Mild / Moderate Authorization Program
MILD / MODERATE AUTHORIZATION PROGRAM
INTRODUCTION:
Stefan exhibits emotional difficulties and has been formally diagnosed with ADHD by a medical professional. Stefan’s parent refuses to give him medication prescribed by the pediatrician, the student cares less about school, refuses to do any work, bolts out of the room at times, and often shows defiance when asked to behave or complete work. Stefan is however very social and likes to talk with other students, shows some younger students how to play baseball and looks at sports magazines, his records show low grades in reading tests. Stefan needs to follow directions and complete his assignments on time. This paper examines various aspects that would help his motivation.
- Ability to socialize with his peers
- Liking to talk with other students
- Ability to interact with other students and teaching to play baseball
- some appropriate social skills
Stefan’s areas of concern
- Seems unmotivated
- Hardly completes assignments and refuses to follow instructions
- Bolts out of the classroom at times
- rarely brings necessary materials to class
- Always fidgeting with something
- Shows defiance when asked to complete work or behave
Interests
- Sports magazines
- Baseball
Preferred way of learning
- Written materials, magazines
- Hands on training
- Being engaged in learning activities
- Limited seatwork
- Group discussions
MODELS OF TEACHING
- Providing a printed assignment sheet to describe the requirements and the due dates for each assignment for Stefan to insert into his file as a reference.
- Breaking longer assignments into small portions and asking Stefan to provide feedback on each portion soon as it is completed.
- Providing organizational frameworks for all composition assignments such as research grid, story maps and expository paragraphs.
- Sending home a report card every week showing responsibilities and homework that needs to be completed.
Setting up a friendly classroom environment for students with ADHD requires cautious planning. Students with ADHD appear to be evading work when they lack the skills required to complete the assignment. A teacher needs to be receptive to the learning strengths and needs of the student to ensure establishment of appropriate expectations (Barkley, 1995). The models of teaching presented in this section may assist teachers to reduce their annoyance and capitalize on the students' aptitude to learn. These models are helpful to other students as well. Stefan can therefore benefit from classroom based adjustments and sustenance through their school years (Garber et.al, 1996).
TEACHING METHODOLOGIES
- Adopting class activities which will enhance vigorous erudition and encourage high response rate from learners.
- Providing students with an outline of information presented in lecture style and asking them to fill it in as the class proceeds.
- Providing students with individual response cards so to ensure response from each student.
- Structuring partner activities that enable students to read orally, ask each other queries, substantiate understanding of topics and help one another to remain on task
- Persuade students to exhibit understanding of learning outcomes in oral presentations, journals, audio or video projects, magazines, news reports, dramatizations of realistic info.
Using a teaching style that enhances active participation in learning progresses the student’s are more likelihood to stay put on the task during teaching. When students are expected to sit and listen for long durations, students with ADHD may display more disruptive behavior (Barkley, 1995).
- Stefan can be taught organization skills to help him to finish assignments on time through:
- The use of one large folder divided into pockets for each subject and a punched pencil case for writing tools.
- Providing an agenda at the end of each class on which homework and tests are to be recorded.
- Providing a checklist that will look into completed assignments.
- Posting a list of required materials inside his lockers to encourage him to maintain a supply of materials needed.
- Using methodologies that capitalize on positive relations with other students and reduce chances for disorderly behavior through:
- Moving around the classroom.
- Looking around the classroom.
- Providing abrupt, specific response on learning and behavioral progress.
- Establishing eye contact with students before to instructing them.
- Talking to individual and group students so as build a relationship with them and establish know how of the learning outcomes.
- Commenting on more on positive than on negative behavior
- Reprimanding students in a soft and firm voice and avoiding public criticisms.
- Using clear communication rules and behavioral expectations to ascertain classroom routines through:
- Involving students to come up with 3 to 5 basic classroom rules
- Providing positive reinforcement for obeying classroom rules through positive comments and gestures and rein forcers who should be changed frequently to sustain efficiency.
- Establishing a hierarchy of penalties to be used when classroom rules are constantly disobeyed.
- Developing a practice for the switch between activities and classes.
- Molding organizational skills by setting aside places for students' possessions, classroom material, arriving and outgoing assignments.
Students with ADHD have difficulties with short term memory which affect their ability to conduct presented directions verbally. Such students can be taught to monitor their behavior through developing a structure that helps to develop in the child a sense of control in life (fowler, 1992).
Providing Multi-Sensory training through:
- Orally presentation of instructions
- Using webbing to enhance understanding of concepts,
- Using palpable learning activities
- Providing chances for consequential movement in the classroom
Using teaching the above strategies enhance the student's ability to bear in mind and comprehend info and directions (Garber et.al, 1996).
- Establishing a physical plan that capitalizes on student’s productivity through:
- Establish a seating such that each student sits beside a student they prefer.
- Providing one or two additional desks on the classroom so that students can exchange seating positions for different activities to stay away from distractions.
- Maximizing proximity with students who have understanding difficulties.
- Considering impact of possible distracters for students and assist them to select productive locations.
LEARNING OBJECTIVE
- Increasing understanding of ADHD so as to enhance skills for managing students with ADHD
Teaching students with ADH requires a wide range of knowledge about ADHD. Being knowledgeable about the best practices that lead to better behavior and maximized learning can be learned from broad reading and consultation with colleagues and parents so as find out the best practices. Adjusting educational programs ensures that students achieve their full academic potential. Effective teaching methodologies involve reflection of student differences (Garber et.al, 1996). Teachers are mainly faced with the challenges of providing each student with learning activities which; identify and recognize miscellany of conditions and incidents, present confrontations and accomplishments, encourage growth, engage the student as an active learner and enhance self-concept (Parker, 1992).
Identifying students with learning difficulties is an ongoing process because teachers recognize them through observation of their strengths and needs based on how they work. Some students are in fact able to comprehend presented concepts, but will have difficulties in completing assignments and preparing for tests (Barkley, 1995).
Through this learning objective, learning about ADHD and understanding symptoms to indentify the disorder is important towards identifying under pressure to meet the expected learning outcomes. By collecting factual data about the student, planning various instructional strategies and calculating the usefulness certain strategies to effectively assist the student to achieve academic success. Learning how to handle and deal with students with the ADHD through a number of different instructional strategies can assist in making referrals to professionals who may aid in planning effective programs for students with ADHD (Garber et.al, 1996).
MEASURES TO EMPLOY TO MEET THE LEARNING OBJECTIVE
Students with ADHD require individualized support to achieve success in the classroom. Specialized personnel involve assistance teachers, resource teachers or behavioral consultants being involved in program planning for these students. This planning may sometimes include the advancement of an Individual Education Plan (IEP). Making accommodation plans aid in identification and careful description of target behaviors in addition to this the frequency of target behaviors can be measured.
Accommodating the student with ADHD through adaptations to instructional strategies or assessment ensure progress in school. To some extent this may require revision to curricular results in specific subjects.
The needs of students with ADHD are addressed by adapting instruction, strategies and assessment techniques. In few cases students with ADHD are unable to accomplish the education outcomes of the simple curriculum, in spite of the support provided. Students therefore need adaption to the learning outcomes to address such needs (Garber et.al, 1996).
The use of informal collaboration could be employed in the case the student continues to struggle after adjustments have been made through consultation parents and teachers to seek their support and that of the School Counselor, and the administrator. Through the process of consultation and collaboration may take the form of classroom annotations, further appraisals, modified instructional strategies or involvement by the school counselor. Collaborative planning and the resulting interventions successfully address the student's needs. If this approach does not work then the teacher can approach the school-based team for further assistance (Reif, 1993).
Another measure can be behavior modification, which is changing a specific behavior at a time. Children with ADHD have disorganized, impetuous, weak memory, incapacity to focus, are simply distracted, extremely talkative and fidgety. By deciding on one specific behavior to modify at a time and using the behavior adaption to support the desired change.
Monitoring students closely during transition times or when activities are unstructured is imperative to supervising the child more closely. Preparing the child for transitions provides abrupt and continuing response.
COMMUNICATING WITH STEFFAN’S PARENT
Communicating in a firm, fair and positive manner would be imperative to Stefan’s parent in making them understand the importance of Stefan taking his medication as prescribed and demystifying any doubts they may have on the drug effects on Stefan. Being ready for communication with the parent will enhance a strategy to improve understanding ability of Stefan (Reif, 1993). Communicating that Stefan needs a predictable environment at home and to encourage the parent to speak clearly and precisely to enhance repetitive instructions and directions to guarantee that understanding is fully in place (McCarney, 1994). Arranging a meeting with Stefan and his parents will be a suitable way to communicate. Working with parents ensures that home and school have analogous routines and expectations.
Conclusion
Supporting the child with ADHD can be extremely challenging as it calls for endless patience and commitment to maximize the teacher’s support all year. Children with ADHD have difficulties forming lasting friendships; providing support with peers is therefore very helpful (Reif, 1993). Letting the child know you care and being sincere by not yelling at them, being kind, firm and tolerant is important in maximizing their productivity. Always thanking the child for acceptable behavior as often as possible and maintaining consistent behavior brings the most success (Garber et.al, 1996). REFERENCES
Barkley, R. (1995). Taking Charge of AD/HD: The Complete Authoritative Guide for Parents.New York: The Guilford Press.
Fowler, M. (1992) Educators Manual: Attention Deficit Disorders. (A project of the CHADD National Education Committee)Fairfax, Virginia: CHADD.
Garber, S.W., Garber, M.C., & Spizman, R.F (1996).Beyond Ritalin: Facts about medication and other strategies for helping children, adolescents, and adults with Attention Deficit Disorders. New York: Villard.
Parker, H. (1992).ADAPT: Attention Deficit Accommodation Plan for Teaching.Plantation, FL: Impact Publications.
Reif, S. (1993) How to Reach and Teach ADD/ADHD Children. New York: The Center for Applied Research in Education.
McCarney, S. (1994) The Attention Deficit Disorders Intervention Manual Columbia, MO: Hawthorne Educational Services Inc.
