ADHD & Behavioral Problems?

Question

Searching for help with behavior modification plans for the students in my classroom. I have 2 classic ADHD students whose parents will not allow medication. I also have one student who has serious temper problem and is larger than my other students and they are intimidated by him.

I have tried moving desks around, avoiding distractions in the room, helping students individually on classwork. I have even modified the work that they are responsible, to no avail.

I am concerned that my students are not getting enough learning time in. They take frequent bathroom breaks. (The one parent said that they are supposed to be able to use the bathroom whenever they need to no matter how excessive it may seem.)

I am frustrated and my other students are suffering from their behavior. Some of the ADHD students tend to talk excessively, play around, get out of their seats, and even hit other students. I have had conferences with the parents and have not had a lot of help.

Any ideas?

Answer 1

Have you discussed this with your occupational therapist (OT)?  They often have great sensory integration activities for these students to do that will decrease energy and increase attending skills.  Our OT is amazing and even comes into classrooms to do whole group exercises as well as offers equipment in her room if the child needs to be pulled out.  It might be worth an ask.  Good luck, I know it's challenging!

Answer 2

What happened to Teachers aides.  I would have a parent come in 2 -3 times per week to work with the children who are not going with the flow.  Hopefully they will take and place the child in another class.  But really insist that the parents spend 2 days all day with their child to see if they improve.

Answer 3

You are in a tough situation.  The first thing to do is document every behaivor these students have in the class.  Include any time they are out of their seats, any time that requires you to stop teaching to redirect thier attention, anytime you must intervene to prevent physical behaviors...all of it.  Yes, it will be a lot of work, but having that as a way to support your statements will be invaluble.

Next, you need to request a re-evaluation of the IEP's.  It is clear the IEP"s as they stand are not working.  While you can't force a child to be medicated, it is clear that some other strategies must be tried.  The one child who physically stikes other children in particular must be handled.  Both children should have behavioral managment programs as part of the IEP.  It should clearly state what the consequences are for outbursts, especially physical altercations.  Until then, every time the student strikes another child, immediately call the office and ask that they remove him...period.  This is for the safety of the other students and the legal safety of the school.  I can garuntee you that if this child continues, your principal will have some angry parents in his office over this...explain it this way when you call to have the child removed.

While you are waiting for the IEP issues to be addressed, start a form of daily communication with both sets of parents.  A notebook, sent home each day that discusses all the events of the day is a great way to let parents know exactly what is going on.  Be polite, report the positives and the negatives honestly, but don't sugarcoat.  If "Joey" was out of his chair 15 times that day, say so.  If "Billy" struck another student in the arm, say so.  Sometimes parents don't realize how different ADHD can be in a class vs. home setting when it comes to management issues.  Parents should have to sign the book, add any comments or information they feel is needed to share and return it each day in the backpack.  

Until then, you may want to consider a rewards techinique often used with autistic children.  It can be anything as simple as a small treat (one M&M or one goldfish cracker) or, a these boys are older, a token system (give them a poker chip each time, let them save them up and at the end of the day they earn a reward...one night off of homework, first choice of work materials, extra time at recess).  Start off with frequent rewards...sitting in the seat for 10 minutes without any reminders.  Build from there...add in extra chips for completing a task independently, another for finishing on time.  Post rules in the class...quiet voice, hands and feet to our selves, etc...and go over them each day.  All of this will help them to know what is expected, see that doing so has rewards and that not following the rules has clear consequences.

Again, to really address this you will need some IEP changes, a lot of support from the admin and to make the parents aware of what is happening each day, how often and the impact it has on the class, as well as on individual child's ability to learn.

Answer 4

I know what you are going through. I have been there. I solved my problem by inviting the parents to sit in with out the student  knowing  they were coming . They were amazed at what they saw and he gave me very little problem after that . I would always ask him "Do you want your Parents to come back? " I feel your pain.  Have you tried a reward system? The next thing to do Is document disorders  You know date, incident,..... Then have a conference with the Principle and parent together. you also might suggest some counseling to the parent for this child.

Answer 5

I was once just like your two students and like theme my parents refused to medicate me.  Your biggest enemy is boredom.  They have to have fun at it or  there  mind will instantly jump to something that is.  Focus on there strong points and find a way to incorporate that in there other studies.

Also you should look for signs of dyslexia, the two often go hand in hand.

Good lock and remember that nothing worth doing is ever easy.

Answer 6

my dad had a cure for ADHD when i was a kid, it's called his belt

Answer 7

Ultimately it's important that you realize that it's not your job to be the parent, it's your job to be the teacher.  And if the behavior of the student is uncontrollable, then it's beyond your control.

Frequent their trips to a higher authority, such as a principle, so that the higher authority can re-direct the issue to the parents.

Answer 8

There is a lot going on here.. The first thing I would want to know is what is your overall classroom management system. How are routines and rules taught? How are all students provided feedback for appropriate correct behavior and what are the consequences for not following the rules or routines? The number one thing to have in place is a positive based classroom management strategy. Build a positive clsasroom environment using specific social skill training (www.skillstreaming.com is one program) as well as classroom meetings so that the children can speak their mind about those misbehaving and look at using some positive peer pressure. Second is for children whose needs are not being met by a comprehensive classroom management strategy might need a Positive behavior support plan. A behavior support plan is part of an IEP that makes a hypthosis about the function of the misbehavior and attempts to make environmental changes and teach functionally equivelant replacement behavior to students. The idea is that students misbehavior serves a purpose, a rational relevant purpose but using inappropriate methods, the child needs to learn how to get the same purpose of communicative function across using appropriate behavior. For more information see www.specialconnections.ku.edu. After that level I would say the students require a behavior specialist to come in and specifically work with students with these issues. Behavior specialists have specific training for developing behavior plans and if necessary conduction functional assessments for a better look at why the behavior is occurring. It sounds like you are on the right track with moving desks and trying some environmental changes for students you just may need a more systematic comprehensive way to look at the problem.

Answer 9

calm them down and try harder to communicate with them....

Answer 10

You may want to look at your responses to their misbehavior. One thing that is important to understand is that any time a behavior is continued, it is being reinforced in some way.

So far you have looked at the environment, which is a very good first step. You have also adjusted the work, which is also important. However since this is not working for you, then you may be inadvertently reinforcing the problem behavior.

Behavior occurs for two reasons: to get something, usually attention and to get out of something, usually work. Here is what you can do about it.

While you are teaching, observe your reactions to the misbehavior. I suspect that you will find that all of your attention is being paid to the misbehavior. I see this so commonly in my work, that it may be the case here. You also may be showing exasperation on your face or in your voice, making it fun to irritate you.

Try to turn this around and start praising these students when you can catch them being good. Also praise everyone around them. Try to ignore as much of the misbehavior as you can in favor of praise. This takes time, so don't expect overnight success!

If this works not at all, and believe me you will have to do it for awhile, then look at escape as the issue. Make sure they are completing any work that they have missed because of their behavior, preferably at recess or free time. In addition to being praised for their good work, there needs to be a cost for not completing work.

Always use positive reinforcement for positive behaviors in conjunction with punishment. It will work much better this way.

Answer 11

Even if they do have a 'disability' they should still be required to follow the disclipline policy, and be discliplined just like any other kid would.  If child does not have an IEP plan that states how behavior is suppose to be discliplined, they are suppose to follow the same behavioral policy that all kids follow.

As far as behavior plan, do these children have IEP plans? If so, the whole IEP team should be agreeing to the children having a 'behavioral  assesment' done. The results and recommendations from this is suppose to determine how, what, why, etc for a behavior plan called 'positive behavioral plan'.

The parents have to agree and sign a consent form for the assesment to be done.

Are you sure they have ADHD, or just being bad cause they know they can get away with it?

IMO, ADHD is way over diagnosed when the child actually is not being discliplined.

The parent who said child can go to bathroom as much as needed, you do NOT have to allow this UNLESS the child has an IEP or 504 plan and this is listed on this plans.

Have you asked the principal what to do about the behaviors? He might say to follow the disclipline policy.

Answer 12

i have adhd it not fun

Answer 13

Try setting a timer, when the timer beeps - if they are following directions give them a small reward.  Maybe a chart they can fill up w/ stickers or something to earn something they find desirable.  Would it be allowable for them to wear headphones while they work?  That may help keep them from getting distracted too easily.  Switch up your tactics frequently b/c they may only work for a little while.  There are some good references to look into - go to amazon and search for books that might give you some more ideas.  Good luck!

Answer 14

HOW OLD ARE YOUR STUDENTS?

TRY NOT TO GIVE ADHD KIDS MORE THAN 1 THING TO DO AT A TIME A LIST OF THINGS GETS THEM LOST AFTER THE FIRST THING.  THEY ALSO HAVE TROUBLE ORGANIZING, SO WHEN TEACHERS ASK FOR FOLDERS AT THE END OF A WEEK OR 9 WEEKS ONLY HAS THE PARENT WORKING HARD.  IT HAS TO BE DONE EACH DAY.  KIDS THAT ARE ADHD HAVE NO PERSONAL TERRITORY, AND TEND TO END UP IN PEOPLES SPACE WHICH CAN LEAD TO FIGHTS.  IF YOU CAN FIND WHAT THEY ARE VERY INTERESTED IN (AIRPLANES,...) AND INCORPORATE THEIR INTERESTS INTO THE CLASSES, YOU WON'T SEE THE ADHD.  I DID SEE AN ADULT ADHD THAT WAS A BUSINESS MAN.  HE SD HE DID BETTER IN MEETINGS, IF HE HAD SOMETHING TO PLAY WITH IN HIS HAND.  EVEN THOUGH THEY AREN'T LOOKING AT YOU THEY ARE ABSORBING THE INFO.  THEY ARE VERY SMART AND LIKE TO HELP THE OTHER STUDENTS.  MAKE SURE NO SNACKS OR JUICE IN THE CLASS WITH SUGAR OR RED DYE.  THE MORE HANDS ON LEARNING IN THE FIELD THEY LIKE THE EASIER YOUR CLASS WILL BE.  CONTESTS WITH PRIZES (EVEN IF IT IS A STICKER) WILL KEEP THEIR ATTENTION CENTERED.  THEY ARE CONCENTRATING ON EVERYTHING.  PUTTING THEM IN THE HALLWAY DOESN'T DO ANYTHING BUT ADD TO ALL THE OTHER THINGS THAT DESTROY THEIR SELF ESTEEM.  COMPLEMENT AND HAVE THEM HELP YOU .  IF THEY ARE GOING TO HELP, THEY HAVE TO HURRY AND FINNISH THEIR TASK.  MY YOUNGEST WAS ADHD.  AT 3 YRS. OLD HE COULD SIT FOR HOURS AND WATCH BLACK AND WHITE DOCUMENTARIES ON AIRPLANES.  IT IS JUST A MATTER OF FINDING THEIR INTEREST.