ADHD: No two children are the same September 1st 2016

Fintan O’Regan www.fintanoregan.com [email protected]

Publications • Cooper P and O’Regan F (2001) EDUCATING children with ADHD: Routledge Falmer Press • O’Regan F (2002) How to teach and manage children with ADHD: LDA a division of McGraw- Hill • O’Regan F (2005) ADHD : Continuum International • O’Regan F (2005) Surviving and Succeeding in SEN Continuum International • O’Regan F (2006) Challenging Behaviours Teachers Pocketbooks • O’Regan F (2006) Troubleshooting Challenging Behaviours Continuum International • O’Regan F (2008) The Small Change 2 BIG DIFFERENCE series Hyperactive, Inattentive and Disorganised, Special Direct

• O’Regan F (2014) Successfully Managing ADHD [email protected]

Mindset 1. Your intelligence is something very basic about you that you can’t change very much 2. You can learn new things but you can’t really change how intelligent you are 3. No matter how much intelligence you have, you can always change it quite a bit 4. You can always substantially change how intelligent you are Carol S Dweck Mindset

Mindset 1. You are a certain type of person and there is not much that can be done to really change that 2. No matter what kind of person you are you can always change substantially 3. You can do things differently but the important parts of who you are can’t really be changed 4. You can always change basic things about the kind of person you are Carol S Dweck Mindset

Learning 

10% of what you read

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20% of what you hear

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30% of what you see

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50% of what you both see and hear

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70% of what you hear, see and do

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90% of what your peers tell you!

John Dewey

Behaviour 

Behaviour is learned

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Behaviour is purposeful in a social setting

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Behaviour is chosen

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Behaviour communicates information about needs

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Behaviour can be the result of BDS

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Behaviour can be changed

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Behaviour can be taught Rogers 1997

ADHD

Inattention

Hyperactivity

Impulsivity

Co morbidity

ADHD

CD

ODD

Spld

ASD

What does ADHD mean to you

Different

Defiant

Distractible Demanding

Defensive

Social clumsiness / Response Inhibition

Got to say it……

Got to say it now…..

Are children with ADHD always Inattentive and Hyperactive ? Their behaviour will vary according to the degree to which rules are managed, the amount of structure and support for compliance and the degree to which the child is interested in the activity” Mike Gordon 1992

Girls with ADHD Their problems are frequently underappreciated May be inattentive only

Have more obsessions in areas of self image By adolescence may appear depressed, to have low self –esteem and to be learning disabled If hyperactive, may present differently

A Formula for Teaching and Management?

SF3R Fintan O’Regan 2006 Troubleshooting Challenging Behaviour Continuum publications

Structure • Acceptance and understanding of ADHD

Plus • Realistic academic and behaviour expectations • Management of non structured time

• Partnership with Parents

Flexibility • Alternative ways of supporting skills in learning and development • Problem solving

• Medication management • Working with other agencies when necessary

The 3 “Rs” • Rapport with all individuals whom remain responsible for their actions

• • Successful programmes to foster positive Relationships between children with learning and behaviour issues and their peers

• Developing Resilience in all young persons with ADHD and Co morbidities

SF3R

Fintan O’Regan 2006 Troubleshooting Challenging Behaviour Continuum publications

Style and beliefs 

Your style affects the climate in the classroom

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Your style models the behaviour that children copy

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The beliefs that you hold determine your style of approach

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Some teaching styles • The Controllers • The Friend • The Benign Dictator

Also The Grumblers, The Optimist, The Competitive one, The Pacifist, The Chatterbox, Dull as dishwater, The Explosive

Controllers Attitudes  Children should be seen and not heard  Don’t smile till Christmas  They’re just like their parents

 If one person gets away with it, they will all do it  It’s a battle and I aim to win it

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Controllers Strategies

 Tell them what to do  Threaten them with consequences  Send them to somebody else Outcomes  Poor quality relationships  High quality stress  Learning and risk taking will be impaired 21

The Friend Attitudes • Children need nurturing like buds on a flower • Being nice and friendly means children will like you • Classrooms are a democracy where negotiation is the key • Planning excellent work will always be enough

The Friend Strategies  Asking, Negotiating, Pleading followed by  “Why are you doing this to me” (hurt)  “How many times have we been through this” (frustration) Outcomes  Uncertainty leads to insecurity  Learning and risk taking are significantly impaired

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The Benign Dictator Attitude  A teachers job is to set boundaries  A child’s job is to test them  Children should be helped to experience achievement and mistakes will be part of the journey  Caring means sometimes being prepared to make unpopular decisions  The problem is the problem not the child

 Fairness is not giving everybody the same it is giving them what they need 24

The Benign Dictator Strategies  Holds children accountable for their choices  Creates a culture of praise that focuses on what children do well  Redirects children towards success  Applies consequences positive and negative with consistency Outcomes  Children learn boundaries with dignity

 The teacher is both leader and coach in the classroom  Learning, risk taking and motivation are greatly enhanced 25

Communication 

7% words

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38% Tonality, Volume and Tempo

 55% non verbal signals

Assertive Body language 

Eye contact

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Height/level positioning

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Relaxed

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Nodding

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Personal space –balance

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Facial expressions

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Not fidgeting

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Focused, active listening

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Touch (if you are comfortable using it)

Active Listening • To give your complete focus to what the other person is saying • Let the other person finish before you start talking • Maintain eye contact • Keep your emotions in check • Don’t interrupt or jump to conclusions • Look for feelings or intent behind the words

Assertive Sentence starters 

Let’s………..

 I need you to........ 

In five minutes you will have……….

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When I return I will see……………..

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Today we are going to……………..

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You will be…………………..

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I expect you to……………..

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I know that you will………………

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Thank you for……………………

Value of praise 

Praise can improve self-esteem, self-reliance, autonomy, achievement and motivation

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Praise will have different effects according to the gender, home background, abilities and personality of pupils

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Praise should be seen as encouragement and

part of a continuing process

as

Resilience factors Resilience seems to involve several related elements. • Firstly, a sense of self esteem and confidence; • Secondly, a belief in one's own self-efficacy and ability to deal with change and adaptation; • Thirdly, a repertoire of social problem solving approaches”

Communication: Empathy We listen to those:

• We like and respect • We like and respect those with whom we can identify or identify with us • We pay attention to those whom we believe mean what they say Sean Misteil 1997