{"id":21528,"date":"2022-05-05T09:41:18","date_gmt":"2022-05-05T09:41:18","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=21528"},"modified":"2026-01-28T09:27:38","modified_gmt":"2026-01-28T09:27:38","slug":"autism-odd-adhd-hyperactivity-four-practical-guides-for-teachers","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/autism-odd-adhd-hyperactivity-four-practical-guides-for-teachers\/","title":{"rendered":"What to do and what to avoid – Practical guides for teachers"},"content":{"rendered":"
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What to do and what to avoid – Practical guides for teachers<\/h1>\n<\/div>\n


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20 practical <\/strong>and ready-to-use guides <\/strong>to help preschool, primary and lower secondary school teachers know, recognize and manage some of the most frequent problematic behaviours<\/strong> that can occur in classes with pupils with Down\u2019s Syndrome,Autism, ODD, Dyslexia, ADHD and Hyperactivity, Dysgraphia and Dysorthography<\/strong>. Other books are dedicated to Emotional Disorders<\/strong>, Language and Communication Disorders<\/strong>, Challenging Classes<\/strong>, the problem of Bullying<\/strong>, Inclusion, IEP <\/strong>and PLP<\/strong>: these last proposals suggest tools and strategies to build a truly inclusive Individual Education Plan (IEP) and a Personalised Learning Plan (PLP) for the students in need from all school grades.<\/p>\n

The clear and concise illustrated guides written in the style of a Teacher Training notebook, suggest strategies, correct behaviours to have and actions to be avoided<\/strong> in certain contexts to intervene promptly and adequately<\/strong>.<\/p>\n<\/div>\n

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TEACHER-TRAINING<\/p>\n

Teacher Training aims to make teachers understand the cognitive functioning of children and young people with a disorder (developmental, behavioural, psychiatric), so that they can apply specific and therefore more effective educational and teaching techniques<\/strong>, and develop a common language with the clinicians involved in the care of the child\/young adult.<\/p>\n<\/div>\n

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Structure of the guides<\/p>\n

Each volume is introduced by a short theoretical section<\/strong> dedicated to the presentation of the type of disorder<\/strong>, then followed by the descriptions of the problem behaviours<\/strong> that are most frequently encountered in the classroom divided into chapters.
\nEach chapter is structured as follows:<\/p>\n<\/div>\n<\/div>\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

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THE VOLUMES IN THE SERIES<\/p>\n<\/div>\n<\/div>\n

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Challenging classes – Primary School<\/p>\n

Fabio Celi, Benedetta Zagni<\/p>\n

A practical, immediately usable guide that explores 15 real-life classroom situations<\/strong> marked by challenging student behaviour<\/strong>. For each scenario, it highlights effective strategies to use and common mistakes to avoid. By reflecting on these examples, teachers in primary school can strengthen their ability to manage disruption and create a more inclusive, supportive learning environment<\/strong> for every student.<\/p>\n

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

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Challenging classes – Upper Secondary School and Vocational Training Centres (VTCs)<\/p>\n

Gianluca Daffi<\/p>\n

This handy and ready-to-use guide presents 9 classroom scenarios<\/strong> in which students behave in dysfunctional ways, offering suggestions on what approaches to adopt \u2014 and which to avoid <\/strong>\u2014 when faced with such behaviours. By analysing different situations, teachers in upper secondary schools and vocational training centres will be better equipped to prevent disruptive behaviour and foster an inclusive and welcoming environmen<\/strong>t for all students.<\/p>\n

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

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Personalised Learning Plan<\/p>\n

Flavio Fogarolo, Filippo Barbera<\/p>\n

With a clear, direct and hands-on approach, this book helps teachers reflect on what works and what risks turning the PLP into an empty document<\/strong>. The volume also offers practical examples, intervention strategies, guidance on what to include (and what to exclude), common mistakes to steer clear of, and tips<\/strong> for creating an effective PLP <\/strong>focused on the pupil\u2019s actual needs.<\/p>\n

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

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ADHD – Primary School<\/p>\n

Donatella Arcangeli<\/p>\n

Children with ADHD – a neurodevelopmental disorder – may present learning, behaviour, temperament and anxiety disorders – characteristics that may be more or less pronounced in the impairment. This guide presents<\/strong> targeted, ready-to-use instructions for successfully dealing with 15 specific problem behaviours of ADHD<\/strong>.<\/p>\n

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

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ADHD \u2013 Secondary school<\/p>\n

Anna Maria Re, Renzo Sacchetto<\/p>\n

This guide offers secondary school teachers suggestions and guidelines to successfully address 15 problematic behaviours typical of Attention Deficit\/Hyperactivity Disorders. <\/strong>The book is divided into 15 chapters grouped into three main sections: inattention, hyperactivity, and impulsivity, which are the problematic behaviours typical of students with ADHD in the 11-14 age range.<\/strong><\/p>\n

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

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Autism – Kindergarten<\/p>\n

Leonardo Fava, Kristin Strauss<\/p>\n

15 chapters to discover which practical tools to use in the section to reduce the problematic behaviour s of children with autism<\/strong> and try to increase the functional ones. There is no single strategy valid for all cases: by applying multiple strategies in synergy at multiple levels, teachers will find the most suitable solutions for each specific case!<\/p>\n

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

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Autism – Primary school<\/p>\n

Marco Pontis<\/p>\n

People with autism tend to be alone, often avoiding eye contact and are reluctant to change. Moreover, they perform repetitive movements, such as swinging or clapping. In this guide, the author presents the most effective<\/strong> strategies to manage a child with autism in primary school<\/strong>, and offers clear and concise indications on what to do and what to avoid.<\/p>\n

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

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ODD Oppositional Defiant Disorder – Primary school<\/p>\n

Pietro Muratori and Marina Papini<\/p>\n

Already at the age of five, some significant behaviours of ODD – Oppositional Defiant Disorder, recently classified as ‘disruptive disorder’ – can be observed. This book suggests what to do and what not to do when confronted with children suffering from ODD in primary school<\/strong>.<\/p>\n

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

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ODD Oppositional Defiant Disorder – Secondary school<\/p>\n

Gianluca Daffi<\/p>\n

Angry and irritable temperament, controversial as well as defiant, revengeful or teasing behaviour. This ready-to-use guide suggests<\/strong> which actions to implement and which to avoid to deal with specific ODD behaviours in primary school<\/strong>.<\/p>\n

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

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Giftedness and Talent<\/p>\n

Lara Milan<\/p>\n

Gifted children and adolescents show exceptional levels of performance in one or more areas, but do not always experience giftedness as an advantage but rather as a discomfort. In this quick guide, Lara Milan offers<\/strong> useful tips for engaging and valuing gifted students at secondary school<\/strong> to enhance their cognitive and socio-emotional needs.<\/p>\n

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

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Dysgraphia and dysorthography: What to do and what to avoid \u2013 Primary school<\/p>\n

Filippo Barbera<\/p>\n

A practical guide that provides primary school teachers<\/strong> with ready-to-use guidance for successfully addressing 15 common problem situations and difficulties associated with dysgraphia and dysorthography.<\/strong><\/p>\n

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

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Dyslexia: What to do and what to avoid \u2013 Primary school<\/p>\n

Filippo Barbera<\/p>\n

Dyslexia is one of the Specific Learning Disorders (‘SLD’) that involves difficulty in reading a text, not only from a grammatical point of view but also in terms of speed and comprehension. In this book, Filippo Barbera – reporting his own experience as a dyslexic teacher – provides useful indications and suggestions on how to deal with the typical patterns of dyslexia in primary school classes<\/strong>.<\/p>\n

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

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Language and Communication Disorders: What to do and what to avoid – Kindergarten<\/p>\n

Luigi Marotta, Enrica Mariani, Elena Serena Marotta, Manuela Pieretti<\/p>\n

What are the most effective strategies for managing language and communication disorders in the classroom? In the style of a Teacher Training<\/em> notebook, this volume provides early years teachers with ready-to-use instructions to successfully handle 14 common situations and behaviours typically associated with language and communication disorders<\/strong>.<\/p>\n

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

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Bullying: What to Do and What to Avoid \u2013 Secondary school<\/p>\n

Antonella Ammirati<\/p>\n

By dividing the book into four major topics (the bully, the victim, the group and the context), the author proposes<\/strong> clear and simple strategies and guidelines that can be adopted in the secondary school, effectively intervening in cases of bullying<\/strong>.<\/p>\n

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

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Emotional disorders: What to Do and What to Avoid \u2013 Primary school<\/p>\n

Erika Panchieri<\/p>\n

In the style of a Teacher Training<\/em> notebook, this guide offers practical suggestions and helpful guidance to successfully manage 15 common problem behaviours typically associated with emotional difficulties in primary school children<\/strong>. The volume is divided into three sections: Anger, Sadness, Anxiety and analyses in each chapter a different problematic.<\/p>\n

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

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Emotional disorders: What to Do and What to Avoid \u2013 Secondary school<\/p>\n

Francesca Mencaroni<\/p>\n

Emotional disorders are psychological conditions that affect the way a person experiences and manages their emotions. This guide explains how to deal with 15 typical problem behaviours of emotional disorders<\/strong>, suggesting which approaches to adopt and which ones to avoid with secondary school children.<\/p>\n

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

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Improving inclusion in my school<\/p>\n

Dario Ianes, Silvia Dell\u2019Anna<\/p>\n

This practical guide provides clear, simple, and immediately applicable suggestions and strategies<\/strong> \u2014 a real working method <\/em>\u2014 to enhance inclusion in the classroom<\/strong>. Designed for teachers at all school levels, this book is divided into 14 chapters<\/strong>, grouped into three main sections<\/strong> each addressing a different aspect of school inclusion: Engaging All Stakeholders in the System; Observing, Analysing, and Understanding the School’s Overall Situation; Planning and Implementing Improvement Actions.<\/em><\/strong><\/p>\n

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

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Down Syndrome – Primary School<\/p>\n

Monica Induni Pianezzi, Angelica Jaeggli<\/p>\n

In the style of a Teacher Training<\/em> notebook, this book offers primary school teachers suggestions and strategies to successfully address the 12 most common problematic behaviours typical of Down Syndrome. <\/strong>The book is divided into three main sections: adaptive and social skills; communication; learning. Each section represents the problematic behaviours typical of students with Down Syndrome in the 6-10 age range.<\/strong><\/p>\n

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

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IEP and inclusive class<\/p>\n

Dario Ianes, Sofia Cramerotti, Flavio Fogarolo, Benedetta Zagni<\/p>\n

The volume – suitable for all school levels – proposes 15 operational strategies to build an inclusive IEP and class<\/strong>. It is divided into 3 main sections (Building a global IEP – Building the point of contact between the IEP and the class – Building the inclusive class<\/em>) and at the end presents a checklist to self-monitor the actions that make the IEP a truly inclusive tool for everyone.<\/p>\n

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

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Hyperactivity, impulsivity and inattention<\/p>\n

Sara Pezzica<\/p>\n

Children at school may have frequent need to move around, difficulties in sitting, playing quietly and maintaining attention to the assigned work. This guide explains<\/strong> how to successfully deal with the typical challenging behaviours of hyperactivity, impulsivity and inattention in kindergarten<\/strong>.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

What to do and what to avoid – Practical guides for teachers   20 practical and ready-to-use guides to help preschool, primary and lower secondary school teachers know, recognize and manage some of the most frequent problematic behaviours that can occur in classes with pupils with Down\u2019s Syndrome,Autism, ODD, Dyslexia, ADHD and Hyperactivity, Dysgraphia and Dysorthography. 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