Day: May 31, 2023

Strengthening Specific Skills

At this moment, there is no cure for ADHD.  Therapists work with children to help them learn new skills and teachers can help in these efforts by establishing an open dialog with families related to the strategies being introduced at home.  This will allow teachers to create consistency between home, therapy sessions, and school.  Not every child with ADHD has the same characteristics or challenges, so there is not one simple course of action that will fit each child.

Here are a few things that might fit the needs of the children in your care:

• Proximity – Sometimes, having an adult nearby can help children regulate their reactions or focus their attention. Proximity does not necessarily mean that teachers are hanging over a child staring at them until they complete the task. It could be as simple as sitting at the same table as the child while interacting with other children.
• Visual cues – Some children respond well to visual cues that illustrate the steps of a routine, such as handwashing. In other cases, using gestures like pointing or holding up two fingers can help a child successfully complete a task. Using sign language is another way to add a visual component to communication in the classroom.
• Assist with organization – Sometimes children have big ideas – so big that they are not sure how to get started. Adults can help them organize their thoughts and ideas by asking them questions, helping them create lists, and creating other organizational strategies.  For example, if a child has an idea about building a ramp, the teacher could ask them, “What is the first thing you will need to do?”
• Seating – If a teacher is working with children in small groups, they should position themselves in a way that allows them to continue to supervise the entire classroom. This is an opportunity to ask a child who is distracted to sit across from them, facing away from the hustle and bustle of the room.
• Allow for movement – Children who seem to be in constant motion have to move. It is not a conscious decision, it is an impulse. It is going to be easier to allow for movement and integrate even more movement activities than it will be to try to eliminate the movement. Provide lots of movement breaks.  Ask the child to run errands around the classroom for you to give them productive and positive movement opportunities. Be sure to modify the schedule to break up long periods of stillness.  Early childhood classrooms are active learning environments – long periods of sitting still are not developmentally appropriate.
• Play games that build skills – Many early childhood games require children to use skills associated with executive functions, which include emotional regulation, flexible attention, inhibitory control, working memory, and planning. As you play these games, point out the skills that children are using – “Way to go Marcus! You used your attention skills to find something red on the playground.”
• Develop emotions scripts – A common saying in early learning environments is “Use your words – tell him how you feel.” This is a fantastic practice but it is important to recognize that not all children have the ability to a.) identify their feelings, and b.) communicate them using words, especially in the heat of the moment!  For this reason, it is so important for adults to help children become familiar with their emotions and ways to talk about them.

You can learn more about strategies used to support children in the following courses:

• SPN107: Attention Deficit Hyperactivity Disorder
• CHD111: Explaining Executive Functions

For the main article Supporting Individuals with ADHD, CLICK HERE

For the article Diagnostic Criteria of ADHD, CLICK HERE

For the article Setting up the Learning Environment, CLICK HERE

For the article Supporting Adults with ADHD, CLICK HERE

Setting up the Learning Environment

The environment has a powerful influence on children’s interactions and ability to focus and learn. Imagine trying to concentrate on a detailed task in the middle of a carnival. As an adult, you would likely have difficulty filling out important paperwork if you were surrounded by unexpected noises, people brushing up against you, flashing lights, and hunger pains.  You would probably not perform your best in an environment where you felt criticized, rushed, punished for expressing yourself or expected to do things you just were not capable of doing.

With a little reflection on the emotional feel of the learning environment, it becomes clear that the environment sets the tone for all other interactions and accomplishments. The learning environment includes things like the daily schedule and the arrangement of furniture – but more importantly, it includes the relationships and interactions that occur between children and adults.

The learning environment should be a pleasant, encouraging, and affirming place for young children. Children should feel safe to express themselves, take risks, and make mistakes without fear of harsh disciplinary action. Children should have the autonomy to make choices and opportunities to learn from their mistakes in a safe environment. These are the first elements of the learning environment that should be addressed.

Here is a list of additional things to consider when setting up the learning environment to support all children, including children with ADHD.

• The flow of the daily schedule – Adjustments should be made to reduce transitions and wait times.
• The time allotted for activities – The amount of time should allow children to dive into activities and finish tasks, such as eating lunch, without feeling rushed.
• The materials provided – Access to a wide variety of materials is necessary to ensure that children are engaged in tasks that are challenging, interesting, and engaging.
• The noise level/distractions in the environment – Steps should be taken to dampen the noise level in the room and seating can be arranged to limit distractions when children are working on important skills.
• The classroom expectations – Children do best when they understand what is expected of them and classroom rules help them gain this understanding.
• The way directions are given – Instructions given to the whole group should be modified to meet the abilities of individuals within the group. Not every child is capable of following three-step directions without support.
• The positive guidance methods used – The way that teachers guide children to safely express their emotions is a vital piece of the learning environment.  Will children make mistakes and test limits? Yes – but how these events are treated as learning opportunities is a big part of setting up a supportive learning environment.

For the main article Supporting Individuals with ADHD, CLICK HERE

For the article Diagnostic Criteria of ADHD, CLICK HERE

For the article Strengthening Specific Skills, CLICK HERE

For the article Supporting Adults with ADHD, CLICK HERE

Diagnostic Criteria of ADHD

If a person were to look at the list of diagnostic criteria below, they may conclude that all children have ADHD.  As a person who works with children, you likely understand that young people are an active bunch.  They fidget and forget things.  They make messes, interrupt, and have short attention spans.

As children develop, they strengthen the skills necessary to regulate their responses, focus their attention, and control their bodies. It is for this reason that most children are not diagnosed with ADHD until after the age of 5.  In addition to the symptoms below, doctors will attempt to evaluate the severity of the symptoms and how the symptoms impact home life, school performance, and the development of relationships.

Here are the criteria used to diagnose a person with ADHD – For more information visit CHADD.org.

ADHD predominantly inattentive presentation

• Fails to give close attention to details or makes careless mistakes
• Has difficulty sustaining attention
• Does not appear to listen
• Struggles to follow through with instructions
• Has difficulty with organization
• Avoids or dislikes tasks requiring sustained mental effort
• Loses things
• Is easily distracted
• Is forgetful in daily activities

ADHD predominantly hyperactive-impulsive presentation

• Fidgets with hands or feet or squirms in chair
• Has difficulty remaining seated
• Runs about or climbs excessively in children; extreme restlessness in adults
• Difficulty engaging in activities quietly
• Acts as if driven by a motor; adults will often feel inside as if they are driven by a motor
• Talks excessively
• Blurts out answers before questions have been completed
• Difficulty waiting or taking turns
• Interrupts or intrudes upon others

ADHD combined presentation

• The individual meets the criteria for both inattention and hyperactive-impulsive ADHD presentations.

Remember, only medical professionals are qualified to make a diagnosis of ADHD.  As an early childhood educator, it is your job to document observations, share information with families and doctors, and set up learning environments that help children thrive.

For the main article Supporting Individuals with ADHD, CLICK HERE

For the article Setting up the Learning Environment, CLICK HERE

For the article Strengthening Specific Skills, CLICK HERE

For the article Supporting Adults with ADHD, CLICK HERE

Supporting Individuals with ADHD

In this month’s edition of the CCEI newsletter, we are going to focus on ways educators can support individuals who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).  The CDC estimates that there are about 6 million children between the ages of 3 and 17 diagnosed with ADHD in America.

ADHD impacts both children’s academic success and their relationships with others. The symptoms of ADHD make even the easiest tasks more challenging and supporting children with ADHD takes empathy, patience, and creativity.

The free trial course offered by CCEI this month focuses on ADHD and ways educators can support both children and adults with ADHD.  The free trial is available to all new users of CCEI.  If you already have a subscription, be sure to enroll in SPN107: Attention Deficit Hyperactivity Disorder today to learn even more!

For the article Diagnostic Criteria of ADHD, CLICK HERE

For the article Setting up the Learning Environment, CLICK HERE

For the article Strengthening Specific Skills, CLICK HERE

For the article Supporting Adults with ADHD, CLICK HERE