Controlling the Control Centre in our Brains

Controlling attention and ADHD

Introduction:

The most basic instrument for learning is called a neurodevelopmental function. A neurodevelopmental function may be one component of memory, like needing to remember things seen in the past, or it may be the awareness of how to write the letter ‘g’ and where your pencil needs to be placed to start writing the letter.

The 8 Learning Systems:

In his book, "A Mind at a Time", Dr Mel Levine referred to the different systems in the body i.e. the nervous system or the cardiovascular system, and with regards to learning, there are eight learning systems that are all working together and are dependent on one another, if learning is to occur.

As the child grows and develops, the strength of functions within each system influences performance. Systems change in their capabilities and grow in their effectiveness. They can level off and they can also deteriorate, which is why teachers need to pay close attention to the progress of each system and if any deterioration or dysfunction is detected, work to assist the child in remediating or reviewing the skills needed in that particular system.

The eight learning systems are: thinking with numbers, mastering the challenges of reading, getting thoughts on paper, controlling attention, getting organised, relating to others, motor mastery, and generating and communicating ideas.

Looking at Attention:

Attention is a system of controls that can help students with such things as working consistently each day, focusing on the right details when reading, and thinking ahead about what to say. If students are asked: "What does it mean when someone asks you to pay attention?" they might say, "It means to concentrate," or "It means to look at the teacher." When asked how they might concentrate harder on the teacher, a typical response might be: "Just pay attention more." But attention is much more than just "paying attention."

Attention is a system of controls that can help students with such things as working consistently each day, focusing on the right details when reading, and thinking ahead about what to say. Every day, students are expected to use their attention skills to succeed with school work, control behavior, and relate well to others. Different students will show different strengths and weaknesses in this area. For example, some students might find it easy to concentrate on information that isn't very exciting, but have a hard time staying awake while sitting still.

Attention deficit disorder (ADHD) is a learning barrier where students struggle to focus, sustain attention and ignore irrelevant or unimportant information and therefore are very easily distracted. Work pace is slow and they seldom are able to complete tasks. When students do tasks that are easier or more automatic, less mental effort is required. But success on more difficult tasks requires students to exert more effort. Mental effort is particularly important when students are faced with activities that may not be especially interesting or highly motivating. The amount of mental effort a student can put forth depends, in part, the amount of mental energy he/she has. Students with sufficient levels of energy can exert the appropriate levels of effort to complete the many kinds of activities in school.

Educational considerations for ADHD:

There are 6 main areas that will affect the performance and progress of the child with ADHD in the classroom.

#1 Being the right teacher:

Being flexible and willing to accommodate a child who is already struggling with these difficulties that we have highlighted above, will add to the management plan. The teacher will need to have a firm but flexible approach, using multi-sensory and multiple intelligence models in order for learners to respond appropriately. Being understanding and willing to make certain changes, such as modifying and adapting the curriculum and assessment criteria.

Communicating regularly with the parents and building a close-working relationship to provide the necessary support. Regular phone calls or email sent home reassure an anxious parent that you are on the same team. Giving direct focussed instruction with one instruction at a time so that the child isn’t having to process large chunks of information all at once.and encourage the student to ask when they don’t understand what to do.

#2 Sensible & flexible seating:

Where the child is positioned in the classroom is important where being close to the teacher assists the child to remain attentive and on task, and try to minimize the obstructions (and distractions) between the student and the teacher and where the teacher can easily keep eye contact. The child might also need a larger desk or a workspace that offers place for stationery, books and other learning materials.

#3 Organisation:

Being organised and having a structured classroom procedure and routine, removes unnecessary anxiety for the child with ADHD. The teacher should try to set the example. Establish classroom rules and have them displayed. Encourage the use of checklists, homework diaries, calendars and work plans for when a sequence is required, i.e. writing a story or doing a project. Have specific areas in the classroom where different tasks are completed, i.e. individual work, group work, writing down homework, etc. Colour-coding, highlighting and modifying work sheets, as well as chunking or batching work add to a student’s success and progress in the classroom.

#4 Increasing and holding attention:

The following tips have been tried and tested and yield proven results:

• Use an animated and enthusiastic teaching stye comprising humour, drama, music and varied voice projection (no reading robots),
• Make us of signs and symbols, ie. when changing lessons, use a jingle or show a sign,
• Use clear and concise instructions,?
• Vary the length of lessons,
• Have something for everyone comprising music, drama, movement, art, etc.
• Make use of visual and auditory cues such a mmemomics, rhymes, keywords, raps and memory strategies such as lists, reminders and check boxes.?

#5 Dealing with behaviours in the classroom:

If the child is calling out or being disruptive, remind him about the classrules,

If the child is tapping or jiggling his leg/foot, give him a tennis ball to roll under his foot or squeeze,

If the child struggles to cope with change, warn them beforehand or use calming strategies if they become over-whelmed or anxious.

If the child over-reacts or reacts to teasing, teach calming down strategies.

#6 Focus on strengths:

Children with ADHD have many positive traits such as resilience, creativity, energy, sensitivity, among others so try and provide opportunities where these characteristics can be seen by others. Often these children excel in drama or sport, so it is important to provide events such as derby days, galas and school concerts for them to participate.?

Additional tips for teachers:

• Adjust the rate, complexity, and/or amount of information students must take in or produce at any one time. For example, warn students in advance about material to be presented, e.g., tell the class that you will present five ideas, and then present the ideas in stages, with review after each stage.?
• Provide summary charts, partially completed outlines, or other aids to reduce the amount of mental energy required when working with complex concepts, ideas, or activities.??
• Shift formats, moving between lectures, hands-on activities, and discussions. Use cooperative learning, learning centers, and role-playing to more actively engage students.??
• Modify your schedule so that students engage in important and effortful activities during periods of sufficient mental energy.??
• Vary the length of student work periods. Schedule frequent, brief periods of activity, especially after difficult or effortful tasks.??
• Schedule quiet time throughout the day, when students can rejuvenate mental energy.??
• Teach students how to use textbooks efficiently, for example: how to use the table of contents and the index, how to use the questions at the end of the chapter to guide reading, and how to preview text before reading a chapter (by skimming for key words, dates, and names, looking at pictures for clues to meaning, etc.).??