Teacher Training aims to make teachers understand the cognitive function of children and young people with some type of disorder (developmental, behavioural, psychiatric), so that they can apply specific and therefore more effective teaching techniques, and develop a common language with clinicians who treat the child.
In the style of a Teacher Training notebook, ADHD What and what not to do presents targeted and ready-to-use instructions to successfully face 15 behaviour problems typical of Attention Deficit / Hyperactivity Disorder.
The book is divided into 15 chapters grouped into three macro sections: hyperactivity, impulsivity and inattention, or the typical problem behaviours of children with ADHD in the 6-11 age group.
- Chapter 1 – Getting up and wandering around the class
- Chapter 2 – Laying under the desk
- Chapter 3 – Playing with materials on the desk
- Chapter 4 – Chatting and disturbing the lesson
- Chapter 5 – Playing in a loud and chaotic way
- Chapter 6 – Not waiting his/her turn
- Chapter 7 – Interrupting and overbearing
- Chapter 8 – Making the same mistakes
- Chapter 9 – Reckless behaviour
- Chapter 10 – Difficulty in being patient
- Chapter 11 – Not writing down homework
- Chapter 12 – Unfinished class work
- Chapter 13 – Distraction and daydreaming
- Chapter 14 – Difficulty with organization
- Chapter 15 – Losing and forgetting things
- Information sheet
- Observation checklist
- Monitoring chart
- The contract
- Collecting awards
Adhd – What to do and what to avoid
Quick guide for teachers
In the style of a Teacher Training notebook, this is a quick guide for primary school teachers who have pupils with ADHD, which can help them learn more about the disorder and apply simple but effective strategies to deal with it and manage it in the best possible way.
Find out more!
BOOK STRUCTURE AND CONTENTS
ADHD – What to do and what to avoid contains “ready to use” focused instructions to successfully deal with 15 problem behaviours that school-aged children (6-11 years old) typically have.
The book is divided into 15 chapters, grouped into 3 macro-sections: Hyperactivity, Impulsivity, and Inattention:
- Standing up and wandering around the classroom
- Laying down under the desk
- Playing with materials on the desk
- Chatting and disturbing the lesson
- Chaotic and noisy play
- Not respecting his/her turn
- Interrupting and dominating conversations
- Repeated errors
- Difficulty avoiding danger
- Lack of patience
- Not writing down homework
- Not finishing class work
- Distracted and daydreaming
- Difficulty organizing oneself
- Losing and forgetting objects.
Each chapter contains:
- Why does he/she do that? -the reason behind every problem behaviour explained in a few, concise sentences;
- What to do and What not to do - simple and clear indications for the teacher about what behaviour to adopt and what to avoid;
- Analysis of the problem behaviour - in further detail;
- How to intervene - tools and strategies for dealing with and managing the behaviour problems in the best way possible (rules for the child, structure for class work, monitoring of the problem behaviour, reinforcement of positive behaviours, educational pact with the family);
- The expert’s advice - a brief summary paragraph with practical suggestions to use immediately.
Leaf through Chapter 1, which has been translated into English to facilitate your evaluation:
In the Appendix there are useful worksheets for the teacher, which can also be downloaded and printed in A4 format from the Online Resources:
- Informative worksheet about the student, to fill out together with the parents to initiate teamwork between school and family;
- Observation chart for identifying the presence and intensity of the 15 behaviour problems by using coloured dots (black = very bad, red = bad, yellow = average, green = good);
- Monitoring chart for evaluating the efficacy of the didactic and educational interventions put into place over the course of 4 weeks;
- The contract to write together with the student and parents;
- Collecting rewards to establish which activities or behaviour responsibilities to assign to the child after a certain number of positive behaviours have been accomplished.
Leaf through the worksheets in the Appendix, which have been translated into English to facilitate your evaluation:
Donatella Arcangeli is a doctor, and a child/adolescent neuropsychiatrist. In her clinic and training practice for health workers, social workers and teachers she dedicates herself to mental health in childhood, with particular attention to children with ADHD. For years she has been dealing with Teacher Training for school staff throughout the territory of the autonomous province of Bolzano, providing teachers with working tools for the management of students with special educational needs or disabilities.