Category: Behavior Management

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What Causes ADHD: A Brief Guide

Because attention deficit hyperactivity disorder (ADHD) symptoms—impulsivity, inattention and/or hyperactivity—can negatively a child’s ability to thrive academically or get along with others, there are a lot of people who think that an ADHD child’s behavior is due to lack of discipline or other factors.

What Could Potentially Cause ADHD

The painful truth is that no one knows what causes ADHD, but there are factors that play a role. Research has postulated that ADHD may be caused by several things: 

  • Neurological functioning. A lower level of functioning in the parts of the brain that are responsible for controlling attention and activity level may cause ADHD.
  • Heredity and Genes. A child with ADHD has a 1 in 4 chance of having a parent with also has ADHD. It’s likely that another close family member, such as a sibling, will also have ADHD. In rare cases,  ADHD is diagnosed in a parent at the same time it is diagnosed in the child. 
  • Trauma to the head may cause ADHD in some cases.
  • Fetal immaturity increases the risk of developing ADHD.
  • Prenatal environmental exposures, such as alcohol or nicotine from smoking, increase the risk of developing ADHD.
  • In some cases, toxins in the environment can lead to ADHD. For instance, lead in the body can affect child development and behavior.

What Does Not Cause ADHD

One thing is for sure, as more research is carried out, not only are we learning what causes ADHD—we are also learning what does not cause it. Even though many people believe that the factors below can cause ADHD, research has concluded that it does not.

  • Watching TV
  • Diet, including too much sugar
  • Hormone disorders (such as low thyroid)
  • Poor parenting
  • Playing video and computer games

Concluding thoughts

I know that for many, my article did not give them the answers that they want. The truth is that no one has the answers. Researchers are working feverishly to find out what causes ADHD, but it looks like we will not have an answer any time soon. However, one day, when we least expect it, someone will find a cure. Until that day, we will patiently wait.

Posted on

What Causes ADHD: A Brief Guide

Because attention deficit hyperactivity disorder (ADHD) symptoms—impulsivity, inattention and/or hyperactivity—can negatively a child’s ability to thrive academically or get along with others, there are a lot of people who think that an ADHD child’s behavior is due to lack of discipline or other factors.

What Could Potentially Cause ADHD

The painful truth is that no one knows what causes ADHD, but there are factors that play a role. Research has postulated that ADHD may be caused by several things: 

  • Neurological functioning. A lower level of functioning in the parts of the brain that are responsible for controlling attention and activity level may cause ADHD.
  • Heredity and Genes. A child with ADHD has a 1 in 4 chance of having a parent with also has ADHD. It’s likely that another close family member, such as a sibling, will also have ADHD. In rare cases,  ADHD is diagnosed in a parent at the same time it is diagnosed in the child. 
  • Trauma to the head may cause ADHD in some cases.
  • Fetal immaturity increases the risk of developing ADHD.
  • Prenatal environmental exposures, such as alcohol or nicotine from smoking, increase the risk of developing ADHD.
  • In some cases, toxins in the environment can lead to ADHD. For instance, lead in the body can affect child development and behavior.

What Does Not Cause ADHD

One thing is for sure, as more research is carried out, not only are we learning what causes ADHD—we are also learning what does not cause it. Even though many people believe that the factors below can cause ADHD, research has concluded that it does not.

  • Watching TV
  • Diet, including too much sugar
  • Hormone disorders (such as low thyroid)
  • Poor parenting
  • Playing video and computer games

Concluding thoughts

I know that for many, my article did not give them the answers that they want. The truth is that no one has the answers. Researchers are working feverishly to find out what causes ADHD, but it looks like we will not have an answer any time soon. However, one day, when we least expect it, someone will find a cure. Until that day, we will patiently wait.

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How Do You Diagnose ADHD?

From time to time, I will receive an email from a reader asking me how ADHD is diagnosed in children. Instead of writing a long email explaining the process, I refer them to articles that answer the question. While googling the latest research on ADHD, I became inspired to write an article about ADHD diagnosis. Let’s get started.

Let’s get the most important thing out of the way. There is no definitive way to test for ADHD. Also, any test that you choose will be complex. You need to conduct research for yourself, so you can understand the pros and cons of each approach. That way, when you meet with your child’s doctor, you will be able to discuss options from a place of power and confidence. In addition, If you approach the diagnosis process with an understanding of its intricacies, you can avoid some common mistakes, and as a result, experience fewer frustrations.

Look for the signs

The diagnosis process actually begins with someone noticing that your child has problems that are inhibiting their ability to focus and function in a classroom setting. It might be a teacher who sees it first, noticing that your child is falling behind academically or being disruptive because of their impulsivity. When this occurs, your next step is to take your child to see their pediatrician or family medicine doctor.

How is a Child Diagnosed with ADHD?

Before you and your child sit down with their doctor, you need to know that most general practitioners and some pediatricians may not be schooled in the nuances of ADHD and thus are not qualified or equipped to conduct an evaluation. It can take several hours of assessment and analysis to diagnose someone with ADHD, and most general practitioners and even pediatricians can not devote that much time to one patient. However, if they are not qualified, they can suggest a qualified ADHD specialist.

How Professionals Diagnose ADHD In Children

As a prerequisite to making an accurate diagnosis, your doctor needs to find out if your child has the symptoms outlined in the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-V). For a child to be diagnosed with ADHD, they must possess six of the nine symptoms of inattention and/or hyperactivity/impulsivity before age 12. Also, these symptoms must impair the child’s functioning in more than one setting — home, school, or work.

If your child meets the criteria, they must undergo a clinical interview that uses a standardized ADHD scale. Also, they will be administered a screening assessment to rule out common coexisting conditions like learning disorders, anxiety, autism, and mood disorders.

The ADHD diagnostic process can take a week or two, so don’t expect overnight results. During this process, make sure that you let your child’s teacher and other school officials know. As a matter of fact, in some cases, the school may be able to handle the testing themselves, as they employ special education teachers, psychometrists, and educational psychologists who are more than qualified to handle the process.

Posted on

How Do You Diagnose ADHD?

From time to time, I will receive an email from a reader asking me how ADHD is diagnosed in children. Instead of writing a long email explaining the process, I refer them to articles that answer the question. While googling the latest research on ADHD, I became inspired to write an article about ADHD diagnosis. Let’s get started.

Let’s get the most important thing out of the way. There is no definitive way to test for ADHD. Also, any test that you choose will be complex. You need to conduct research for yourself, so you can understand the pros and cons of each approach. That way, when you meet with your child’s doctor, you will be able to discuss options from a place of power and confidence. In addition, If you approach the diagnosis process with an understanding of its intricacies, you can avoid some common mistakes, and as a result, experience fewer frustrations.

Look for the signs

The diagnosis process actually begins with someone noticing that your child has problems that are inhibiting their ability to focus and function in a classroom setting. It might be a teacher who sees it first, noticing that your child is falling behind academically or being disruptive because of their impulsivity. When this occurs, your next step is to take your child to see their pediatrician or family medicine doctor.

How is a Child Diagnosed with ADHD?

Before you and your child sit down with their doctor, you need to know that most general practitioners and some pediatricians may not be schooled in the nuances of ADHD and thus are not qualified or equipped to conduct an evaluation. It can take several hours of assessment and analysis to diagnose someone with ADHD, and most general practitioners and even pediatricians can not devote that much time to one patient. However, if they are not qualified, they can suggest a qualified ADHD specialist.

How Professionals Diagnose ADHD In Children

As a prerequisite to making an accurate diagnosis, your doctor needs to find out if your child has the symptoms outlined in the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM-V). For a child to be diagnosed with ADHD, they must possess six of the nine symptoms of inattention and/or hyperactivity/impulsivity before age 12. Also, these symptoms must impair the child’s functioning in more than one setting — home, school, or work.

If your child meets the criteria, they must undergo a clinical interview that uses a standardized ADHD scale. Also, they will be administered a screening assessment to rule out common coexisting conditions like learning disorders, anxiety, autism, and mood disorders.

The ADHD diagnostic process can take a week or two, so don’t expect overnight results. During this process, make sure that you let your child’s teacher and other school officials know. As a matter of fact, in some cases, the school may be able to handle the testing themselves, as they employ special education teachers, psychometrists, and educational psychologists who are more than qualified to handle the process.

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72 Classroom Accommodations for Students With ADHD

Are you a teacher looking for accommodations for students with ADHD? Don’t worry we have you covered. Below you will find 72 examples of accommodations that teachers can make to adapt to the needs of students with ADHD.

1. Seat student in a quiet area

2. Seat student near a good role model

3. Seat student near the teacher

4. Seat student near a peer tutor

5. Increase the distance between desks

6. Allow the student to have more time to complete their assigned work

7. Shorten all assignments or tasks

8. Break long assignments into smaller parts so the student can see an end to work

9. Assist the student in setting short term and long term goals

10. Give the student assignments one at a time to avoid work overload

11. Require fewer correct responses

12. Reduce the amount of homework

13. Teach the student how to self-monitor their behavior using cueing

14. Pair written instructions with oral instructions

15. Provide peer assistance in note-taking

16. Give clear, concise instructions

17. Seek to involve the student in your lectures

18. Cue the student to stay on task

19. Ignore minor, inappropriate behavior; only address serious misbehavior

20. Increase the immediacy of rewards and consequences

21. Use the time-out method

22. Supervise the student closely during transition times

23. Use appropriate reprimands for misbehavior

24. Respond to positive behavior with compliments

25. Set up a behavior contract

26. Call on only when the hand is raised in an appropriate manner

27. Praise when hand raised to answer question

28. Allow the student to stand while working

29. Provide an opportunity for “seat breaks”

30. Provide a short break in between assignments

31. Remind students to check over their work

32. Give students extra time to complete tasks

33. Provide reassurance and encouragement

34. Frequently compliment positive behavior

35. Speak softly in a non-threatening manner

36. Review instructions to make sure the student comprehends the directions

37. Find opportunities for the student to display a leadership role in class

38. Frequently conference with parents to learn about student’s interests & achievements outside of school

39. Send positive notes home every week

40. Make time to talk with a student

41. Encourage social interactions with classmates if the student is withdrawn or excessively shy

42. Reinforce the student in intervals

43. Look for signs of stress build-up and provide encouragement or reduced workload to alleviate pressure

44. Spend time talking to students who seem frustrated

45. Provide training in emotional intelligence

46. If reading is weak: provide additional reading time

47. If the oral expression is weak: accept all oral responses

48. If written language is weak: accept non-written forms for reports

49. If math is weak: allow the use of a calculator; provide the student with additional math time; provide immediate feedback.

50. Ask for parental help in encouraging organization

51. Provide organizational rules

52. Encourage the student to have a notebook with dividers and folders for work

53. Provide the student with a homework assignment journal

54. Supervise the writing down of homework tasks

55. Send daily/weekly progress reports home

56. Routinely check desk and notebook for neatness

57. Allow the student to have an extra set of books

58. Do not punish or reprimand for poor handwriting

59. Encourage learning of keyboarding skills

60. Allow the student to tape-record assignments or homework

61. Praise compliant and appropriate behavior

62. Provide immediate feedback

63. Use teacher attention to reinforce positive behaviors

64. Acknowledge the positive behavior of a nearby student

65. Implement a classroom behavior management system

66. Monitor social interactions

67. Set up social behavior goals with the student and implement a reward program

68. Prompt appropriate social behavior either verbally or with private signal

69. Encourage cooperative learning tasks with other students

70. Provide small group social skills training

71. Praise student frequently

72. Assign individual responsibilities to the student, so others observe the student in a positive light

Posted on

72 Classroom Accommodations for Students With ADHD

Are you a teacher looking for accommodations for students with ADHD? Don’t worry we have you covered. Below you will find 72 examples of accommodations that teachers can make to adapt to the needs of students with ADHD.

1. Seat student in a quiet area

2. Seat student near a good role model

3. Seat student near the teacher

4. Seat student near a peer tutor

5. Increase the distance between desks

6. Allow the student to have more time to complete their assigned work

7. Shorten all assignments or tasks

8. Break long assignments into smaller parts so the student can see an end to work

9. Assist the student in setting short term and long term goals

10. Give the student assignments one at a time to avoid work overload

11. Require fewer correct responses

12. Reduce the amount of homework

13. Teach the student how to self-monitor their behavior using cueing

14. Pair written instructions with oral instructions

15. Provide peer assistance in note-taking

16. Give clear, concise instructions

17. Seek to involve the student in your lectures

18. Cue the student to stay on task

19. Ignore minor, inappropriate behavior; only address serious misbehavior

20. Increase the immediacy of rewards and consequences

21. Use the time-out method

22. Supervise the student closely during transition times

23. Use appropriate reprimands for misbehavior

24. Respond to positive behavior with compliments

25. Set up a behavior contract

26. Call on only when the hand is raised in an appropriate manner

27. Praise when hand raised to answer question

28. Allow the student to stand while working

29. Provide an opportunity for “seat breaks”

30. Provide a short break in between assignments

31. Remind students to check over their work

32. Give students extra time to complete tasks

33. Provide reassurance and encouragement

34. Frequently compliment positive behavior

35. Speak softly in a non-threatening manner

36. Review instructions to make sure the student comprehends the directions

37. Find opportunities for the student to display a leadership role in class

38. Frequently conference with parents to learn about student’s interests & achievements outside of school

39. Send positive notes home every week

40. Make time to talk with a student

41. Encourage social interactions with classmates if the student is withdrawn or excessively shy

42. Reinforce the student in intervals

43. Look for signs of stress build-up and provide encouragement or reduced workload to alleviate pressure

44. Spend time talking to students who seem frustrated

45. Provide training in emotional intelligence

46. If reading is weak: provide additional reading time

47. If the oral expression is weak: accept all oral responses

48. If written language is weak: accept non-written forms for reports

49. If math is weak: allow the use of a calculator; provide the student with additional math time; provide immediate feedback.

50. Ask for parental help in encouraging organization

51. Provide organizational rules

52. Encourage the student to have a notebook with dividers and folders for work

53. Provide the student with a homework assignment journal

54. Supervise the writing down of homework tasks

55. Send daily/weekly progress reports home

56. Routinely check desk and notebook for neatness

57. Allow the student to have an extra set of books

58. Do not punish or reprimand for poor handwriting

59. Encourage learning of keyboarding skills

60. Allow the student to tape-record assignments or homework

61. Praise compliant and appropriate behavior

62. Provide immediate feedback

63. Use teacher attention to reinforce positive behaviors

64. Acknowledge the positive behavior of a nearby student

65. Implement a classroom behavior management system

66. Monitor social interactions

67. Set up social behavior goals with the student and implement a reward program

68. Prompt appropriate social behavior either verbally or with private signal

69. Encourage cooperative learning tasks with other students

70. Provide small group social skills training

71. Praise student frequently

72. Assign individual responsibilities to the student, so others observe the student in a positive light

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What Are the Symptoms of ADHD?

ADHD is a brain disorder marked by an inability to pay attention and/or and impulsivity that impedes normal functioning. It affects children and adults alike. The symptoms of ADHD are broad in scope and will differ depending on which kind of ADHD that you have.

There are 3 different types of ADHD:

  • inattentive type
  • hyperactive type
  • impulsive type

Each type has its own symptoms, which we will discuss in this article. More specifically, let’s look at the symptoms for children, ages 3-18.

Inattentive ADHD Symptoms Checklist:

  • Does not pay attention to details and makes careless mistakes on classroom assignments, work, or other activities.
  • Has trouble paying attention in tasks or play activities.
  • Does listen when spoken to directly.
  • Does not follow instructions or finish schoolwork, chores, or duties in the workplace (not due to an oppositional defiant disorder (ODD) or failure to understand instructions).
  • Has difficulty organizing tasks and activities.
  • Avoids engaging in tasks that require sustained effort (such as schoolwork or homework).
  • Loses things that are essential for classroom activities (e.g., toys, school assignments, pencils, books, or tools).
  • Easily distracted by extraneous stimuli.
  • Forgetful in daily activities.

Hyperactive ADHD Symptoms Checklist:

  • Fidgets with appendages and squirms in seat.
  • Does not remain seated in situations in which remaining seated is expected.
  • Plays excessively in situations in which it is inappropriate.
  • Has a problem playing or engaging in leisure activities quietly.
  • Appears “on the go” or acts as if “driven by a motor.”
  • Talks excessively.

Impulsive ADHD Symptoms Checklist:

  • Blurts out the answers before the questions have been completed.
  • Has difficulty awaiting turn.
  • Interrupts others (e.g., butts into conversations or games).
  • Most hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7.
  • Impairment is present in two or more settings (e.g., at school [or work] and at home).
  • Clear evidence of significant impairment in the areas of social, academic, or occupational functioning.
  • Symptoms are not accounted for by another mental disorder.
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Implementing Successful Behavioral Interventions With Gifted Students

Behavioral interventions are tough to stage and stage successfully regardless of a student’s cognitive abilities and achievement status, but they can be especially rough when it comes to gifted students. Because these students are functioning in many ways on different levels than the majority of their peers, regular methodologies for behavioral interventions usually fall flat because they aren’t adaptive to the particular needs and challenges of gifted students.

The first thing that needs be done is to differentiate gifted learners from those who are high-achievers. According to noted behavioral researcher and theorist, Dr. Bertie Kingore, high-achieving learners “absorb” information” while gifted learners tend to “manipulate” it. The ability and desire to do such manipulation poses major behavioral concerns as gifted students’ emotional states often lag behind their intellectual prowess. So how do we navigate these concerns when they arise?

Understand their particular needs

It sounds simple, but just understanding what differentiates a gifted student from other students is key to unlocking and staging efficient and effective behavioral interventions. Gifted students are often plagued with “imposter syndrome”, as they are not able to emotionally rectify and process their own capabilities in relation to their own self-esteem issues. They are also more prone to social exclusion and can be less willing to take risks of any kind in hopes of maintaining their perceived perfection.

They are also usually prone to heightened emotional sensitivity, introversion, and bouts of abstract intuition which can be perceived sometimes as rebellious behavior in classrooms where concrete and normative thinking are the order. Any student will have their complexities, but gifted students’ complexities come with additional pressures and caveats which need to be understood in order to carry out worthwhile behavioral interventions.

Practice sensitivity, understanding of their unique position

According to Buescher and Higham’s Helping Adolescents Adjust to Giftedness, gifted students often complain of heightened bouts of self-doubt and depression over teachers who are insensitive to their particular needs. Therefore, it is important to stage behavioral interventions which do not exacerbate this idea of persecution and not being understood. Gifted students’ sensitivity levels are much different than other students because they go through a completely different set of challenges daily. Therefore, it is essential that any behavioral intervention is staged with an air of understanding to these challenges as not to alienate these students further.

Didactic disciplinary thinking and speech usually doesn’t work with gifted students because it doesn’t take their sensitivity into account, nor their innate abilities as gifted learners. Approaching things on a level which concedes to their intelligence while not giving them leeway to “manipulate” their way out of proper correction is crucial. In fact, finding ways to put that manipulation to good use could turn behavioral interventions into key learning experiences for the gifted. Teaching them ways to curb frustrated outbursts such as, “No, you’re wrong!” in favor of something like “Another way to look at it…” could help gifted learners reshape their interactions and utilize their abilities to help others along the way.

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Do You Know the 13 Types of Student Misbehavior?

I spent seven years as a public-school teacher, and nothing frustrates you more than student misbehavior. It can interrupt the teaching and learning process, and if not addressed, the ability to encourage other students to misbehave also. Because of this, teachers need to understand the types of student misbehavior, as well as their causes.

If they don’t, teachers will find themselves always dealing with student discipline issues, which robs all students of a quality education. For me, this was a no brainer. There was no way I was going to let a few students derail my teaching efforts. I rolled my sleeves up and got to work, learning everything I could about classroom management.

Consequently, student misbehavior became non-existent in my class.  All of my students thrived in a classroom that was distraction-free and where every child became a partner in the educational process. You may be thinking to yourself, how can I achieve this less of classroom management? It’s not that hard, but first, you need to start with the fundamentals, like understanding the types of disciplines issues that you need to be prepared to handle.

In this blog, I will discuss 13 types of student misbehavior and their characteristics. I hope that pre-service and new teachers can use this information to devise countermeasures to deal with student discipline issues.

  1. Inattention— daydreaming, looking out the window, drawing, thinking about things that have nothing to do with to the lesson.
  2. Apathy— a general disinclination to participate, sulking, or not caring, not wanting to try or to do well
  3. Needless talk— students chatting during instructional time about things unrelated to the lesson
  4. Moving about the room— getting up and moving about without permission, congregating in parts of the room
  5. Annoying others— provoking, teasing, picking at, and calling names.
  6. Disruption— shouting out during the instruction, talking and laughing inappropriately, causing “accidents.”
  7. Lying— falsifying statements to get one’s way or to get others in trouble.
  8. Stealing— taking things that belong to others.
  9. Cheating— being academically dishonest or duplicitous in their dealings with others
  10. Sexual harassment— making others uncomfortable through touching, sex-related language, or sexual innuendo
  11. Aggression and fighting— showing hostility toward classmates, threatening them, shoving, pinching, wrestling, hitting
  12. Malicious mischief— doing damage intentionally to school property or the belongings of others
  13. Defiance of authority— talking back to the teacher, refusing to do as the teacher requests

What did we miss?

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The 11 Steps to Organizing a Student Discipline System

With the new school year quickly approaching, teachers everywhere are preparing to go back to the classroom. In the case of new and relatively new teachers, learning how to handle student misbehavior will be their toughest challenge.

To be a successful disciplinarian, you must have a student discipline system that governs how you will handle student misbehavior. To help you get started, we have created a handy resource that outlines the 11 steps that you need to take when organizing a student discipline system.

Decide in advance how you want students to behave. You have to know what you envision your student discipline code to look like, how you want it to operate, and how you want students to behave.

Design the supporting structure. This deals with the development of procedures that will support your goals.

Establish a threshold for behavior at school. You can accomplish this by creating a clear separation between school and the outside world.  Then enforce the courtesy, rules, and work habits required in your class.

Run a two-week training camp. During the first two weeks, establish clear limits, expectations, routines, appropriate behavior, and compliance.

Teach students to behave appropriately. Students should be taught any skills required for school (and life) success.
Set the stage for quality instruction. Make classes interesting and worthwhile; ask questions to force students to expand their thinking; increase hands-on activities; use group learning activities; include activities based on sports, music, drama, and crafts; and ask students to make presentations to the class and younger students.

Provide active, assertive supervision. Remind students of rules, expectations, and limits ahead of time; correct small misbehaviors; reinforce good social skills; and “be present”—move with purpose about the room, make eye contact, and talk to students if talking doesn’t interrupt their work.

Enforce rules and expectations. It is the teacher’s ability to require good behavior that determines student success. 

To establish natural authority and take charge of students, connect with them on a personal basis, listen, and be understanding and supportive.  Establish rapport, but combine it with insistence.  Begin with small infractions associated with courteous language or clean up.

Focus on prevention. It is what you do in advance so students won’t misbehave.

Set high standards. Underachievement is not a student choice, and it is the teacher’s responsibility to see that it doesn’t occur.

Treat caregivers as partners. Talk with caregivers and keep them informed about serious incidents and repetitive misbehaving involving their child, not minor incidents.

What did we miss?