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Self Regulation Interventions for Children with Attention Deficit/Hyperactivity Disorder

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Self Regulation Interventions for CHildren wtih ADHD

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https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf

https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm

https://www.nami.org/getattachment/Learn-More/Mental-Health-Fact-Sheet-Library/ADHD-Fact-Sheet.pdf

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Students with ADHD often exhibit the following behaviors:
-fidgeting with their hands or feet or squirming in their seat. Older students may seem restless
- Difficulty staying seated when expected to do so
-Difficulty waiting their turn  to talk or during a game
-Blurt out answers before the question is even asked
-Difficulty following instructions or organizing materials and tasks
-Difficulty paying close attention to details and avoiding careless mistakes
-Losing things
-Difficulty listening to others without being distracted or interrupting them
-Mood swings

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Specific Accommodations that can help students with this disability

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Specific Accommodations that can help students with this disability

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There are multiple accommodations that can help students with this disability:

- Seat them in a least distractive place possible. Therfore, don't sit them next to the door, near the window, or your desk (if that will be distracting). Seating students in rows with the focus being on the teacher usually work better.

- Give short tests or formative assessments rather than long tests or provide extra time and frequent breaks. Test the student in a way that they will be successful like fill in the blank or orally.
- Provide visuals, charts, pictures, or color coding
-Provide outlines for note-taking or when writing a paragraph/paper
-Create a quiet area for the student when working or taking a test
-Provide a system for organization, writing down assignemnts, and bringing papers home
-Keep the classroom highly structured
-Provide different kinds of activities that allow the student to get up and move
-Create some type of cue that lets the student know to stay on task such as a touch on the shoulder, a tap on the desk, or a post-it note on their desk to stay focused
-Provide step by step directions for the student to frequently reference
-Be specific about what you want him or her to do
-Provide manipulatives during math time
-Allow students to have breaks when needed

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To diagnose ADHD, a variety of tools are used with the most important being information gathered about the person and their behavior in multiple settings. If a person meets the ADHD criteria, they will be diagnosed.

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Treatments include medication, different types of psychotherapy, behavior interventions, educational support. Most people with ADHD receive a combination of treatments.

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Research shows that ADHD is HIGHLY genetic and a brain based disorder. It is not caused by poor parenting, family problems, poor teachers or schools, too much TV, food allergies, or too much sugar.

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Many people who have ADHD also have other mental health conditions too. Up to 30% of children and 25%-40% of adults with ADHD also have an anxiety disorder and are two to three times more likely to have a sleeping disorder. Experts say up to 70% with ADHD will be treated for depression at some point.

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If undiagnosed, ADHD can contribute a variety of other problems like problems with succeeding in school, being productive especially at work, overeating and obesity, and relationships.

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What makes ADHD different from other conditions is that the symptoms a person has are excessive, pervasive, and persistent. They continually show up in all areas of their life.

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Diagnosing ADHD is a complex process. For a diagnosis, the person must exhibit a large amount of symptoms affecting their daily life in several major life areas like work, school, and friends. The person must also have these symptoms for at least 6 months. It is complicated to diagnose ADHD because a lot the symptoms look like extreme forms of normal behavior and other conditions resemble ADHD

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Boys are diagnosed two to three times as often as girls.

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ADHD affects every age, IQ, socio-economic, or gender background.

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ADHD is real. It is a brain based disorder. ADHD, AD/HD, ADD, all refer to the same disorder however, some have hyperactivity and others don't.

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Self Regulation is one type of intervention that helps children who have ADHD. Through self-regulation interventions, students can manage, monitor, record and/or assess their behavior or how they are doing academically.

There are 4 common forms of self regulation; self-monitoring, self-monitoring plus reinforcement, self-reinforcement. and self-management.

Self regulation and the four forms rely heavily on the student consistently assessing their previous targeted behavior. Feedback is also a necessity.

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Self Regulation Interventions for CHildren wtih ADHD