BEHAVIOUR AND AD/HD
A PRESENTATION BY:
KATHRYN, DARIUSZ, AND ROBERT
MINISTRY DEFINITION
• A LEARNING DISORDER CHARACTERIZED BY SPECIFIC BEHAVIOUR PROBLEMS OVER SUCH A
PERIOD OF TIME AND TO SUCH A MARKED DEGREE, AND SUCH A NATURE, AS TO ADVERSELY
AFFECT EDUCATIONAL PERFORMANCE , AND THAT MAY BE ACCOMPANIED BY ONE OR MORE
OF THE FOLLOWING:
A.
IN ABILITY TO BUILD OR TO MAINTAIN INTERPERSONAL RELATIONSHIP
B.
EXCESSIVE FEARS OR ANXIETIES
C. A TENDENCY TO COMPULSIVE REACTION
D. AN INABILITY TO LEARN THAT CANNOT BE TRACED TO INTELLECTUAL, SENSORY, OR OTHER
HEALTH FACTORS, OR ANY COMBINATION THEREOF.
MISCONCEPTIONS ABOUT EMOTIONAL
/BEHAVIOURAL DISORDERS
• YOUTH VIOLENCE HAS INCREASED SIGNIFICANTLY SINCE THE MID TO LATE CENTURY.
• ONCE A STUDENT IS IDENTIFIED WITH EMOTIONAL/BEHAVIOURAL DISORDER IN THE SCHOOL SYSTEM, IT IS EASIER TO GET
SERVICES IN EDUCATION SYSTEM ACROSS THE COUNTRY.
• DEVELOPMENTS IN MENTAL HEALTH SCIENCE HAVE MADE THE IDENTIFICATION AND CLASSIFICATION OF BEHAVIOURAL
DISORDERS SIMPLER FOR EDUCATION.
• BULLYING IS AN AGE- OLD, NATURAL SCHOOLYARD PHENOMENON AND STUDENTS LEARN TO DEAL WITH IT AS PART OF
GROWING UP.
• BEHAVIOURAL DISORDERS ARE NEITHER AGE-NOR GENDER- RELATED.
• BEHAVIOURAL DISORDERS ARE MANIFESTED IN PATTERNS OF AGGRESSION AND FRUSTRATION.
• VERY OFTEN BEHAVIOURAL DISORDERS INDICATE A STUDENT WHO IS BRIGHT BUT FRUSTRATED.
• DIFFICULT BEHAVIOUR IS AN EXTERNAL MANIFESTATION OF SOMETHING DEEP-ROOTED.
• A PERMISSIVE ATMOSPHERE THAT ALLOWS STUDENTS TO DEVELOP UNDERSTANDING AND ACCEPTANCE OF THE SELF IS THE
MOST EFFECTIVE WAY TO CHANGE INAPPROPRIATE BEHAVIOUR.
• ONLY THE BEHAVIOUR ITSELF SHOULD BE EXAMINED AND DEALT WITH. WHY THE BEHAVIOUR IS OCCURRING IS NOT
IMPORTANT.
IDENTIFICATION
• DEVIATES IN A SIGNIFICANT MANNER FROM THE BEHAVIOUR THAT IS NORMALLY EXPECTED IN
THE SITUATION
• BREAKS SOCIAL OR CULTURAL NORMS THAT ARE USUALLY WELL ESTABLISHED FOR THE AGE
LEVEL
• SHOWS A TENDENCY TOWARD COMPULSIVE AND IMPULSIVE BEHAVIOUR THAT NEGATIVELY
AFFECTS LEARNING
• HAS POOR INTRAPERSONAL RELATIONSHIPS AND LOW SELF-ESTEEM
• HAS LOW ACADEMIC ACHIEVEMENT OWNING TO CONDUCT
• MANIFEST ANY OR ALL OF THE ABOVE CHARACTERISTICS WITH AN INTENSITY, FREQUENCY,
AND/OR DURATION SUCH THAT ADDITIONAL ASSISTANCE AND/OR INTERVENTION IS
REQUIRED TO IMPROVE THE STUDENT’S ABILITY TO MAINTAIN APPROPRIATE BEHAVIOUR
CAUSES
• BIOPHYSICAL
• ALLERGIES
• SPEECH AND LANGUAGE
• PSYCHOLOGICAL
ASSESSMENT OF BEHAVIOURAL EXCEPTIONALITY
• TEAMWORK AND COLLABORATION
• CLASSROOM PERSONNEL, PARENTS, AND MENTAL HEALTH PROFESSIONALS
http://www.aseba.org/forms/schoolagecbcl.pdf
http://www.youtube.com/watch?v=KKqyvAQHb7w
http://www.pbs.org/wgbh/misunderstoodminds/attention.html
LONG STANDING ISSUES
• ACCEPTABLE TERMINOLOGY
• USEFUL DEFINITION
• ARE NEEDS BEING MET?
• STANDARDS ARE TOO HIGH
• SOCIO-ECONOMIC AND CLASS DISTINCTIONS
• THE STIGMA
• LEGAL REQUIREMENTS
• USE OF DRUGS
CONCEPTUAL MODELS AND THEIR EDUCATIONAL
APPLICATIONS
ALTHOUGH TEACHERS DON’T TEND TO APPROACH
BEHAVIOUR ISSUES IN THE CLASSROOM THROUGH ONE
LENS. IT IS IMPORTANT TO KNOW/UNDERSTAND THE
VARIOUS APPROACHES TAKEN BY DOCTORS IN DEALING
WITH SUCH ISSUES.
CONCEPTUAL MODELS
• PSYCHODYNAMIC APPROACH
• WITHIN THE INDIVIDUAL/INNER TURMOIL
• BIOPHYSICAL APPROACH
• RELATIONSHIP BETWEEN BEHAVIOUR AND PHYSICAL DEFECTS
• ENVIRONMENTAL APPROACH
• STUDENTS ARE A PRODUCT OF THEIR ENVIRONMENT
• BEHAVIOUR MODIFICATION (DOMINANT BELIEF)
• BEHAVIOUR IS MODIFIABLE BY PRINCIPLES OF REINFORCEMENT
• DRUG THERAPY APPROACH
• PSYCHOTROPIC DRUGS USED TO CONTROL BEHAVIOUR
CLASSROOM REALITY:
FLEXIBLE COMMON SENSE
• TEACHERS COMBINE A VARIETY OF APPROACHES AND APPLY THEM ON INDIVIDUAL BASIS.
• TEACHERS VALUE A WARM SUPPORTIVE ATMOSPHERE FOR ALL THEIR STUDENTS.
• TEACHERS ARE AWARE OF THE ENVIRONMENTAL IMPACT ON STUDENT LEARNING AND SOCIAL
DEVELOPMENT
• DOING WHAT IS EFFECTIVE AT THE TIME AND WHAT MAKES SENSE AT THE TIME.
• TEACHERS NEED TO ESTABLISH A BASELINE FOR A STUDENT (FREQUENCY, INTENSITY, AND
DURATION OF A PARTICULAR BEHAVIOUR) TO TELL IF THE INTERVENTION IS EFFECTIVE OR NOT.
WHAT AD/HD MAY LOOK LIKE IN STUDENTS
• CANNOT FOCUS FOR LONG STRETCHES OF TIME.
• IMPULSIVITY: ACTION WITHOUT CONSEQUENCES
• HYPERACTIVE NON-PURPOSEFUL ACTIVITY.
AD/HD AND OTHER SPECIAL NEEDS
•
AD/HD DOES IS NOT NECESSARY A LEARNING DISABILITY.
•
1/3 STUDENTS WITH LEARNING DISABILITIES HAVE SOME SORT OF AD/HD
•
ONE SPECIAL NEED DOES NOT IMPLY THE OTHER.
EFFECTIVE TEACHING
TEACHING STRATEGIES
Manage Environment
While Instructing
Organization of Period
Other Support
Sit away from stimuli
Simple/Precise instructions
Prepare fluid shifts and
transitions
A few rigid rules
Sit beside peer model
Breakdown instruction
Meet and greet (student
check)
Avoiding arguments/power
struggles
Natural light
Proximity control (both
catalyst and behaviour
Independent study areas
Develop momentum after
initial motivation
Praise every improvement
MODIFICATIONS FOR BEHAVIOUR AND AD/HD
1.
EXTENDED TIME FOR TASK COMPLETION.
2.
SHORTER ASSIGNMENTS .
3.
CREDIT FOR CLASS PARTICIPATION (IE IN CLASS, E-MAIL, AND DROP BOX).
4.
REDUCE NUMBER OF QUESTION TO DEMONSTRATE COMPETENCY.
5.
QUALITY VS. QUANTITY (REDUCTION)
6.
ORAL EXAMINATION
ACCOMMODATIONS FOR BEHAVIOUR AND AD/HD
1.
REDUCTION OF PAPER AND PENCIL TASKS
2.
VISUAL DEMONSTRATIONS
3.
FREQUENT BREAKS (LET STUDENT MOVE AROUND).
4.
ONE INSTRUCTION AT A TIME.
5.
REDUCE DISTRACTIONS
6.
REWARD POSITIVE BEHAVIOUR (CATCH STUDENT BEING GOOD).
7.
CONCRETE POSITIVE REINFORCEMENT (IE/ CPU TIME).
8.
HAVE STUDENT REPEAT INSTRUCTION
9.
REDUCE DISTRACTIONS
10. STUDY BUDDY (POSITIVE PEER MENTORSHIP).
“IF A CHILD DOESN’T KNOW HOW TO READ, WE TEACH.”
“IF A CHILD DOESN’T KNOW HOW TO SWIM, WE TEACH.”
“IF A CHILD DOESN’T KNOW HOW TO MULTIPLY, WE TEACH.”
“IF A CHILD DOESN’T KNOW HOW TO DRIVE, WE TEACH.”
“IF A CHILD DOESN’T KNOW HOW TO BEHAVE, WE…….....
……….TEACH?………PUNISH?”
“WHY CAN’T WE FINISH THE LAST SENTENCE AS AUTOMATICALLY AS WE DO THE OTHERS?”
--TOM HERNER (NASDE PRESIDENT ) COUNTERPOINT
1998, P.2)
RESOURCES
MARY LYNN TROTTER: AD/HD COUNSELLING
HTTP://ADHDTREATMENTTORONTO.COM/
CANADIAN ADHD RESOURCE CENTER
HTTP://CADDRA.CA/CMS4/
LIVING WITH AD/HD: BBC DOCUMENTARY
HTTP://WWW.YOUTUBE.COM/WATCH?V=JPX7RQTW4AC
CHILD BEHAVIOUR CHECKLIST AGES 6-18