Ensuring School Success for Students Struggling with ADHD/EFD!! Trouble Shooting Tips!
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Ensuring School Success for Students
Struggling with ADHD/EFD!!
Trouble Shooting Tips!
!
Executive Function & Learning Conference
Morrissey-Compton, Stanford University
Chris A. Zeigler Dendy, M.S. November 4, 2017
chris@chrisdendy.com www.chrisdendy.com
© Chris A. Zeigler Dendy
I’ve always been curious why it is !
so many kids are able to !
feast at the table of knowledge….!
while all I get is indigestion!”
An 8 yr-old gifted student
© Chris A. Zeigler
© Chris
Dendy
A. Zeigler Dendy
2
Alex
1st
grade
3
© Chris A.A.Zeigler
© Chris Dendy
Zeigler Dendy
Identify Deficits Causing Failure
Match Interventions with Deficits
Provide accommodations only for
most challenging skill deficits initially!
Use technology!
© Chris A. Zeigler Dendy 4
ADHD/EFD Academic Challenges
D
R
A
F
T
5
© Chris A. Zeigler Dendy
Executive Function (Practical Impact)
Executive Functions Impact Two Key Areas:
Academics
n Writing essays & completing of complex math
n Reading comprehension
n Memorizing letters, numbers, words,
multiplication tables, languages
n Difficulty completing long-term projects on time
6
© Chris A. Zeigler Dendy
Executive Function (Practical Impact)
Academically Related Skills (EF skills)
BEWARE of inaccurate perceptions!:
(Looks like choice or laziness!)
n Following directions
n Being organized
n Getting started and finishing work
n Remembering chores and assignments
n Analyzing and problem solving
n Planning for the future
n Controlling emotions
7
© Chris A. Zeigler Dendy
EF Orchestra Conductor Controls…
Getting
Started
in past, perceived as skills controlled by choice.
8
© Chris A.A.Zeigler
© Chris Dendy
Zeigler Dendy Attention & Achievement Center
Executive Function Deficits…
have a huge impact on
Memory!
Must address two issues:
1. Working memory
2. Memorization skills
9
© Chris A. Zeigler Dendy
Learning Pyramid!
Improve Memory Retention
© Chris A. Zeigler Dendy 10
© Chris A. Zeigler DendyWorking Memory Research
When sit 15 min, blood pools in seat & feet; so to
improve focus:
n Brain breaks, 15% > blood sugar glucose/oxygen
n Laugh/chew gum increases blood flow to the brain.
n Children more active when need working memory.
n Low oxygen and glucose = lethargic/sleepy
n “Water breaks”: move neuron signals through brain
& keep lungs moist to transfer oxygen to blood.
n Glucose foods like raisins boost performance and
accuracy of memory & attention. 11
© Chris A. Zeigler Dendy Barkley, Ratey, Rapport, SousaMemory Retention
20 minute
Sessions
Prime-time 1
Prime-time 2
Down-time
PT1: 10-15 min
DT: 2
PT2: 3 min
Remember
Best - PT1
2nd best - PT2
12
© Chris A. Zeigler Dendy SousaADHD Working Memory is…
Unreliable!!!
“It’s shot!”
So use more external reminders!
© Chris A. Zeigler
Dendy
© Chris A. Zeigler Dendy 13Limited Self-Talk in ADHD/EFD!
Internal vs. External
Reminder Messages
(Internal – Self-talk – “It’s shot”)
External - Visual vs Auditory
14
© Chris A. Zeigler DendyTips to Improve Memory!
(Deshler – make information meaningful)
1. Linking episodic & semantic information
improves LT memory
Easier to remember episodic events/pictures
Hands on activities also provide this link
2. Connection to prior knowledge
3. Elaboration of information > LT memory
4. Mnemonics (memory tricks) > LT memory
5. Organization of information > LT recall
Graphic organizers are helpful.
15
© Chris A. Zeigler Dendy DeshlerEnhance Working Memory
n Provide external reminders
n Take practice tests
n Reduce demands on Working Memory: key points
n Teach memory strategies
n Use effective teaching strategies
n Give water breaks; brain breaks; snack breaks
n FYI-More difficult task; more movement is required
n Consider medication
n Encourage movement & exercise:
n Increase # of neurotranmitters
n Miracle Gro for brain cells
16
© Chris A. Zeigler Dendy Barkley, Ratey, RappaportMemory Strategies!
(use visual or auditory cues)
Enhance Working Memory/strategies
n Reduce demands on working memory
n Brief instructions; provided in writing.
n Teach new concepts in smaller chunks.
n Externalize reminders: visual/auditory.
n Cue: “This is important!”
n Count: “You have 5 things to remember.”
n Create “foldables” with key points.
n Use wild and wacky strategies.
n Movement, exercise, Brain Breaks/Boosters
n Consider medication.
17
© Chris A. Zeigler DendyMemory Strategies!
(use visual or auditory cues; IEP, 504, RTI?))
Enhance Working Memory/strategies
n Limit copying from board.
n Use visual posting or color cues.
n Use acronyms or acrostics.
n “Highlight” key points.
n Use chants or rhymes.
n Aim for comprehension before memory.
n Show how relevant to life.
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© Chris A. Zeigler DendyConcentration (working memory)!
read,write,think.com;espn.go.com; funmatch.com
Espn.go Concentration
Interactive K
ABC Match © Chris A. Zeigler Dendy
19Memory Bracelet!
20
© Chris A. Zeigler Dendy Oriental Trading CompanyKey Word +Mnemonic!
Axis Powers - WWII (math graph)
Axis
Mnemonic/acronym
JIG
n Japan
n Italy
n Germany
Mastropieri, Zeigler Dendy
21
© Chris A. Zeigler DendyMath “Foldables”
22
© Chris A. Zeigler Dendy www.foldables.wikispaces.comUsing Legos to Teach Math © Chris A. Zeigler Dendy 23
Computer/Cell Phone/”Octopus”!
Reminder/Calendar
Octopus ages 3-8
$50
24
© Chris A. Zeigler DendyBenefits of Physical Exercise
n Reduced suspensions.
n Better test scores & grades.
n Remember facts better
without interim testing.
Builds new brain cells!
So increase physical activity—30 minutes daily
n Fitness based PE programs
© Chris A. Zeigler Dendy 25
Napierville IL; HillmanHigher Test Scores after Exercise
26
© Chris A. Zeigler Dendy HillmanEmotions Impact Learning!
“Emotions are the ‘On-off switch’ to learning.”
Negative emotions like anxiety, fear, sadness,
or anger produce cortisol in the brain that
blocks learning--disrupts thinking, memory, and learning!
Chronic stress: causes dendrite atrophy & cell death!
© Chris A. Zeigler Dendy 27
Vail, Lawson, RateyLaughter is the best medicine!
Produces endorphins
Increases nitric oxide
Expands blood vessels
Reduces blood pressure
Increases blood flow & oxygen to brain
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© Chris A. Zeigler DendyExecutive Function Deficits…
have a huge impact on
Being organized!
Check out the ADHD Learning Lab!
© Chris A. Zeigler Dendy 29
BandyChaos and Clutter!
Getting Organized at School
n “Row captain”/friend checks assign/homework
n Buy a day planner/organizer.
n Use notebook dividers.
n Use different folders for each class.
n One colored folder for completed homework.
n Help organize the locker. (model behavior)
n Put all books with homework on one shelf.
Give parents guidance for home--
n Go through papers with child at home.
n Keep all old papers until semester's end.
© Chris A. Zeigler Dendy A Bird’s-Eye View of Life with ADD & ADHD
30Tips to Enhance Study Skills
1. Take a practice exam; review old tests, important
notes, ask others.
2. Don’t cram; spread practice over days: “distributed
3. Review right before bed; 10-15 minutes
4. Study right after exercise, run, dance, shoot hoops
5. Sip sugary drink like Gatorade or apple juice
6. Eat good carbs: whole wheat crackers, granola
7. Take “brain breaks” between study sessions.
© Chris A. Zeigler Dendy 31
Dolin, Barkley“Brain Break/Boosters”
Pick a stick
Machine gun feet
Jumping jacks
Head, Knees Toes
Dance to music
March to music
“The Doctor Says”
Energizers!
Roser
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© Chris A. Zeigler Dendy SousaStudy/Organizational Tips
1. Meet a coach/friend/aide after school to
organize assignments & take home right books.
2. Divide a large task into manageable sections
3. Teach time management strategies to
complete projects by developing and
implementing a plan--use a graphic organizer.
(must prompt & monitor)
4. Type on a computer to express oneself more
quickly and clearly. Save copies of work on
Google Drive.
33
© Chris A. Zeigler DendyOrganizational Strategies
Organization: homework/long-term projects
n Establish homework routine.
n Clean out and review book bag weekly.
n Save any completed assignments.
n Divide & grade LT projects in segments.
n Notify parents of LT project & test: in IEP, 504
n Provide graphic organizers.
n Provide guided lecture notes.
n Provide job card—step by step.
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© Chris A. Zeigler DendyGraphic Organizers (elementary)
Book title, author
Main point, detail
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© Chris A. Zeigler DendyExecutive Function Deficits…
have a huge impact on
Getting Started!
Difficulty using self-talk to get started!
36
© Chris A. Zeigler Dendy“Jump Start” Students
● External prompts by classmates or teacher
● Review instructions
● Call a friend for clarification
● Break the assignment into segments (L-term)
● Simply begin working (becomes clear)
● Draw a mind map or brainstorm
● Use a graphic organizer
● Trick himself; “I’ll read 15 min. & stop”
● Start with physical activity; walk & read
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© Chris A. Zeigler DendyAvoiding the Dreaded
Homework Battles
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© Chris A. Zeigler DendyHomework-Achievement Link Weak
Homework Achievement Link
n Minimal benefits in achievement 2-6%
n Lowest benefits in elementary school
Maximize benefits:
n Maximum benefit from no more than1.5 to 2.5
hrs…total for all homework.
n PTA & NEA recommend no more than 10
minutes total homework per grade….so 6th grader
no more than 60 minutes.
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© Chris A. Zeigler Dendy Barkley, Cooper Robinson PatallTips for Homework Completion!
(include in IEP or 504 Plan )
◆ Assignment Book ◆ “Remind.com” software
Write Assignments ◆ Take picture with phone
n Student ◆ E-mail/text to Parent
n Others (pairs ck.) ◆ Teacher Web Page
n Row/team captain ck ◆ Homework Pattern
n Teacher double cks ◆ Extra Book at Home
◆ Photocopy Assignts. ◆ Phone # for Friend
n Stu. makes 5 copies ◆ Weekly Report
n Wk./mo. at a time ◆ Accept Late Work
• Develop plan 40
© Chris A. Zeigler DendyFree “Remind.com” App
No phone numbers are exchanged.
Remind
Of Trip,
Assignment,
Test.
41
© Chris A. Zeigler DendySend Homework Tips to Parents
● Jump start your child (see tips)
● Know homework assignment—school website
● Call a friend, ask teacher homework (pattern), extra book
at home, email teacher
n Give structure/routine to homework time.
n Give choice of a time to start & a location.
n Prompt getting started (timer, verbal prompt)
● Supervise work/at end get ready for next day
● Sit/work with your child or at least be in the same room
● Put back pack with finished work near the door
● Manage homework time
● Break the assignment into segments—10-20 minutes
● Give “brain breaks,” fidget toy, water, snack; fidgeting OK
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© Chris A. Zeigler Dendy“Launch Pad” Near Door!
(return work to school)
Nadeau
43
© Chris A. Zeigler DendyTeachers may underestimate !
how long it takes for students
with learning problems to
complete homework!
Zentall & Goldstein
© Chris A. Zeigler Dendy 44Avoiding Disaster with Long-Term Projects © Chris A. Zeigler Dendy 45
Completing Long-Term Projects!
(include in IEP - Section 504 Plan
n Modify assignments
n Break into 2-3 segments
n Give separate due dates and grades.
n Organizational support & supervision.
n Prompt about the project due dates.
n Notify parents; involve them in monitoring
n Monitor progress.
n Teach to schedule time backward.
n Provide a job card.
n Provide a graphic organizer.
n Show completed model projects or reports
46
© Chris A. Zeigler DendyLong-
Term
project
47
© Chris A. Zeigler Dendy48 © Chris A. Zeigler Dendy
49 © Chris A. Zeigler Dendy
Executive Function Deficits…
have a huge impact on
Awareness of Time!
“Have no sense of time!”
© Chris A. Zeigler Dendy 50Impaired Sense of Time!
(include accommodations in IEP)
n Teach to compensate
n Use a wrist alarm
n Set an alarm in an phone/computer
n Beep to remind of time
n Use a timer (visual), “Time Timer”
n Practice time estimation; “how long will it take?”
n Schedule backwards:
n Add in “get ready, travel and oops” time
n Give external reminders: work, tests, meetings
n Utilize classmates/aides for prompts
n Get medication right
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© Chris A. Zeigler DendyVisual Timer!
(TimeTimer.com)
Time is an
abstract concept;
Make it concrete!
ADHD internal
time clock
doesn’t work well;
Make it external!
52
© Chris A. Zeigler Dendy“WatchMinder3”
$69
65 messages, vibrates,
repeats daily, snooze alarm
53
© Chris A. Zeigler DendyERO !
(Impaired sense of time)
n Event
n Required response
n Outcome
n If E, R, O are close in time, no problem.
n (Write summary & turn in today.)
n If add a time lag, you disable the child
n (long-term project due in one month) Barkley
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© Chris A. Zeigler DendyExecutive Function Deficits…
have a huge impact on
Reading Comprehension!
55
© Chris A. Zeigler DendyReading Comprehension
n Pick main verb/subject; first sentence in paragraph
n Show student; then student picks verb/subject
n Highlight key points—Crayola has erasable one.
n Photocopy work so child can use highlighter.
n Use sticky notes in the margins.
n Discuss what is read after a page or two.
n Consider books on tape--our son read a book while
listening to text on tape—now Learning Ally.
n Think of a question to ask about your reading.
n Draw a story map of what happens in the story and
add as the story moves along.
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© Chris A. Zeigler Dendy!
!
!
!
Become a detective;
identify deficits;
brainstorm solutions;!
(my strategy for teacher consultation)
!
!
!
57
© Chris A. Zeigler DendyADHD vs ADD Criteria
Hyperactive/Impulsive Inattentive (1994)
1. Fidgets or squirms in seat 1. Easily distracted
2. Can’t stay in seat 2. Doesn’t pay attention to details;
3. Runs or climbs a lot 3. Doesn’t seem to listen
(teenagers—restless) 4. Difficulty organizing tasks and
activities
4. Difficulty playing quietly
5. Loses things necessary for
5. “On the go”; acts if “driven tasks or activities
by a motor”
6. Difficulty sustaining attention
6. Talks a lot on tasks/activities
7. Blurts out answers 7. Doesn't follow through or finish
8. Can’t wait for turn chores or schoolwork
9. Interrupts; butts into 8. Avoids school & homework
conversations or games 9. Forgetful in daily activities
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© Chris A. Zeigler Dendy DSM-VADHD Diagnostic Criteria
If student is punished for forgetfulness,
he is being punished for his disability!
For example:
#9 Forgetful in daily activities
(organizing, losing, starting, finishing)
Instead…accommodate, give external prompts (IEP/504)
n Visual reminders: computer, phone, post-it notes
n Verbal reminders: teacher, students, friends
59
© Chris A. Zeigler DendyIdentify Deficits Causing Failure
Match Interventions with Deficits
Provide accommodations only for
most challenging skill deficits initially!
Use technology!
© Chris A. Zeigler Dendy 60ADHD/EFD Academic Challenges
D
R
A
F
T
61
© Chris A. Zeigler DendyABC/I
Behavior
Chart
• Antecedent
• Behavior
• Consequence
(I prefer term
Intervention)
62
© Chris A. Zeigler Dendy“ABC” Example
Events before & after misbehavior are important.
n What happened before event; a trigger?
n Has his medicine worn off? Is med dose too low?
n Did he forget his medicine? Or refuse to take it?
n What is the behavior? Daydreaming? Not
completing work? Talking back?
n What is the consequence of his behavior? Does
he get a failing grade? Is he criticized? If homework
is late, does the teacher refuse to accept it late?
n What has worked in the past?
63
© Chris A. Zeigler DendyFunctional Behavior Assessment (FBA)
■ Behavior: What is the behavior of concern?
■ Context: Where and when did it occur?
■ Antecedent: What happened just before the
problem that may have triggered it.
■ Contributing Factors: What else is impt?
■ Function of Behavior: Is there a purpose?
■ Teacher and Student Response: What?
■ Continuation of Behavior: Why?
■ Rewards: What does child view as a reward?
■ Previous Interventions: What worked?
64
© Chris A. Zeigler DendyTypical Student Referral
Example
15 years old, 9th grade
In danger of failing classes
© Chris A. Zeigler Dendy 65Issues of Concern
1. Underachievement
2. In danger of failing history
3. Could be dropped from football team
___________________
1. Not completing homework
2. Difficulty getting started
3. Late submission of homework
4. Missing assignments—(must be made-up)
5. Test grades Cs & Ds
6. Remembering homework & returning it to school
7. Tells parents no homework
66
© Chris A. Zeigler DendyUse simple intervention…with greatest benefit
!
How Effective is the !
Student’s Medication?
NIMH/MTA: Most children are on
medication doses that are too low!
Can be adjusted pretty quickly!
67
© Chris A. Zeigler DendyImpact of !
Stimulant Medication
n Increased n Decreased
n Attention n Activity levels
n Concentration n Impulsivity
n Compliance n Negative behaviors
n Effort on tasks n Physical & verbal
n Amount & accuracy Hostility
of school work
n Speed of Learning
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© Chris A. Zeigler Dendy Swanson; BonciAction of Stimulant Medication!
(What meds, dose, when taken?)
(fully effective in 1 hour – no meds 4 homework)
(Concerta, Adderall XR, Vyvance – 8-10 hrs or so)
(Metadate ER, Focalin XR, Ritalin LA – 6-8 hrs)
7:30 8:30 10:30 11:30 ----- 2:30 3:30 4:30 5:30
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© Chris A. Zeigler DendyAcademic Rating Scale
Initial Meds After Med Adjustment
70
© Chris A. Zeigler Dendy2 X 10 for Challenging Students
n Have personal conversation with student 2
minutes for 10 days in a row.
n Topics: anything they want to talk about; family
(who?), what she loves to do for fun, likes about
school, friends,
n Simple, but effective 85% improvement in one
student.
n Focus on good in challenging students, avoid
viewing as a problem instead of a person.
© Chris A. Zeigler Dendy
Wlodkowski 71Interviews/Rating scales/Testing
Interviewed all re: issues, completed med
rating scale, ABC, screening, & BRIEF
n Teachers
n Parents
n Teen
n Concerned 7th grade teacher
n Review IEP, school records
n Use screening tools; med or behavior ratings
n Test results: achievement, WISC-V, BRIEF2
72
© Chris A. Zeigler DendyClass Schedule
Check to see which class student is failing.
• 1st per. – ck if meds taken too late; *
• 6th or 7th per– meds wear off;
• if all classes – meds too low;
* a few classes – ck SLD; consider teacher conflict
73
© Chris A. Zeigler DendyAchievement Scores
Strengths: Math & Science
Weaker: English & Reading
74
© Chris A. Zeigler DendyWISC-IV Results for ADHD
WISC General Ability Index—GAI; screen for gifted
WMI
PSI
VCI
PRI
(low)
(low)
nnnnn
75
© Chris A. Zeigler DendyWISC-IV Results
GAI
Tend
General
to be
Ability
lower:
Index
WMI
&
PSI
76
© Chris A. Zeigler DendyParent BRIEF
Inhibit
Shift
Emotional Control
Initiate
Working memory
Plan/organize
Org. material
Monitor
Goia
77
© Chris A. Zeigler DendyTeacher BRIEF
(GEC)
Global
Executive
Composite
Behavioral
Regulation
Index (BRI)
Metacognition
Index (MI)
Goia
78
© Chris A. Zeigler DendyFather Knows Best:
A Military Father’s Journey
© Chris A. Zeigler
Dendy
Tommy Dendy 79Tommy Dendy, LT Commander !
US Naval Academy, Annapolis
80
© Chris A. Zeigler DendyChildren will do well
if they can!!
vs
Children will do well
if they try harder.
© Chris A. Zeigler
Dendy Ross Greene, Ph.D. 81Publications by Chris Dendy
& son, Alex Zeigler
New! Teenagers with ADD, ADHD, & EFD, 3rd-120,000
Teaching Teens with ADD, ADHD, & EF Deficits, 2nd e
New!!: Father to Father: Advice from the Experts!
Four dads give ADHD parenting advice!!
Real Life ADHD! (DVD)
A DVD for children and teens by teens!!
New! A Bird’s Eye-View of Life with ADHD …10 Years later
ADD/ADHD Iceberg poster (11x 17, color)
Available at www.chrisdendy.com, Amazon & bookstores.
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© Chris A. Zeigler DendyYou can also read
