Self Monitoring Strategy: ADHD

Self Monitoring

Self-monitoring us a strategy to help a student take a significant role in changing his/her behaviour. It usually requires the student to record or otherwise attend to the frequency of a target behaviour or behaviours. Many studies have indicated that during the process of a student collecting his self-monitoring data the desired behaviours increases. Generally, the student is instructed on how to record his frequency of behaviours. It may be as simple as recording tally marks for the individual behaviour occurring over a specific period of time. The accuracy of self-monitoring is not as important as the process and awareness it builds in the student.

Steps to follow

• Select a target behaviour that is resulting in problems in school.
• Define that behaviour with the student.
• Monitor the frequency of only that behaviour in various settings and times of school day.

Using these guidelines, self-monitoring can be coupled with a contingency contract. This contract can have built-in reinforcers and act as part of an incentive program that would help reward the desired behaviours. The use of a contract also helps to clarify the goals and expectations of the self-monitoring.

Noticing Cues For Encouraging Appropriate Behaviour

• Tape a small square of paper next to the child.
• Tape a similar piece next to the Learning Assistance teacher.
• Neutrally describe the behaviour which you want the child to stop e.g. "When you speak out while someone else is talking no one can really listen to you. I would like you to wait for your turns."
• Ask the child to put a mark on the paper whenever he has used that behaviour.
• Inform the child you will also make a mark when you notice the behaviour.
• At the end of the lesson you will compare notes to see if you agree on the number of times the behaviour had occurred.

Adaptations check list - ADHD

Adaptation Checklist

A student who is provided with accommodations or supports in order to achieve the learning outcomes of the provincial curriculum is considered to be receivingadaptations. Students who receive adaptations in credit courses in the graduation years are eligible to receive a Dogwood Certificate upon completion of British Columbia Graduation requirements. Adaptations required by students with AD/HD could include, but are not limited to:

Adaptations to Lesson Presentation

___ giving a structured overview before the lesson

___ using visual aids, demonstrations, simulations and manipulatives to ensure that students understand concepts presented

___ using an overhead projector and keeping each overhead for later review by the student

___ colour coding with chalk or pens to add emphasis

___ providing a copy of teacher or peer notes to allow student to focus on listening

___ providing "turn and talk" or activity breaks to assist the student's ability to focus on instruction

___ providing a written outline or frame for students to fill in

___ enabling the student to tape record material presented verbally

___ using computer assisted instruction

___ establishing routines that enable the student to check understanding with a peer

___ including a variety of activities for the student in each lesson

___ collaborative planning with the learning assistance teacher to pre-teach key vocabulary and concepts

Adaptations to Assignments, Projects and Tests

___ giving instructions visually and verbally,

___ pairing students to check work

___ breaking large assignments into smaller parts and providing feedback and reinforcement as each part is completed,

___ providing additional time to complete assignments or tests,

___ encouraging the use of manipulatives to understand mathematical concepts,

___ providing checklists, outlines, advanced organizers, etc. to assist in assignment completion,

___ supplying reading materials at independent reading level,

___ requiring the completion of fewer examples in drill and practice activities while maintaining the conceptual difficulty of the assignment,

___ providing audio tape to assist students to focus on the material to be read and to maximize understanding.

___ using computer assisted drill and practice or simulation activities,

___ enabling students to demonstrate understanding using a variety of media including oral presentations, audio or video taped assignments, bulletin board displays, dramatizations, and demonstrations,

___ enabling students to word process, rather than write, assignments

___ giving frequent shorter quizzes rather than longer tests that require a great deal of memorization,

___ giving tests and exams orally or on audio tape,

___ enabling students to audio record test answers on tape,

___ using a calculator or tables of basic facts to enable students who have difficulty memorizing to work on higher level concepts in math and science

Organizational Supports

___ assist the student to set short term goals and provide opportunities for self-evaluation of progress toward those goals

___ teach the student to use an agenda, checklists, advanced organizers and other structural supports to assist in self management

___ teach the student to keep track of materials by using strategies such as tying a pencil to the desk, attaching a pen to clothing with a key ring, etc.

___ establish specific places for all belongings and reinforce student for putting materials away properly

___ colour code binder dividers or duotangs to that they match the subject area texts or support materials; use the same color coding on the student's schedule

___ encourage the student to use a "Lazy Susan" inside the desk or locker to avoid things getting lost in the back

___ set up a regular communication system to provide structure and support that is consistent between parents and teachers

Compensatory Skills

___ teach the use of a word processing with spell checker

___ teach the use of a calculator

___ provide instruction and practice in using study skills and learning strategies

___ provide instruction and support in using self monitoring strategies

___ provide social skills instruction in and opportunities to role play and transfer appropriate social skills

___ teach the use of a timer to increase time on task and assignment completion

Support plan for Students with ADHD

Name:	Grade:
Date:	School:
Completed by:	Review Date:

1. Indicate the student's areas of strength:

Academics:	Personal Skills
___ Reading decoding	___ Computers/ technology
___ Reading comprehension	___ Interacting with peers
___ Written expression	___ Memory
___ Mathematics - recall of basic facts	___ Leadership Skills
___ Mathematics - conceptual understanding	___ Interacting with adults
___ Rich oral vocabulary	___ Requests help when needed
___ Ability to understand complex concepts	___ Sense of humour
___ Spelling	___ Responds well to praise
___ Other, please specify _________________________	___ Demonstrates enthusiasm
Areas of Interest	___ Other, please specify _________________________
___ Computers / video games	Comments:
___ Television / movies
___ Sports (specify) _________________________
___ Visual arts
___ Music (specify) _________________________
___ Volunteer activities (specify) _________________________
___ Other accomplishments _________________________

2. Indicate areas of concern that are significantly affecting the student's ability to learn and interact with others at school:

Academics:	Behaviour:
___ Memory	___ interacting with adults
___ Understanding and following instructions	___ motor activity detrimental to learning (describe) _________________________
___ Reading decoding	___ interrupting, blurting out, inappropriate verbalizations
___ Reading comprehension	___ interacting with peers in class
___ Written expression	___ interacting with peers at lunch and recess breaks
___ Mathematics - recall of basic facts	___ complying with staff requests
___ Mathematics - conceptual understanding	___ transitions between activities or classes
___ Limited oral vocabulary	___ behaviour during loosely structured activities (assemblies, field trips, etc.)
___ Ability to understand complex concepts	___ attendance
___ Spelling	___ Other, please specify _________________________
___ Other, please specify _________________________
Organization:
___ handing in assignments
___ keeping track of necessary materials
___ time management
___ completing tasks
___ getting started on assigned work
Comments:

---

Goals/Person Responsible	Strategies	Progress Observed
1.		____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
2.		____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________
3.		____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ___________________

ADHD: Resources for educators

http://www.addinschool.com/teacher.htm

SNOW

SNOW is a Toronto based organization offering practical resources for special education teachers. An excellent website

Resource Bank

This website has an array of resources for the Special Education teacher

http://www.theteachersguide.com/Specialeducation.html

guided lesson (small group instruction)

The second strategy that Marla Newton talked about was guided lessons. After a whole class lesson, the teacher pulls a group to work with with her, while the rest of the class are doing various activities. The teacher then reteaches the lesson with a different example. For Example, when teaching a lesson on persuasive writing today, our class looked at a persuasive sample text together. We then went through it together and talked about the features of a persuasive text. I created an anchor chart with them to keep in the classroom. I then gave the class an activity to do independently. During this time, I pulled my IEP and ESL students to work with me. We went through the entire lesson again with a different sample text.
During the guided lesson, I realized that my IEP students really didn't get anything out of the whole class lesson. It really benefited them to hear the entire a lesson again, and force them to follow along. A lot of times, these students find it hard to focus in a large group setting.