{"id":16398,"date":"2020-03-03T14:04:52","date_gmt":"2020-03-03T14:04:52","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=16398"},"modified":"2023-12-06T16:02:55","modified_gmt":"2023-12-06T16:02:55","slug":"adhd-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/adhd-what-to-do-and-what-to-avoid\/","title":{"rendered":"ADHD \u2013 What to do and what to avoid"},"content":{"rendered":"
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Adhd \u2013 What to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

PRIMARY SCHOOL<\/em><\/p>\n<\/div>\n


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In the style of a Teacher Training<\/em> notebook, this is a quick guide for primary school teachers who have pupils with ADHD,<\/strong> which can help them learn more about the disorder and apply simple but effective strategies<\/strong> to deal with it and manage it in the best possible way.<\/p>\n

Find out more!<\/a><\/p>\n

BOOK STRUCTURE AND CONTENTS<\/p>\n

ADHD \u2013 What to do and what to avoid <\/em>contains \u201cready to use\u201d focused instructions<\/strong> to successfully deal with 15 problem behaviours that school-aged children (6-11 years old) typically have.  <\/strong><\/p>\n

The book is divided into 15 chapters<\/strong>, grouped into 3 macro-sections: Hyperactivity, Impulsi<\/strong>vity, and Inattention<\/strong>:<\/p>\n<\/div>\n<\/div>\n


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  1. Hyperactivity<\/strong><\/li>\n
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    1. Standing up and wandering around the classroom<\/li>\n
    2. Laying down under the desk<\/li>\n
    3. Playing with materials on the desk<\/li>\n
    4. Chatting and disturbing the lesson<\/li>\n
    5. Chaotic and noisy play<\/li>\n<\/ol>\n
    6. Impulsivity<\/strong><\/li>\n
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      1. Not respecting his\/her turn<\/li>\n
      2. Interrupting and dominating conversations<\/li>\n
      3. Repeated errors<\/li>\n
      4. Difficulty avoiding danger<\/li>\n
      5. Lack of patience<\/li>\n<\/ol>\n
      6. Inattention<\/strong><\/li>\n
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        1. Not writing down homework<\/li>\n
        2. Not finishing class work<\/li>\n
        3. Distracted and daydreaming<\/li>\n
        4. Difficulty organizing oneself<\/li>\n
        5. Losing and forgetting objects.<\/li>\n<\/ol>\n<\/ol>\n<\/div>\n<\/div>\n


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          What to o and what to avoid<\/p>\n

          The reason for each behavior is initially explained in a few brief sentences (Why does he\/she do this?<\/em>), followed by simple and clear indications for the teacher on the attitudes to be adopted and avoided<\/strong> (What to do, What NOT to do<\/em>).  A discussion on the topic<\/strong> follows (What to keep in mind<\/em>) and tools and strategies<\/strong> are provided in How to intervene<\/em> with regard to some crucial educational and didactic aspects. This is further explored in the paragraphs dedicated to Structuring and collaboration<\/em> guidelines are then drawn up with parents and other school workers (The educational pact<\/em>).<\/p>\n

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          At the beginning of each chapter, a drawing<\/strong> introduces the analysed behaviour.<\/strong><\/p>\n<\/div>\n

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          \u2022 Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em>
          \n\u2022 Brief and simple indications<\/strong> that can be useful to the teacher as a reference point for quickly deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/div>\n<\/div>\n

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          \u2022 A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.
          \n<\/em>\u2022 The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/p>\n<\/div>\n

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          Each chapter closes with The expert advice<\/em>: reflections<\/strong> to further understand<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n<\/div>\n


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          Appendix<\/p>\n

          In the Appendix <\/strong>there are useful worksheets for the teacher, <\/strong>which can also be downloaded and printed in A4 format from the Online Resources<\/strong>:<\/p>\n

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          • Informative worksheet <\/em><\/strong>about the student, to fill out together with the parents to initiate teamwork between school and family<\/strong>;<\/li>\n
          • Observation chart <\/em><\/strong>for identifying the presence and intensity of the 15 behaviour problems <\/strong>by using coloured dots<\/strong> (black = very bad, red = bad, yellow = average, green = good);<\/li>\n
          • Monitoring chart <\/em><\/strong>for evaluating the efficacy of the didactic and educational interventions <\/strong>put into place over the course of 4 weeks;<\/li>\n
          • The contract <\/em><\/strong>to write together with the student and parents;<\/li>\n
          • Collecting rewards<\/em><\/strong> to establish which activities or behaviour responsibilities to assign to the child <\/strong>after a certain number of positive behaviours have been accomplished. <\/li>\n<\/ul>\n<\/div>\n<\/div>\n

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            Leaf through the worksheets in the Appendix<\/strong>, which have been translated into English to facilitate your evaluation:<\/strong><\/p>\n<\/div>\n

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