{"id":28369,"date":"2024-11-29T13:48:46","date_gmt":"2024-11-29T13:48:46","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=28369"},"modified":"2024-12-02T15:32:06","modified_gmt":"2024-12-02T15:32:06","slug":"adhd-what-to-do-and-what-to-avoid-secondary-school","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/adhd-what-to-do-and-what-to-avoid-secondary-school\/","title":{"rendered":"ADHD: what to do and what to avoid Secondary school"},"content":{"rendered":"
\n<\/p>\n
\"\"<\/div>\n


\n<\/p>\n

\n

Adhd \u2013 What to do and what to avoid<\/h1>\n

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

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


\n<\/p>\n

\n
\n

<\/p>\n

\n
<\/div>\n
\n

 <\/p>\n

In the style of a Teacher Training<\/em> notebook, this is a quick guide for lower secondary 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 pupils (11-14 years old) typically have. <\/strong><\/p>\n

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

    \n
  1. Inattention<\/strong><\/li>\n<\/ol>\n
      \n
    • He\/she is easily distracted<\/li>\n
    • He\/she does not complete tasks<\/li>\n
    • He\/she avoids activities that require cognitive effort<\/li>\n
    • He\/she forgets school materials at home<\/li>\n
    • He\/she does not pay attention during lessons<\/li>\n<\/ul>\n
        \n
      1. Hyperactivity<\/strong><\/li>\n<\/ol>\n
          \n
        • He\/she frequently leaves the desk for any possible excuse<\/li>\n
        • He\/she keeps asking to leave the classroom<\/li>\n
        • He\/she talks excessively with classmates<\/li>\n
        • He\/she fiddles constantly<\/li>\n
        • He\/she prefers physical activities to quiet ones<\/li>\n<\/ul>\n
            \n
          1. Impulsivity<\/strong><\/li>\n<\/ol>\n
              \n
            • He\/she has difficulty taking turns in conversation<\/li>\n
            • He\/she does not foresee the consequences of their actions<\/li>\n
            • He\/she struggles to avoid dangerous situations<\/li>\n
            • He\/she has difficulty managing emotions<\/li>\n
            • He\/she finds it hard to organise their activities<\/li>\n<\/ul>\n<\/div>\n<\/div>\n


              \n<\/p>\n

              \n
              \n

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

              The reason for each behaviour 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> about some crucial educational and didactic aspects. A final Don\u2019t forget That\u2026<\/em> paragraph is devoted to important and focused suggestions for the teacher to keep in mind.<\/p>\n<\/div>\n<\/div>\n

              \n
              \n\t\t<\/p>\n

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

              \n\t\t<\/p>\n
                \n
              • Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em><\/li>\n
              • 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>.<\/strong><\/li>\n<\/ul>\n<\/div>\n<\/div>\n
                \n
                \n\t\t<\/p>\n
                  \n
                • A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.<\/em><\/li>\n
                • The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/li>\n<\/ul>\n<\/div>\n
                  \n\t\t<\/p>\n

                  Each chapter closes with reflections to deepen understanding<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n<\/div>\n


                  \n<\/p>\n

                  \n
                  \n

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

                  \n\t\t\t