Combined with in-the-moment feedback and support from families, schools can create exceptional learning environments for all students while offering students with ADHD effective and respectful support.
One of the best researched and most effective interventions for ADHD is medication. However, medication is not an option for every child, and schools can’t require families to seek a diagnosis or a prescription. Since schools generally can’t control whether a family chooses medication as a treatment for ADHD, often the most effective, evidence-based supports for children with ADHD involve “classroom-possible” strategies that are good for all students, yet demonstrate the most benefit for students with ADHD.
- Play-based skills coaching with peers
- Recess at the beginning of the day, and ideally throughout instructional time
- Positive reinforcement paired with clear, predictable expectations for behavior and classroom routines
- Explicit training in organizational skills
One of my clients is building a system for supporting students’ social, emotional, and academic achievement for the first time. Another is revising their approach to ensure that they are aware of their students’ social, emotional, and academic needs and has already created a system for supporting anything that might prevent student learning. Often, people call this “response to intervention” or “RTI.” Both are accomplishing this work with no triangles, and no tiers.
One of the problems with CICO is that it works. What if the only reason student behavior improves is because we’ve provided frequent doses of external motivation, and never connect the goals we have for students to goals that they have for themselves?
Trauma Informed Care, skills and practices, will be more important than ever upon return to classrooms this fall. During this workshop teachers/staff will reflect upon the emotional toll of the past year as well as identify emotional triggers, learn emotional regulation skills, and understand the importance of co-regulation between student and teacher.
The most important member of any team designing any intervention or service will always be the person the plan is supposed to benefit. Instead of assuming to know how best to help someone, find out sure.
If, by helping my partner schools approach student discipline through a PBIS framework, I was creating a system where a small group of people established behavioral expectations without involving the entire school community and without centralizing the voices of students and families of color, then there was no way that I could say with integrity that the values I was helping schools teach and enforce school-wide at all represented the value system to which every student subscribe
-by Timothy Grivois-Shah, Ed.D. Schools are working out how to ensure that all students—without exception—have access to quality education in the context of a pandemic that forced most schools to close their buildings, teach kindergarten via Zoom, and hold drive-through graduation ceremonies. The sheer size of what needed to happen to keep children safe andContinue reading “Safety first”
Marie Kondo is a consultant famous for helping people throw things away. Interestingly, on her website, she describes her main goal as “to help more people live a life that sparks joy, and we are committed to offering the simplest, most effective tools and services to get you there.” What Marie Kondo and I haveContinue reading “Organize around values.”
Knowing our students well means understanding what they have in common and what makes them unique as learners. Identifying problems and developing solutions is easier when plans take into account the unique level of resources available to them.