Understanding An ADHD Student
Written By: Isabelle Saunders
School is a primarily concentration-based institution: if you don’t pay attention, you’re likely to get lost quickly. Though many students are able to retain information taught to them in the standard class-lecture form, children with ADHD (attention deficit hyperactivity disorder) will often have a much more challenging time with this. They have difficulty paying attention and sitting still, which are integral aspects of the typical classroom. Educators, if your ADHD students are wrestling with an inability to focus or track in class, it’s important that you do everything you can to make sure they’re not left behind. If you yourself don’t have ADHD, however, it may be a bit hard to know where to start.
What helps an ADHD student may vary depending on the child, so it’s important to get in touch with them and/or their parents about what best works for them. However, these are some universally helpful ways to work with the symptoms of ADHD.
Understanding
The first step to teaching your ADHD student is understanding how their brain works. Know that their possible lack of concentration in class or tendency to forget assignments is not a simple disinclination- it’s not from lack of trying. Their mind is just wired a bit differently, and they’re still able and eager to retain information, but maybe in a way at odds with your method of teaching.
Approaches
Movement: A symptom of ADHD is the need to be moving. If you allow them time to shake out the pins and needles, they’re likely to be better able to focus their attention on the subject at hand. Recess, of course, is the most obvious way to accommodate this, but after a certain age, recess is no longer included in most school schedules. In addition to or instead of recess, consider allotting time (say, a 5-minute break) for your students to move around and stretch. Try planning kinesthetic lessons that channel movement into learning and memory. Another idea is to let your ADHD students stand during lessons, if they so desire. If your class’ desks are arranged in rows, it’s easy to let them stand in the back.
While fidget toys, such as fidget cubes, have been labeled by many teachers as merely distracting to the user, they actually help with ADHD. Little movements, such as knee-bouncing or pencil-tapping, are a way to channel the extra energy into one motion. By permitting objects such as fidget cubes, you are giving your students a way to keep their hands moving in a way that’s quiet and not distracting to anyone.
Organization: ADHD students may have trouble keeping track of many assignments at once, so organization is vital. Most classes have a binder where all notes and assignments are kept, so check in with your student to make sure their binder is kept neat and it’s easy to find their work. They’ll need dividers to separate old homework, notes, quizzes, etc. Apart from the binders, try suggesting a separate folder for to-be-completed homework. This is a good space for more immediate objectives, and they won’t have as many binders from different subjects to remember to take home. It’s also a good idea for them to keep an academic planner where they can write down assignments and due dates as soon as you say them.
We all learn differently, and those with ADHD are no exception. Remember to give your ADHD students positive reinforcement when they’re doing well: sitting through lessons takes a lot of effort and energy on their part, and hearing that you notice the work they’re putting in will be a huge encouragement. Be patient, and know that you’re not trying to combat the symptoms of ADHD; you’re working off of them. They don’t take away a student’s ability to learn- they merely make them learn in different ways.
To learn more, check out the links below:
https://www.cdc.gov/ncbddd/adhd/school-success.html
How to Get Organized
Written By: Coach Nathaniel Jenkins
The ability to organize is an under-discussed skillset. Organization is a tedious stepping stone that requires constant maintenance in efforts to meet our next goal or deadline. As I am sure you know, organization is acutely important in day to day life whether we acknowledge it or not; this can be a frightening thought for many, especially for young minds with executive functioning hardships or ADHD. You may have heard something along the lines of “I would like to become more organized, but I don’t know where to start!” or “I know where my stuff is and that is all that matters!” As is true for most things in life, just because one way works for an individual does not mean that it will work for another. Organizational skills are not simply taught through a “one size fits all” approach because no one student is exactly alike. For some, the thought of being disorganized is unfathomable, but for others, it's just a part of life. An article called “How to Help Yourself Get Organized” by the Child Mind Institute https://childmind.org/article/how-to-help-yourself-get-organized/ provides insight on how young minds may work and think of organization.
Young minds are malleable and have incredible amounts of potential to soak up a lot of information. It is imperative to promote day to day routines focused on staying organized to carry out tasks of all difficulty levels with more peace of mind. Organization is not tactical, it is strategic, but it may require various different tactics, or approaches, to get your student on track to becoming self-sufficient in their organizational abilities. According to the article “How to Help Yourself Get Organized,” the most important “universal tips” for success when learning organizational skills are to do the following:
· Write it down.
· Put the same thing in the same place every time.
· Make easy-to-lose things bulky.
· Breaking overwhelming tasks into smaller, more manageable pieces.
· Keep it simple.
Let’s include these points into steps for instilling a sense of confidence to develop organizational skills in your student.
1. If at first you don’t…. find an approach that is successful, test new approaches until you find one that works! Don’t stress it if several approaches don’t work as expected. Trial and error is a part of life. You will find what your student responds to in time. Positive reinforcement in general will go a long way in promoting life skills such as organization.
2. Weaknesses, we all have them. Understanding weaknesses and tackling them head on is key in life in general, but especially in the life of a student lacking executive functioning skills. For these students, the sense of having a “weakness[es]” may be heightened and identifying weaknesses you may observe as the parent, teacher, etc. in your student may be different from what the student would classify as their weaknesses. Communicating to identify these shortcomings will significantly help in the long run.
3. Methods for success. These methods may include specific items or words of affirmation or whatever it is your student positively responds to. Would a physical calendar full of handwritten notes of when homework, exams, etc. are due be a successful method for your student? Or would having the student write on a notepad or even an app for notes in their phone help? The key to successfully instilling a sense of organization in your student is to focus on what works for them.
4. Don’t stress the planning aspect of becoming organized. The thought of attempting what to do to become organized can be daunting, but simple small steps will show the most success and will build over time into a fluid routine of maintaining organization in day to day life. The methods mentioned in step 3 may not be immediately useful so find what works piece by piece.
The key to all of this is understanding that your student is learning a new skill set altogether that does not have its own class subject at school. Your student who faces complications with executive functioning has a lot of potential to put their energy into becoming organized and maybe even one day enjoying the sense of accomplishment that organization brings. Finding what works for your student will not only help instill a valuable life skill, but will also help them to succeed in academics and whatever life may throw their way.
What are Executive Functioning Skills?
Written by: Coach Lauren Bachand
Executive functioning skills are those higher cognitive skills that are required to successfully plan and carry out various actions during the day. They include attention, planning, prioritizing, and organization. They are used for memory, reflection, and inhibition control. But what exactly is the big deal with executive functioning? And why get a tutor that focuses specifically on planning and organization instead of your child’s “problem” subjects and poor grades?
Well to start, the reason for academic failure normally has little to do with a lack of understanding the information and more to do with the processing and storing of the information. Executive functioning skills, or EF for short, are those skills controlled by the frontal lobe of the brain. This is the last part of the brain to develop and mature, but it is also the most influenced during childhood development. Just like academic subjects in school, EF skills are learned, however they are not necessarily intuitive.
Let’s take a look at our lives as adults to help conceptualize what they are, and role our EF skills play in our daily lives.
For many of us, our day actually starts the night before. We might set an alarm, or check to ensure our alarm is set for the right time. (And, if you are anything like me- set a second, and a third. Just in case.) The next morning when you wake up, you prioritize the first things to do without much thought. Maybe one child struggles with getting up in the morning, or has to be to school earlier than the others, so you wake them first. You get dressed, set out breakfast, create your children’s lunches, or pull aside cash for hot meals. When you arrive at work you check your emails. You effortlessly categorize and prioritize which ones to answer before your 10 o’clock meeting. That afternoon you use Google Maps to determine the best route to get to your children’s school in time for pickup. You notice there is an accident, adjust your route and call the school to let them know you may be late. Once you arrive home you realize you are out of milk and write a memo to pick more up the next day. You look in the pantry, problem-solve, and cook dinner. You usher your children to bed, and then it is time to start all over again.
As an adult, you used your EF skills naturally and unconsciously. You adapt, problem-solve, and overcome obstacles with little second-thought. A child, especially once with learning differences which create EF deficits, may run into numerous bumps in the road during your day. They might forget to set their alarm the night before and wake up late, take too long answering emails and miss the morning meeting, see an accident on the route and not adjust or call the school to warn about being late, or they might forget to write the memo for milk.
If we were to translate this information to your child’s everyday life in an academic setting, you might notice that they forget to write down the deadline for an upcoming project. They might spend too long working on a homework worksheet that is only worth five points, instead of studying for a test that is worth 50 points. They might pick a topic to research that is too challenging, but they do not adjust the subject or ask the teacher for help. Or, they might forget to bring their textbooks home to complete their homework.
While your child’s academic coach will work with them on developing these skills during their sessions, it is also important they are developed daily around the house. So what are some things you can do to help your child develop and mature their EF skills, maximizing their future success? Well, to start the best (and easiest) way is to model the behavior yourself.
Here are four easy ideas to do together with your child:
Create a wall calendar for you and your child
Calendars are a great way for anyone to stay organized and on top of their game. It is the perfect way to foster planning, time management, scheduling skills, and foresight.
Begin with buying one large dry erase calendar (22in by 18in) for yourself and one for your child. These can be found on Amazon. Then, set aside one night at the end of the month, like the last Sunday, to sit with your child and schedule out the month in advance. Add work deadlines, appointments, and reminders on your calendar, while encouraging your child to fill in the deadlines for large assignments, tests, and extracurricular activities such as sports practices and tournaments on theirs. Then, create the habit of marking off each day together before going to bed. Children are visual learners, and being able to see approaching deadlines help them prioritize and schedule appropriately.
Create a nightly checklist for you and your child
Checklists are a great way to foster organization and other skills needed to prioritize tasks. It provides a sense of accomplishment, and help reduce stress and anxiety.
Begin by having you and your child create two or three goals you would like to complete by the end of the next day. These goals can be work/academic related, or they can be broader goals like remembering to wash the dishes or making a doctors appointment. At the end of each day, sit with your child and mark off which goals were met. For goals that weren’t met, ask questions such as “what prevented me from doing this goal today?” This tip can be used to foster a sense of accomplishment, be used as an incentive for “screen time” or another “fun” activity your child enjoys. If you and your child are competitive, this can become a fun game to see who can complete all of their goals each day.
Set out clothes for the next morning with your child
Preparing for the morning the night before fosters skills related to time management and organization. It reduces stress, anxiety, and frustration during morning routines.
Begin by checking the next day’s weather with your child. Now, with smartphones and in-home devices such as Alexa and Google Home- this step couldn’t get any simpler. Once you have determined the weather, work with your child to put aside an outfit. If your child has a uniform, this is the time for them to ensure all of the parts are washed and accounted for. If your child does not have a uniform, this is their chance to put together a cohesive, dress-code and weather appropriate outfit that matches their personality. While they put aside their outfit, you also have the chance to ensure you have everything you need for the next morning, potentially putting a small load in the washer and dryer before bed or ironing a pair of slacks. Once each of your outfits are picked out, you can each place them on the back of the bedroom doors using a hook.
Involve your child in cooking or meal preps
Cooking uses every EF skill there is. It fosters organizational, time management, working memory, and attention skills. Children must learn to use foresight and create grocery lists, gather and organize ingredients, time manage and prioritize what to cook when based on varying cook times, and attend tasks while cooking. Even better, it develops self-confidence in your child and a sense of accomplishment when they serve the meal to the family.
Begin by scheduling one day a week that your child is responsible for making dinner. I encourage parents to have their child make dinner since it is a meal the entire family can enjoy together. Once the day has been scheduled, help your child select meals you know they can accomplish with minimal assistance. Encourage your child to do as much of the meal independently as possible. These do not have to be complicated meals. Spaghetti with meat sauce, club sandwiches, baked ziti, hotdogs, or hamburgers are all examples of simple meals children can create with minimal assistance.
For more information about Executive Functioning, click here: https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/3-areas-of-executive-function