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“ WE CAN’T DIRECT THE WIND… BUT WE CAN ADJUST THE SAILS ”

“ WE CAN’T DIRECT THE WIND… BUT WE CAN ADJUST THE SAILS ”. Managing ADHD Behavior in the Classroom. Richard D. Lavoie, M.A., M.Ed. Visiting Lecturer – Harvard University. BELOIT MINDSET LIST. The internet Justice Ruth Ginsberg

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“ WE CAN’T DIRECT THE WIND… BUT WE CAN ADJUST THE SAILS ”

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  1. “WE CAN’T DIRECT THE WIND… BUT WE CAN ADJUST THE SAILS” Managing ADHD Behavior in the Classroom Richard D. Lavoie, M.A., M.Ed. Visiting Lecturer – Harvard University

  2. BELOIT MINDSET LIST • The internet Justice Ruth Ginsberg • Union disputes Michael Landon • TV dials State abbreviations • LBJ Cursive • Arnold Palmer Leno/Letterman • USSR Czechoslovakia • Woolworth’s Ferris Bueller • MLB Wild Card

  3. “Our understanding and knowledge of the CAUSES of behavior will dictate our responses to that behavior.”Ross Greene

  4. ADHD is not just the “Big Three” anymore…. • Inattention • Hyperactivity • Impulsivity

  5. INTENSITY (SEVERITY)EXTENSITY (IMPACT)STIGMATA (OUTWARD APPEARANCE)

  6. SLEEP ABNORMALITIES • Failure to achieve consistent REM stages • Difficulty falling asleep • Difficulty awakening • Results in tardiness, irritability, sleep deprivation symptoms, morning battles

  7. DEVELOPMENT/MATURITY DELAYS “Immaturity”, ” Irresponsible”, “Acts younger than his CA…”

  8. CO-MORBIDITY (Coexisting Conditions) • ESTIMATED 66% OF ADHD STUDENTS HAVE CONCOMMITENT CONDITIONS……… • Anxiety………………………34% • Depression……………….…16% • Substance abuse………...….5% • OCC/ODD……………….….40% • Learning disorders……...….50% • Conduct disorders………....15%

  9. CD versus ODD • Conduct disorder (Aggressive, intimidates, fights, cruelty, destructive, steals, very deceitful, serious violations.) • Oppositional Defiant Disorder (temper, argumentative, non compliant, blames others, easily annoyed and distracted, angry, vindictive, “bears a grudge”)

  10. LOW FRUSTRATION TOLERANCE • Difficulty controlling/monitoring/ identifying emotions • Emotionally reactive, “short fuse” • Lack of perseverance, gives up easily • Greatly concerned with OWN feelings, insensitive to feelings of others. • Appears selfish, self-absorbed

  11. FAILS TO LEARN FROM EXPERIENCE • Repeats misbehavior, despite interventions • Difficult to manage and discipline • Unlikely to adhere to rules. • Not reflective, little hindsight • Requires immediate feedback, longterm rewards of minimal value, effectiveness. • Difficulty examining, analyzing or modifying his own behavior

  12. TEMPORALCONCEPTS • Inability to appreciate order and recurring patterns • Loses track of time • Often late • Marked difficulty estimating the time required for tasks • Impatient • Hates waiting • “Time creeps”

  13. IMPAIRED EXECUTIVE FUNCTIONING • Active working memory • Impulsivity • Controlling emotions • Difficulty directing behavior goals • Problem solving

  14. KINETIC MELODIES • Stored patterns of familiar motor actions • Difficulty performing repetitive, familiar motor patterns despite repeated exposures.

  15. PERFORMANCE INCONSISTENCY • Work quality varies hour to hour • Baffling behavior that leads to misdiagnosis that “motivation” is the problem • Creates feelings of guilt, helplessness, anxiety

  16. THEREFORE………. • TRADITIONAL MANAGEMENT STRATEGIES SIMPLY DO NOT WORK !!! • Threats • Rewards • Punishment • Comparisons • Behavior Charts • Demerits • Behavior Modification

  17. OTHER STRATEGIES THAT DON’T WORK • Isolation • Corporal Punishment • Forced apologies • Sarcasm • Cheap shots • Collective punishment

  18. UNIVERSAL DESIGN • Automatic door openers • Elevators • Curb cuts • Door handles • Closed captioning • Also, electric toothbrushes, fire alarms, flexstraws, etc.

  19. BUMPERSTICKERS and PARADIGM SHIFTS “If you don’t stand for SOMETHING, you’ll fall for almost ANYTHING !!”

  20. “CHALLENGING BEHAVIOR IS NOT A PROBLEM…..IT’S A SYMPTOM.”

  21. “Hurt people hurt people.”

  22. “The pain that a troubled child CAUSES is never greater than the pain that he feels.”

  23. “Kids with ADHD have the regrettable ability to elicit from adults the exact opposite emotional reaction than the child needs at the time.”

  24. “Adolescence is a 24 hour-a-day, 365 day-a-year battle to NOT BE EMBARRASSED !!”Dr. Mel Levine

  25. “Punishment is not designed to ‘pay’ for past infractions….it’s designed to prevent future ones.”

  26. “At any given moment, any kid would rather be viewed as a BAD kid than a DUMB kid.”

  27. “Behavior that is reinforced is replicated”

  28. “POSITIVE feedback changes behavior… NEGATIVE feedback only STOPS behavior.”

  29. SUCCESSIVE APPROXIMATIONS:Reinforce direction, not perfection.

  30. “If you wouldn’t do it to an adult….don’t do it to a kid.”

  31. “A well-managed class is one where every student is SAFE and SUCCESSFUL.”

  32. ABANDONING ASSUMPTIONS • That others will listen to you and take an interest in your communication. • That others will be consistent in their behaviors and reactions. • That others will be realistic and rational. • That others will understand and accept your reality.

  33. …a word about POWER !!!!

  34. PREVENTIVE DISCIPLINE • Proactive strategies • Situational Analysis • Corrective strategies

  35. STRATEGY #1 Structure and routine

  36. STRATEGY #2 Worst case scenario

  37. STRATEGY #3 Establish and maintaining rules

  38. EFFECTIVE CLASSROOM RULES • Post ‘em • CONSULT with kids • State what you WANT • Measurable and observable • Add, modify, eliminate rules as the year progresses • Use rules that generalize • Number the rules…..>7,8 • Refer to rules when broken…or followed !

  39. STRATEGY #4 • Plan for and prepare for transitions. • Beginning • Middle • End

  40. STRATEGY #5 Earn a chance to take a chance

  41. STRATEGY #6 Getting a commitment

  42. STRATEGY #7 Minor choice technique

  43. STRATEGY #8 Establishing an Anticipatory Set

  44. STRATEGY #9 Setting an agenda

  45. TUESDAY • Collect, correct homework • Finish discussion of Presidential Succession • Mapwork activity • Rules for National Essay Contest • Michael’s presentation on MLK • Distribute, explain homework • Finish DVD of JFK Assassination

  46. STRATEGY #10 Using effective questioning strategies • Avoid handraising…depend on eye contact • Wait 3 seconds • Find a germ of accuracy in responses • Recall-to-recognition… convert to multiple choice • Directed questioning • Fair warning • DON’T SAY, “Are there any questions?”

  47. STRATEGY # 11 Define spaces in the classroom

  48. STRATEGY #12 Use “Teachable Moments”

  49. SITUATIONAL ANALYSIS

  50. CORRECTIVE DISCIPLINE

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