ADHD KIDS: 3 Effective Ideas for Success in Learning
??Wendy Gagne??
Faith & Family for Women | Healing the Heart | Family Consultant | Creator of GYHiO Christian Women's Program
One of my most incredible frustrations is finding programs that aggravate ADHD symptoms for kids. Here I will present a few articles over the next few weeks on how to change your program to accommodate ADHD kids. If we look at preschool (age 3) to age 9 especially boys, we will find programs whose rules are more important than kids and learning.
Teaching Executive Function activities to kids is a great idea. However, we often find that there is more force than teaching going on in our programs.
In this first article, I will tackle movement.
For lack of ideas in managing large groups of children with a couple of ADHD kids along, force is often the “go-to” technique whether by plan or happenstance. Once we are frustrated enough with the child’s apparent lack of cooperation, we use force, “Sit down or . . . “ After much stressful conduct by the child, we assign a consequence too late and unrelated to the behaviour. Many people say that their efforts do not work.
What is the goal? You truly hope your child/student will cooperate and give you a peaceful day today. It is not happening. You have an agenda for the class. You want to get somewhere as a family. The ADHD child is not letting you do that.
Here are three simple tips for tackling movement that will bring better focus for the child and peace for the others.
1. VALIDATE “Why are you doing that?" What is your idea here? If the child is a preschooler, ask genuinely, “Is that sitting down? No? Can you show everyone what I mean by sitting down? You are a good model!”
2. INVITE MOVEMENT “Are you not able to sit longer?” If the child says no, offer, “Would you like to use your stress ball? OR “Would you focus better at the back on the mat? Would you like to sit on the Swiss Ball?" If the student is older, ask more privately, “I asked everyone to sit down. Does that seem difficult for you right now?” If the child says no, he or she will sit down. If it is really uncomfortable the questions should be asked in a way that leaves room for them to say no without fear of punishment. “Yes, I don’t want to sit right now.” At this point having a Swiss ball or a small malleable stress ball available may help. Leave the option open for the student to go to the back of the room to make larger movements possible. This helps the child learn and assimilate information better.
3. INVITE CREATIVE IDEAS FOR MOVEMENT Ask the child what they would like to do to move. Make it specifically movement that is the offer, or they will ask for something unrelated. Younger children may need to pour, wiggle, snuggle with a comfort toy or change position (from sitting to lying down on the mat). Older children will apply different ideas. They may need to bounce, fidget, sketch, stretch, or lay on a gym mat at the back of the room. Give them a choice of primed ideas. That is, before the class or group gets underway, set up and review the movement options for children who need to wiggle, stretch legs, lay down, or fidget.
Suggested movement accessories for up to 18 years:
Fidgeting Finger/Hands Stress Ball Sketching pencils, pens, markers and paper. Small, quiet fidget toys like links and squeezable toys.
For Stretching Chart on the wall by mat, where child can do stretches for restless legs.
For Larger Motor: Swiss Ball for bouncing/rocking
Mental Movement: Pattern Games (Rubik’s Cube). Ear phones with selected music patterns or frequencies. (Classroom background frequencies that induce concentration can be helpful for everyone!) Simple books to read while the lesson is going on, about an unrelated topic. ADHD kids can focus on 3 or 4 subjects simultaneously. Having only one mental activity might hinder focus. Allow the child to choose from various topics within the class so passion can be channeled for focus.
Next up, I will post an article on STRUCTURAL DISCIPLINE
Wendy Gagne, M.Div, PD in progress
A safe space to find the strength in vulnerability, foster & embrace change, & letting love be rearranged, reimagining your relationship and getting back the warm fuzzy feelings.
5 年“Tackling movement” yes!
Wendy, I could not agree with you more. Lapsing into coercion and belittling happens even when teachers and parents are trying hard to avoid them-which contributes to feelings of shame and guilt for everyone. You have provided some very practical alternatives
?? My goal is to educate people on science-based natural options for a healthier life ?? The content is not medical advice. Prov 4:23
5 年Thank you so much for sharing, ??Wendy Gagne??