**Behavioural Management Strategies and Resources** Flashcards
What can happen to a student of is neurodivergent in a classroom?**
They can become to focused on so many other stimuli and not be able to pay attention to the teacher
How do you know if you have an Attention Deficit/Hyperactivity Disorder?
Must reach criteria in the Diagnostic Statistics Manual for official diagnosis (done by qualified professional) but might have been missed
What percent of school age children are affected by ADD/HD
4-12% of school age children
Who is under diagnosed more?
Girls - more likely unable to focus and less likely to display hyperactivity
What are some associated problems?
- Low self esteem/loss of motivation
- Inability to build or maintain interpersonal relationships, bullies, anxieties
- obsessions/compulsions
- over/under reacting (low affect)
What school problems arise?
- have average fluency in performance on short reading assignments
- have spotty comprehension
- lose their place frequently
- forget what they read
- have difficulty reading silently - needing oral input
- avoid reading non-choice material
What are some desirable traits common in many?**
- resiliency
- ingenuity/creativity
- spontaneity
- boundless energy
- risk takers
- Intuitive
- inquisitive
- sensitive to the needs of others
- imaginative
- inventive
- innovative
- resourceful
- good hearted
- gregarious
- observant
Strategies to use for behavioural management? **
- Use premade response cards
- use picture desk cards/silent cues
- use nonverbal signals
- use of write-on response tools
- use of safe area > low stimulation area that is calm, relaxing and has soft pillows, music and sensory toys
- rewards for good behaviour
Classroom management strategies?**
- use behavioural contracts
- removed distracting items from the classroom
- use self monitoring
- teach listening skills
- establish eye contact
- vary voice tone and inflection
- note do not use timers! They only exacerbate the pressure and distractions
Corrective consequences
- encourage positive practice and allow do overs
- keep the delay of consequences brief
- use the time-owed strategy
- Fining/response cost
- parental contract
- restitution (giving back what was lost)
What does ADD/HD look like?
- Don’t see or think of the consequences of their behaviour
- Impulsive
- Some will have little empathy for other individuals involved
- Cannot transfer information from one situation to another
- May react at a later time to an incident
- Perception problems-see things differently
- Inability to recognize social cues, norms (don’t interrupt the teacher-rude, not knowing when to
step, doesn’t get humour) - Inability to wait
- Difficulty listening/not following directions/defiance
- Transition difficulties
- Fear of accomplishment-fear of failure
- Offending others ie. pushing, shoving
- Dangerous physical risk taking
- Acting our feelings (can’t see that if he was the only one acting out that is why he got into
trouble) - Limited physical boundaries
- Manipulating people/events
- Tantrums/anxiety
- Disorganization
- Forgetful
Creative, engaging and interactive classroom strategies?**
- get their attention before giving directions
- tell the students when and where to look
- keep directions short and clear
- have the children or child repeat the directions
- provide clarity and structure for the student
- increase praise, encouragement, and reward increments of improvement and interaction
(frequency, duration and intensity)
How can we make a difference?**
- change what you can control and that’s yourself: attitude, body language, voice strategies,
and expectations - be fair, firm, and consistent
- be trauma informed
- remain calm
- disengage from power struggles
- role model appropriate behaviour
- give extra praise for a job well done
- choose issues carefully
- allow the child to vent before dealing with issues
- try to get an understanding of how the child perceives the situation before trying to work
through it - deal with one situation at a time
- plan a response and avoid overreacting
- affirm and acknowledge their feelings in your confidence in their ability to make good
- use what questions rather than why questions
- use when… Then rather than if you don’t… You won’t
- training and knowledge about neurodivergent
- close communication between Home and school
- teamwork administrative support
- respecting student privacy and confidentiality, while being sensitive about not embarrassing
or hum - believe in the student! Do not give up when plans A, B and C don’t work
Where may these behaviours of avoiding popcorn reading come from?
Fear or they can’t focus on what they should be
