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Behavior Management & ADHD:Executive functioning (self-regulation) and student performance…
Tips and tools for educators working with struggling students
Hallowell Todaro ADHD [email protected]
www.hallowelltodarocenter.org
Foundational Principles Behind Behavior Management
InterventionsThe information on these slides will be referred to as we discuss various
strategies and approaches to managing challenging students.
Dr. Barkley’s Model of Executive Functions
Goal-directedBEHAVIORS & ATTITUDES
SELF-REGULATION
To change an outcome
in the future...
Directed at yourself...
Builds a in PAUSE
“Decouples” the primitive/survival brain response( self-control)
Allows time to bring on-line the “thinking brain”
Aim our behavior at the future (delayed gratification)
• ~25 years to develop• Can be delayed
• May need explicit teaching andpractice
Self-Awareness
Self-Control
Response to Inhibition
Self-Seeing/ Directed SensoryNon-Verbal Working Memory
Self-Speech/InstructionVerbal Working Memory
Self-Directed Emotion/Motivation
Self-Directed PlayPlanning & Problem Solving
Engine
Controls
Access
& Coordinate
Cognitive and M
ental P
roce
sses
Barkley’s Self Regulation Model: “actions to the self” to change an outcome in the future…
How ADHD and other LD’s Impact Attention• Students with ADHD and other LDs struggle with attention modulation, they either put too much attention
in one place or not enough. (fire hose putting out a fire)• Working memory, processing speed, visual/auditory processing deficits the cueing-orienting-filtering-
selecting process.• Students tend to have a hard time managing sensory information• Students have trouble with boredom tolerance, frustration tolerance & delayed gratification.• Students are more susceptible to distractions as their ”filtering” system is hindered, they are more likely
once distracted, not to return to the task, thus persistence through a task is difficult and work production, are affected.
• Students are more likely to be lost in time and space• Self-awareness & emotional control is delayed and will be more likely to experience peer and adult
relationship troubles, and will be more likely to have “behavioral” problems.• Basic skills delayed as well as higher order thinking and problem solving• Students will likely have a hard time transitioning from one task to another./ one context to another
By Mēgan Reimann
STOP! Unplug from
the task
Getting the information
PlanningPlaying &
Prioritizing The task(s)
Stored Memory
Refuel
Reflect
Re- Activate(plug in)
Reward
Resist & Persist Through the Task
ProcessingOld & New
Information
Managing the Information
GO!Initiate Task
ON
Activate!
Tools & Rules
The Task Performance Model by Mēgan ReimannBy Mēgan Reimann
Go External/ Go Manual/ Go Concrete/ Externalize Time
Go Visual ( cards, cues, reminders, checklists)
Chunk and Chop tasks into smallest steps & make timeline visual!
Bring non-judgmental awareness(mental rehearsal/metacognition)
Process over Product/ Reduce Cognitive Load
Interventions need to be at the “Point of Performance”
Meet students where they are are developmentally at…
AT THE POINT OF PERFORMANCE
Consistent routine, structure & common vocabulary
By Mēgan Reimann
Relationship & Rapport
Develop a Common Vocabulary ( Examples)• Task• Task destination• Transition tasks• Attentional spotlight• Adjust your scope• Mind and Body on Target• Persistence/ Slay the Task!• Shield: Power up the force field!• Flexible not rigid and rocky• Use your wizard brain ( tame the
lizard)
• Persist through the task• Resist and Shield Out distractions• Show Active Listening/Active
Engagement (Body & Mind) • “Look for the Exit Directions”• “Your actions need to show me that
you are on target”• “I am giving a direction, I need your
attentional spotlight ________”• “This is a transition and these are your
transition steps”• “Here is your task”• Adjust your “scope” or “Where is your
scope? Wide? Narrow? Closed?”• “Picture your task… what steps do you
need to take to get to your task?”• “Use your Wizard Brain tools to calm
your Lizard Brain!”By Mēgan Reimann
• Sleep- your brain consolidates learning during sleep. A rested brain is important! • Exercise- Exercise fuels the brain and
improves cognition and memory• Food- Good food is fuel for the brain
Executive functioning relies on fuel, and in order to optimize performance you need to fuel your brain with sleep, exercise and food.
Strategies & Interventions
Slides for this section will be available at the time of the presentation. Please email me at [email protected] to gain access tothe presentation material.
