Hello? Can I have your attention?

Hello? Can I have your attention?Top Challenging Attention Behaviors

Dena Oneal, MNPS Behavior Support Team

Content

• Background Information• Elementary Behavior Strategies• Middle/High School Behavior

Strategies• Conclusion• Questions

ACCESS ESCAPE

ATTENTIONSusy turns in her seat to talk to a peer.

Johnny stays home “sick” to avoid a presentation.

TANGIBLE/ACTIVITY

Amy puts in her headphones to listen to her music during class.

Levi acts up in class so he can be sent to the hallway.

SENSORYJordy just “needs to move” and “can’t sit still”.

Toren covers her ears in the cafeteria because it is too loud.

FUNCTIONS OF BEHAVIOR

Background

• Only physicians can diagnose disorders such as ADHD or ADD.

• According to Centers for Disease Control, 7.8% of children aged 4-17 years are currently diagnosed with ADHD.

• There are 3 types of ADHD:– ADHD Combined Type– ADHD Predominately Inattentive Type– ADHD Predominately Hyperactive-Impulsive

Type

Coexisting Conditions

• National Institute of Mental Health study showed out of 579 children with a diagnosis of ADHD, 70% experienced at least one other psychiatric disorder such as anxiety, depression, or behavior disorder.

• As many as half of children with ADHD also have a specific learning disability.

Continued….

• Attention disorders effect executive functions or the management system of the brain.

• Can impact organization skills, focus, alertness, effort, emotion, memory, and regulation of self-action.

Common triggers (antecedents) to behavior

• Environmental: uncomfortable conditions, certain settings, lack of structure

• Physical: Not feeling well, medication-related• Specific Activity/Event: Change of routine, certain

subjects, independent seat work, tasks student perceives as boring, lengthy, or frustrating

• Performance/Skill Demand: Staying seated, writing in cursive, waiting turn, hurrying to complete a task

• Other: Given no choices or options, embarrassed in front of peers, difficulty communicating, given no assistance on difficult tasks, teased by peers

Some statistics…

Current research shows that children with ADHD characteristics retain approximately:

10% of what they read50% of what they see/hear

26% of what they hear70% of what they say

30% of what they see90% of what they say and do

*White, 2005

Top Challenging Elementary Behaviors

Antecedent Strategies

• Provide cue or prompt• Use prearranged private signal• Redirect to different location or activity• Change activity or expectations• Employ calming techniques• Provide a calming area• Build in opportunities for movement in class• Allow students to doodle, draw, color, and touch

or hold objects while listening

Best Practices for…

• Inattention; out of seat; not completing work– Use visual cues– Set a timer– Draw a picture of appropriate behavior– Assign two workstations– Allow student to sit on their knees or

stand

Following directions/on task

• Designate someone as an “assistant”

• Allow fidget toys

• Use high interest teaching strategies

• Use a gesture as a prompt

• Praise positive behaviors

• Use a classwide behavior management system

Not understanding directions

• Review directions and model • Leave a sample problem on the board• Use color to highlight directions and

delineate sections• Teach students to write notations on their

work– Circle words that cue– Highlight the 1st action to be taken,

then complete the step

Difficulty getting along with peers

• Implement a social skills curriculum

• Morning Meeting

• Role play appropriate behaviors in a variety of settings

• Consider individual behavior chart

• Implement an anti-bullying program such as Olweus.

Emotional “blow-ups”

• Reduce academic frustration with accommodations

• Adjust length of assignments as needed

• Use de-escalation techniques

• Explicitly teach alternative behaviors to aggression

• Develop a prearranged safety plan

• Consider an FBA to identify the antecedent for the emotional blow-up

Not completing/submitting work• Post assignments

on the board• Appoint homework

buddy to pick up papers/check assignments

• At the end of the day review assignments

• Use weekly reports• Communicate

regularly with parents

• Encourage parents to have a homework routine

• Give “free homework” coupons

Disorganization

• Teach organizational strategies explicitly

• Organize classroom by setting up files or trays for work

• Designate areas for select tasks

• Practice organizing notebooks, lockers, and important papers

• Tape card to desk with assignments listed in order. Student checks off completed tasks

• Monitor assignment books

Strategies: Self-Control

• Utilize auditory and visual techniques to signal transitions

• Provide more frequent monitoring, feedback, and reinforcement

• Allow alternatives to sitting in a chair• Provide a calming area• Provide structure for cooperative group activities• Teach/reinforce listening behavior such as eye

contact and not interrupting

Positive Learning Environment

• Be proactive in classroom management!– Have clear, observable, concrete rules and

behavior standards– Model and role-play desired behaviors– Post rules and refer to them often– Reward students for positive behavior

Procedures/Routines

• Write down and post procedures for the classroom.

• Teach/practice the procedures until they become routine.

• Monitor, review, and reteach as needed.

Provide positive attention/reward• Increase immediacy and frequency of positive

feedback• Give at least 3x more positive attention than

negative• Be direct and explicit in positive verbal

reinforcement: “Thank you for keeping your hands to yourself in line and standing directly behind the person in front of you.”

Top Middle/High SchoolChallenging Behaviors

Common academic difficulties

• Written and verbal expression• Math computation• Slow processing speed• Slow retrieval of stored information• Poor reading comprehension• Poor spelling

Not completing work

• Post homework on board

• Monitor assignment book

• Check in with student prior to end of class to see they have materials/work for assignments

• Post homework on teacher website

• Conference weekly with student briefly

• Communicate with parents regularly

• Provide numbers for homework hotline if available

Disorganization

• Teach self management skills such as compensatory strategies, problem solving, study skills, test taking strategies,

• Teach organizational skills such as organizing work, notebooks, backpack, or locker

• Provide graphic organizers• Provide job cards to guide tasks• Use technology; computer, calculator,

grammar checker

Reduce memory demands

• Give visual cues and hands-on activities

• Break down tasks into smaller segments

• Provide a notetaker• Reduce the amount of written work

required• Use powerpoint for teaching,

providing copy of notes• Use technology like computers or

calculators

Behavior Strategies

• Give students choices, but only two or three

• Eliminate criticism and blame• Give “I” messages instead of “you”

messages• Use “time-in” instead of time out• Use the “Premack Principle”• Use behavior momentum

Questions?

References

Dendy, C. A. Z., Durheim, M., Ellison, A. T., & CH.A.D.D., A. T. (2006). Chadd educators manual on attention-deficit/hyperactivity disorder (AD/HD), an in-depth look from an educational perspective: A project of CHADD and C.

White, Becky. Empower ADHD Kids! Practical Strategies to Assist ADHD Children in Developing Learning and Social Competencies. 1st edition. Minneapolis: Key Education Publishing Company, LLC, 2005. Print.