Applying Evidence-Based Strategies by Courtney McKnight

Supporting a Student with ADHD

cmcknight176 — 2024-12-02 00:53:13 UTC

I had a student in my classroom who often disrupted lessons by talking out of turn and leaving their seat frequently. After observing their behavior, I noticed these actions often occurred during longer instructional periods or when tasks were particularly challenging for them.

One evidence-based strategy I would use is Positive Behavior Support (PBS). For this student, I would set up a reward system where they earn points for staying seated and completing tasks within a set timeframe. For example, they could exchange points for extra computer time or a small tangible reward at the end of the week.

I chose this strategy because it focuses on reinforcing positive behaviors rather than punishing negative ones. It also provides a clear structure and motivation for the student. To implement it, I would start by setting achievable goals, tracking their progress, and adjusting the rewards based on what motivates them the most.

What other strategies might work alongside PBS to help this student stay engaged during longer tasks?

Instructions

cmcknight176 — 2024-12-02 23:48:02 UTC

Prompt:
Think about a student in your classroom (or a hypothetical scenario) who exhibits challenging behaviors influenced by a disability. Reflect on the following:

Describe the behavior and any potential triggers (e.g., sensory sensitivities, academic frustration).
Identify one evidence-based strategy from the lesson that you think could help address the behavior (e.g., Positive Behavior Support, De-escalation Techniques).
Explain why you chose this strategy and how you would implement it in your classroom.

Instructions for Learners:

Add your reflection as a new post on this Padlet wall.
Review and comment on at least two peers’ reflections, offering additional insights, questions, or alternative strategies.

Test

2024-12-09 14:05:12 UTC

Test