft drinks, fruit juices, and pasteurized milk in your diet with pure water. Reducing or eliminating sugars from your diet.

*Adapted from Dr. Joseph Mercola MD. 2007

ADHD Behavior Management

There are multiple resources available for a teacher to use when working with special populations. Each situation must be viewed as unique and approached with specific consideration to mainstreamed classrooms and IDEA formerly known as Public Law 94-142 .

Children with ADHD are best served when they are fully connected to a situation. Be it at home or at school, clear and concrete guidelines in any activity or experience will assist a child in acting effectively and appropriate. Consider the following: Set clear expectations. Be consistent. Remain calm and understanding While being intentional with these three suggestions, review the following tips to encourage appropriate behavior (s). Remember, it is believed that ADHD is not curable, it is however, treatable.

As an educator, it’s imperative for you to identify target behaviors. You must experiment with effective rewards and consequences which enforce your plan. Create a class calendar and put this in an accessible location. Place on the calendar, things to remember and/or routines to follow. This practice will encourage children to build self discipline and will decrease direct teacher involvement in every move a child makes..

Check Your Rigidity At The Door

The use of timers or bright colored sticky notes will help nurture the development of the sought-after automatic routines. Establishing these routines with intentionality will help to create a n understanding of expectations and will ease the classroom’s atmosphere. Though this may be taken for granted by those without ADHD it must be developed in a consistent fashion. Clearly set parameters, involving a blunt presentation of expectations with reminders sets the scene for a little give and take. Give and take is an important aspect of the successful school experience because it allows for children to be children within the confines of rules. Parents and teachers must set goals and identify paths towards that goal.

Consider a fictional graph identifying point A and point B. A straight line between the points represents student actions during a given day. Notice the intent is to get from one point to the next. A straight line represents optimal behavior and interactions. But if you have zigzag curves, and undulating lines, don’t fret too much. These excursions shouldn’t be looked at as challenges or inabilities of a child to succeed. In fact the opposite position should be taken. The movement of the curves represents the elasticity of your behavior management and ultimately the responsiveness of the child to your guidance.

Healthy Bodies = Healthy Minds

Diet and exercise have complimentary roles in living with ADHD. Research suggests that a proper diet coupled with consistent exercise will make your child healthy and ready for the school year. Exercise elevates our body’s dopamine and norepinephrine (things in our brain) and acts a little bit like medications prescribed by a doctor. With diet and targeted movement plans your child’s whole body and mind will grow into a nourished person with unlimited potential.

Professionals all agree that with work comes the need for play!! Outside or inside recreation can provide ample opportunities for your elementary-aged child to increase the flow of blood in their bodies, which enables proper functioning of all organs.

As an educator, it is important to create a routine where studying and physical activities go hand and hand. As each will support the other, time each day should be constructed allowing your student to experiment and experience the joy of interacting with you. Consider taking the Presidential Challenge and follow the dietary and targeted movement suggestions found at the United States Department of Agriculture.

Succeeding with ADHD

All studies suggest a positive approach to education. This means taking time out for your student and to interact with them about their day at school. It’s important to set aside time to talk about the day’s events and to go through back-packs and binders to make sure one is organized.