City of Edinburgh Education Department CPD

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City of Edinburgh Education Department CPD

• ADHD
• Attention Deficit Hyperactivity Disorder

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Overview
Attention Deficit Hyperactivity disorder is a
medically diagnosed condition and is currently
amongst the most commonly diagnosed disorders of
childhood It is best described as a complex set
of behaviours which forms part of the continuum
of emotional and behavioural difficulties and
which is unlikely to fit into a single category
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Frequently Asked Questions
How do I know if a child has ADHD?
ADHD has to be medically diagnosed. Children with
ADHD may present the behaviours identified in the
following pages.
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Frequently asked questions

• What should I look for?
• Inattention
• poor attention to task
• poor attention to detail
• apparently not listening
• poor self organisation
• avoids tasks requiring sustained mental
  effort
• easily distracted
• doesnt finish tasks
• loses homework pencils etc
• seems forgetful but memory is normal on testing
• noisy- cant play or work quietly

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Frequently asked questions

• What should I look for (cont)?
• Impulsiveness
• blurts out answers too soon
• fails to wait turn
• interrupts/intrudes on others activities
• talks excessively without response to social
  demands
• Overactivity
• fidgets, squirms
• leaves seat in class/mealtimes etc
• runs or climbs rather than walks
• persistent overactivity not moderated by social
  demands

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Frequently Asked Questions

• What are the core features of ADHD?
• The core features Inattention, Impulsiveness and
  Overactivity may exist on their own or in
  combination and will lead to the diagnosis of 3
  sub-types of ADHD Hyperactive - Impulsive
  (AD/HD)
• Inattentive (ADD)
• Combined (ADHD
• The core features may exist singularly or in
  combination and impaired ability in the following
  areas appears to be significant in children with
  ADHD regardless of whether the hyperactive
  component is present
• organisational and planning skills
• delaying response to stimuli, self reflection and
  pacing of tasks
• delaying response to stimulus
• How can I help a child with ADHD?
• All children are different and so too are
  children with ADHD. Each child needs careful
  individual assessment and a detailed description
  
• and profile of strengths and difficulties drawn
  up.
• Intervention has to be considered at three levels
• whole school
• classroom
• individual

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First steps
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Whole school structures and systems
All schools have a responsibility to identify
pupils who have educational difficulties. Schools
will have copies of the City of Edinburgh
guidelines on the identification of pupils with
educational difficulties, their assessment and
the measures proposed to support them and to meet
their needs . These may incorporate a series of
measures from an Individual Education Plan to a
Record of Needs. It is the degree of difficulty
and the impact on their education that should
determine the response and this is particularly
true for children with ADHD
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Classroom management strategies

• Adults working with children with ADHD have to
  consider adapting the pace and style of
  presentation dependent on the needs of the
  individual child.
• A calm firm approach which offers clear
  boundaries and expectations for acceptable
  behaviour is beneficial.
• Maintaining regular eye contact is most important
  with these children, as is a predictable routine

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Classroom Management strategies

• Classroom seating should be flexible with areas
  for group and individual work. An individual desk
  may be used for tasks which do not require
  interpersonal contact.
• The child with ADHD should sit as close to the
  teacher as possible without it seeming like a
  punishment and should be away from visual
  distractions eg corridors and windows.
• A work-station could be created as a learning
  space for the child
• A buddy system to promote good role models could
  be used.

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Organisation and lesson planning

• Predictable routines and structures should be
  established for the beginnings and ends of
  lessons.Warning should be given to enable
  completion of tasks / tidying up etc
• It should be made explicit when it is permitted
  to move around. Tasks should be planned to
  include both static and physical activities.
• Short achievable targets should be set and task
  completion rewarded promptly
• Pace should be varied and presentation
  multi-sensory. They need a calm atmosphere and
  uncluttered, uncrowded surroundings.

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Behaviour management

• Classroom rules should be minimal, clear concise
  and on display and understood by the child
• Desired behaviour should be explicit and
  reinforced. Specific behaviour should be praised
  and rewarded
• Feedback should be frequent with frequent, small
  immediate rewards. Rewards should be negotiated
  and rotated to maintain motivation
• Consequences for breaking the rules should be
  clearly focused and highly specific
• Interactions should be calm and assertive with an
  attitude of positive regard and interest. The
  child should be told exactly why you are pleased
  or displeased with them.
• Only one target behaviour should be tackled at a
  time

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Strategies to address inattention

• Seat pupil in a quiet area, away from
  distractions and near a good role model
• give assignments one at a time that are geared to
  childs attention span
• break up big assignments into short tasks
• provide frequent, immediate and consistent
  feedback on behaviour and redirection back to
  task
• vary tasks
• give clear concise instructions. Repeat
• help child to set short term goals and recognise
  when they need exercise or time out.
• Provide access to quiet areas and alternative
  environments
• use headphones for silence, white noise, soothing
  background music or lively music

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Strategies to address overactivity

• Allow legitimate opportunities for moving around
  the room
• provide activities for child to do when finding
  it difficult to listen
• arrange to have short breaks between assignments
• remind pupil to check work
• plan ahead for transitions eg set rules, talk
  through, supervise closely use helper

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Strategies to address poor organisation and
planning

• Establish and display classroom routine and
  schedule
• organise desks jotters etc daily
• ask parents to organise system at home which
  identifies what is needed at school each day
• display a personal timetable and provide pupil
  with a checklist to ensure that task is completed
• provide rules for getting organised
• give assignments one at a time

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Strategies to address non-compliance

• Praise compliant behaviour
• provide immediate feedback for acceptable and
  unacceptable behaviour
• use teacher attention to reinforce positive
  behaviour
• teach self monitoring of behaviour
• set up behaviour contracts

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Strategies to address poor social relationships

• Praise appropriate social relationships
• organise social skills training
• set up social behaviour goals and a reward system
• praise pupil frequently to increase self esteem
• encourage co-operative learning tasks
• assign special responsibilities to pupil in
  presence of peers so that they observe pupil in
  positive light

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Strategies to address poor self esteem

• Provide reassurance and encouragement
• frequently compliment positive behaviour
• focus on childs talents and accomplishments
• looks for signs of stress and reinforce
  frequently when signs of frustration are noted
• look for opportunities for pupil to display a
  leadership role in class

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Where can I find information about ADHD?
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What can I read about ADHD?
Professor Russell A. Barkley Taking Charge of
ADHD The Complete Authoritative Guide for
Parents (1995) The Guilford Press Dr Paul Cooper
and Dr Katherine Ideus Attention Deficit
Hyperactivity Disorder. A Practical Guide to ADHD
in Children (1996) London David Fulton
Publishers Dr Chris Green and Dr Kit Chee
Understanding ADHD. A Parents guide to ADHD in
children(1997) London Vermillion Dr Sam
Goldstein Understanding and Managing Childrens
Classroom Behaviour (1995) New York Wiley Dr Sam
Goldstein and Dr Michael Goldstein
Hyperactivity, Why wont me child pay
attention(1992) New York Wiley

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What can I read about ADHD?
Dr Sam Goldstein and Dr Michael
GoldsteinManaging ADHD in Children- A Guide for
Practitioners (1998) New York Wiley Jean Robb
and Hilary Letts Creating kids who can
concentrate- Proven strategies for beating ADD
without drugs (1997) London Hodder and
Stoughton Professor Eric Taylor The Hyperactive
child, A Parents Guide(1996) London Souvenir
Press Alan Train ADHDHow to deal with very
difficult children (1996) London Optima The
British Psychological Society Attention Deficit
Hyperactivity Disorder A psychological response
to an evolving concept (1996) Report of a
working party of the British Psychological Society
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What can I read about ADHD
Hartmann, Thom Complete Guide To ADHD A Hunter
in a Farmer's World Underwood Books, Grass
Valley, (2000) Reif, Sandra
How To Reach and Teach ADD/ADHD Children
Practical Techniques, Strategies, and
interventions for Helping Children With Attention
Problems and Hyperactivity Center For Applied
Research in Education, New York, (1993)
Phelan, Thomas W. 1,2,3 Magic Effective
Discipline for Children 2-12 Child Management
inc. (1998)
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Where can I get information?
ADHD Information Services extensive catalogue of
books videos training aids available for parents
and professionals - Andrea Bilbow 0181 905
2013 ADD Update Accenting the positive side
of ADHD- Bi- monthly newsletter for professionals
parents and sufferers of ADHD Gail Miller, 127
Embleton Road Methley Leeds LS26 9DA IPS (
International Psychology services) 17 High street
Hurstpierpoint W Sussex England BN6 9TT Tel
10273 832 181 www.devdis.com
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Where can I get support?
Support groups The following national
organisations can supply current information on
local support groups AD/HD Family support groups
UK phone [phone] Hyperactivity Childrens
support group Sally Bunday 71 Whyke
Lane Chichester Sussex PO19 2LD Overload 58
North Fort Street Edinburgh 013 555 4967
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Where can I find information on the internet?
ADDISS charity website http//www.addiss.co.uk
ADD/ADHD online support group
http//www.adders.org/ ADDnet UK
http//www.web-tv.co.uk ADD warehouse
http//www.addwarehouse.com CHADD (children and
adults with ADD) http//chadd.org Hyperactive
Childrens support group http//hacsg.org.uk
Where can I find information on video?
Understanding ADD AVD Australian Video publishers
Dr Chris Green Beyond the ADD Myth Classroom
strategies and techniques Dr Thomas Armstrong
http//www.thomasarmstrong.com/books_videos.htm
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Next steps
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Courses available
030479 Attention Deficit Disorder An introductory
course for primary school staff 030480 Attention
Deficit Disorder An introductory course for
secondary school staff
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Contacts

• Linda Corlett Educational Psychologist, City of
  Edinburgh Psychological Services
• and other ADHD Project Team members
• Lorna Jones Project Co-ordinator and Community
  Nurse Specialist
• Georgina Craig Specialist Teacher
• Dr Desni Nixon Staff Grade Psychiatrist
• Team Secretary contactable at the Project Teams
  base at Forteviot - telephone [phone]