Attention Deficit Hyperactivity Disorder In School: Let Me Learn Good Behaviour

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19th European Meeting International Association for Adolescent HealthUniversidade de Lisboa . Faculdade de MedicinaLisboa - 24 de junho de 2015 C

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Joaquim Colôa

Attention Deficit Hyperactivity Disorder In School

Let Me Learn Good Behaviour

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Evidence is mounting the medication for ADHD doesn't make a lasting difference to school work or achievement.

THE MEDICATION SHOULD BE THE LAST SOLUTION…

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Everyone responds differently to ADHD medication.

ADHD medication should always be closely monitored.


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If you choose to put child on medication, that doesn’t mean he or she has to stay on it forever.


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Medication for ADHD is more effective when combined with other treatments.


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EVALUATION


An evaluation does not have to be formalized testing, but it must consider information from a variety of sources.

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INTERVENTION


Parents, schools, teachers and other professionals should work together to make sure that children learn all they can.

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ADHD diagnoses derive from schools' intolerance of normal human diversity.

ADHD in school is, fundamentally, a school adjustment problem.

SCHOOL AND ADHD: ABNORMAL BEHAVIOUR OR ABNORMAL

ENVIRONMENT?

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Be compassionate, not critical, but check possible punishment methods.

Follow up with school staff.

SCHOOL ADJUSTMENT PROBLEM…

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Create structure.

Help your child get organized and sel-awareness training.


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Set rules. Make rules and time obvious and in physical form.

Offer praise and increasing incentives.

Suggest using a fidget.


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Rules and instructions provided to children with ADHD must be clear, brief, and often delivered through more visible and external modes of presentation than are required for the management of children without ADHD.

(ADHD Report - Barkley, 2008)

CLASSROOM ACCOMMODATIONS

AND MANAGEMENT …

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Consequences used to manage the behaviour of ADHD children must be delivered swiftly and more immediately than is needed for children without ADHD.



AND MANAGEMENT …

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Consequences must be delivered morefrequently, not just more immediately,to children with ADHD in view of theirmotivational deficits.



AND MANAGEMENT …

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The type of consequences used with children with ADHD must often be of ahigher magnitude, or more powerful,than that needed to manage the behaviour of other children.



AND MANAGEMENT …

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An appropriate and often richer degreeof incentives must be provided within asetting or task to reinforce appropriatebehaviour before punishment can be implemented.



AND MANAGEMENT …

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Those reinforcers or particular rewards that are employed must be changed or rotated more frequently for ADHD children than for those without ADHD, given the penchant of the former for more rapid habituation or satisfation to response consequences, apparently rewards in particular.



AND MANAGEMENT …

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Anticipation is the key with ADHDchildren.



AND MANAGEMENT …

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Children with ADHD must be heldmore publicly accountable for their behaviour and goal attainment than other children.



AND MANAGEMENT …

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behavioural interventions, while successful, only work while they are being implemented and, even then, require continued monitoring and modification over time for maximal effectiveness.



AND MANAGEMENT …

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CRITICIZE THE BEHAVIOUR,

NOT THE STUDENT, BUT ABOVE

ALL INCREASE PRAISE,

APPROVAL, AND APPRECIATION OF

STUDENT’S GOOD BEHAVIOUR

AND WORK PERFORMANCE.


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Can

dido

Por

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32

Bem Hajam

Joaquim Colôa

Presentantion avaliable in:

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http://www.slideshare.net/jcoloa





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Attention Deficit Hyperactivity Disorder In School: Let Me Learn Good Behaviour