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katiebell
Hoping, wishing, waiting....
Member since 8/06 1418 total posts
Name:
K
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ADHD
I teach first grade and I have two students who are displaying all of the signs of ADHD. On student is currently on a behavior plan with me because he also has some other issues. He is in our school's screening process, but he doesn't get review again by the committee for another few weeks. The other child has not been brought up yet (I don't know what the kindergarten teacher was thinking not putting him on the radar) but he is really getting out of control. He can't sit of the floor for more than 2 minutes! His mom just kinda laughed and said good luck with him!! I am at my wit's end with these two, they are so disruptive, and I can not stand the humming/ singing all day long. Some of the other boys are starting to pick up their behaviors because they think it's funny! And to top it off, I also have 4 autistic students who push in for some of the day. I feel like I don't teach because I am constantly redirecting and trying to quiet everyone. Does anyone have any strategies I can use until our local screening committee decides to do something to help me?? We are a PBIS school, so they get rewards for positive behavior, and I started the year strong with promoting it, but they don't seem to respond to the rewards or incentives....please help, I have the song " don't stop believing" stuck in my head for days because one boy hums/ sings it all day long, the first two weeks it was Indiana jones!! They are slowly making me crazy and we have only been in school for 13 days!!!!!!
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Posted 9/24/11 12:09 AM  |
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My2Girlz11
LIF Adolescent
Member since 1/11 785 total posts
Name:
Corrie
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Re: ADHD
Is there another adult in the room with you? What type of reward system do you have? YOu need to start off with more instant rewards. These are first graders, so they need more instand gradification. Let them earn computer time or I have a kid who likes to sharpen pencils so if I see hime getting disruptive he sharpens pencils for me. You need to find out what is motivating to each individual student. (drawing, comics, ect). As for the children with ADHD, give them more frequent breaks, reward them for quiet mouth, you can even have a timer. So, if they are quiet for ____ minutes they get a reward. If this is something you can do in your class you start off with a time that isn't too much. You need to catch them doing good. Let them help you with your lesson, write, hold the pointer, pass out papers, ect. Also, for the children with ADHD you need to build a very strong rapport with them. I would keep them up for lunch to get to know them on a more 1:1 BASIS. A little time here may help in the long.
Also, do you have a visual picture schedule. It may help the children with ADHD and autism. A lot of time the students with autism are self-soothing when they are humming. They do it a lot when they are put into more stressful situations. Sometimes a schedule will help of what you are doing with picture. So a NOW/Then board. Now we are doing this (picture) next we are doing this (picture). Do the children with autism have 1:1s or are all four with 1 paraprofessional? If so, I would talk to their main teacher. There shoudl be some strategies or rewards she would know what to do. I worked with very low functioning children with autism. If a child was humming we woudl reinforce everytime the child stopped humming with a primary reinforcer or a token from a token economy system.
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| Posted 9/24/11 12:22 AM |
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rsquared
Sweet P is here!
Member since 4/11 2026 total posts
Name:
R
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Re: ADHD
Posted by My2Girlz11
Is there another adult in the room with you? What type of reward system do you have? YOu need to start off with more instant rewards. These are first graders, so they need more instand gradification. Let them earn computer time or I have a kid who likes to sharpen pencils so if I see hime getting disruptive he sharpens pencils for me. You need to find out what is motivating to each individual student. (drawing, comics, ect). As for the children with ADHD, give them more frequent breaks, reward them for quiet mouth, you can even have a timer. So, if they are quiet for ____ minutes they get a reward. If this is something you can do in your class you start off with a time that isn't too much. You need to catch them doing good. Let them help you with your lesson, write, hold the pointer, pass out papers, ect. Also, for the children with ADHD you need to build a very strong rapport with them. I would keep them up for lunch to get to know them on a more 1:1 BASIS. A little time here may help in the long.
Also, do you have a visual picture schedule. It may help the children with ADHD and autism. A lot of time the students with autism are self-soothing when they are humming. They do it a lot when they are put into more stressful situations. Sometimes a schedule will help of what you are doing with picture. So a NOW/Then board. Now we are doing this (picture) next we are doing this (picture). Do the children with autism have 1:1s or are all four with 1 paraprofessional? If so, I would talk to their main teacher. There shoudl be some strategies or rewards she would know what to do. I worked with very low functioning children with autism. If a child was humming we woudl reinforce everytime the child stopped humming with a primary reinforcer or a token from a token economy system.
I totally agree-I have a visual schedule in my room for the period. It is velcro and has all of the day's activities. I take the symbol off the board and show it to each student and say "Now we are going to read a book." Then I ask "What are we doing right now?" Then when we are finished, I say "Book is finished!" and one child comes up and puts the symbol in the envelope at the bottom of the schedule. I have a big one in front of the room and I have three mini ones for kids that are VERY schedule dependent, so they can follow along at their seats. I also put a sentence strip on each kid's desk that has velcro dots and they work to earn stars. Most kids work for 6 stars at a time, but with the little guys, I do 3 stars then reward. Our kids sometimes have trouble with cause and effect, so if the reward is at the end of the period, they may not connect the behavior with the (lack of) reward. I have some VERY busy kindergartners and I have to remind myself that their behavior is part of their disability, not just them being defiant or annoying. Otherwise, I want to scream "Stop making that sound!" 
Make sure to take TONS of data on these students-ABC charts, anecdotals, etc. I have a couple kids that need 1:1s and don't have them, so the whole school is taking constant data on them.
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| Posted 9/24/11 8:55 AM |
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