th

• Outline a general process of helping students with ADHD with their academic struggles
• Clinically Informed Tutoring™
• Provide you will easy and ready to use techniques
• Present the bridge between clinical and academic interventions

• Kids don’t go to a therapist / learning specialist they are brought there
• Learned Helplessness
• Dissonance: I know I am smart . . . But my intelligence doesn’t translate to success
• Give the chain a tug!!!

Enroll the Client

• Assess where a child is on the spectrum of change
• Develop change talk
• Cost-benefit analysis technique

• Precontemplation: “Ignorance is bliss”
• Contemplation: “On the fence”
• Preparation: “testing the waters”
• Action: “let’s do this!”
• Maintenance: “stay the course”

_
“Getting paper done on time
(without all-nighter)”
+
• Letting teacher down (95)
• Making parents upset (95)
• Not getting good grade
(100)
• Rather hang out with friends/TV/do nothing
(50)
• Would have spent less time (40)
• Avoid caring about the grade (60)
• Being stressed about the process (85)

Setting Goals

• Miracle question
– What would be different?
– How could people tell?
– How would it feel differently?

Reaching your goals
First, think about your dreams
Think about how you would like to be in the future.
Imagine yourself at the end of the term/year. Write it down.

Reaching your goals
Second, set goals
1. Goals are things you want. State them positively not negatively .
Example: I want to get an A in Spanish.
Instead of… I don’t want to fail Spanish.

Reaching your goals
Second, set goals
2. Be specific. Write down exactly what you mean.
Include numbers and times and exclude vague words like “lots” and “more”.
Example: I want to get above an 80 in science class.
Instead of…I want good grades.

Reaching your goals
Second, set goals
3. Check to see if your goal is reasonable.
Example: I will run for president of my class.
Instead of…I will run for president of the
United States.

Reaching your goals
Third, define objectives
1. Objectives are what you do to achieve your goals.
2. Make a commitment. Use words like “I will…” instead of “try” or “maybe.”

Reaching your goals
Objectives continued . . .
3. Make sure your objectives are measurable and assess them regularly.
4. Every goal will have one or more objectives.

• WIFM
• What’s in it for me!
– Parents giving me a privilege or object
– Feeling happy at school
– Not being so anxious about _______
– Getting into college
– Improved grades

Reaching your goals
Objectives continued . . .
Goal : I want to get above an 80 in science class.
Objective : I will re-read my notes from class everyday.
Objective : I will meet with my teacher once a week after school.
Objective : I will raise my hand at least twice a class period everyday.

Creating a Learning Profile

• If it works do more of it
• If it does not work do less of it
• If it isn’t broken then don’t fix it

• On a scale of 1-10 how focused are you right now?
• On a scale of 1-10 how motivated are you to change how you take notes?
• Test anxiety
• Procrastination
• Worry

• Visual
• Auditory
• Kinesthetic

Characteristics
• Talk and move fast
• Neat, orderly, good planners
• Use eye contact
• Strong, fast readers
• “I see what you mean.”
Suggestions
• Graphic organizers
• Give space when speaking
• Provide big picture
• Use color
• Charts, tables
• PowerPoint, Smart Board
Tools: journaling, visualize, pictures, etc.

Characteristics Suggestions
• Talk in rhythm and eloquently
• “Radar ears’
• Great impersonators
• “I hear what you are saying.”
• Ask clarifying questions
• Give same directions as written
• Repeat info
Tools
: affirmations, self-talk, tape recorders, etc.

Characteristics Suggestions
• Talk slowly and gesture.
• Move a lot
• Disorganized
• Always touching something, can’t sit still
• Tactile
• “I feel like you…”
• Talk slower
• Use more motions when speaking
• Give student/child something to hold
• Give student/child tasks involving motion.
Tools: Q-tip, squeeze ball, tactile media, take a walk, breathing, somatic awareness, movement.

you
S patial (sculptor, pilot)
L inguistic (writer)
I nterpersonal (teacher, salesman)
M usical (composer) n aturalistic (environmental scientist)
B odily/kinesthetic (athlete, dancer)
I ntrapersonal (accurate view of self)
L ogical/mathematical (scientist)

• Thinking styles vs. Learning styles
– Learning styles - perception
– Thinking styles – processing
• Many different types of thinkers
• Helps you relate to others better
• Helps you explain your ideas, thoughts, and opinions better

• Structured
– Ordered, step by step, concrete
• Logical
– Concrete but less structured
• Flexible
– Feelings and emotions
• Exploratory
– Theory and thought

• How to maximize your style:
– Find someone who compliments your style
– Example: Structured pairs with flexible

• Clinically Informed Tutoring™ in Practice

70%
3
Long Term Memory
3 months!
20%
Time

The Importance of Breaks
0 1
Time (hr)
2 3

Urgent Not Urgent
“Necessity”
The Procrastinator
(MANAGE)
Anxiety
“ Deception”
The Yes Man
(MINIMIZE)
Low Self-Esteem
“Productivity and Focus”
The Prioritizer
(FOCUS)
Well-Being
“Waste & Excess”
The Slacker
(AVOID)
Depression

Thought
1.
“I have to.”
2.
“I should.”
3.
“I must finish.”
4.
“This is so big.”
5.
“I must be perfect.”
6.
“I don’t have time to _____.”
7.
“I will never finish.”
1.
______________
Counter-thought
1.
I choose to.
2.
It would be better if…
3.
When can I start?
4.
I can take one small step.
5.
I can be human.
6.
I must make time to _____.
7.
Every turn of the wheel is a step closer.
8.
______________

Procrastination
Busters
1.
THE 5-MINUTE PLAN: Work 5 minutes at the thing you have been putting off. After you have completed 5 minutes, schedule another 5 minutes, etc.
2. T 3 (The Tiny Task Technique): Break up a big task into smaller pieces.
Complete one piece at a time.
3.
WORST FIRST APPROACH: Jump in the deep end, get it over with!
4. SELF-REWARD: Reward yourself with something pleasant when you’ve finished any difficult task.
5. COST-BENEFIT ANALYSIS: Make a list of all good things and bad things that will happen if you stop procrastinating on an important task.

1.
Preview (“Recon”) - find out in advance what is going on.
2. Review (1 3 )
3. Self-Test
35