About ADHD
Strategies in Building Positive Behaviour
and Reducing Negative Behaviour
Building Positive Behaviour
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Explanation & Modelling
Identify, teach and explain positive behaviours -
Overcorrection
Return to the original situation and practice the positive behaviour repetitively
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Example 1:
Play a game at the end of class as a reward for being attentive and efficient in class -
Example 2:
Reduce load in penmanship with neat and accurate handwriting
Reducing Negative Behaviour
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Verbal Reprimand
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Punishment
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Example 1:
Write Apology letter for being impolite to another peer
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Example 2:
Take away your sticker for leaving your seat
Attention!
Reinforcements are not necessarily tangible gifts (e.g. stickers and food), they can be intangible rewards (e.g. game and being praised in public).
Punishments for students with ADHD best not involve taking away their breaks. Students withADHD can focus better after active movements.
Praising good behavior > Punishing bad behavior!
When and How do I give reinforcement or punishment?
Reinforcement
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Reinforce immediately after positive behaviour occurs
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Pair reinforcement with specific feedback (explain what you are reinforcing)
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During early stages of learning positive behaviour, reinforce every time positive behaviour occurs
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Reinforce positive behaviour and never reinforce negative behaviour
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Do not bribe or tease student with reinforcement
Punishment
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Do not over punish or decline easy ways of redemption as student might give up
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Consequences of negative behaviour should be natural and relevant
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E.g. Being late for exam
✓ No compensation for the time forgone
✗ Deduct exam time even further
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E.g. Not submitting assignment
✓ Provide a valid explanation and solution; submit the assignment before another deadline
✗ Standing in the hallway/ at the back of the classroom during class/recess
Response Cost
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Loss of a privilege/ removal of a reinforcer or an opportunity for a reinforcer
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Tend to be ineffective over time
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Use only as part of reinforcement system; quickly reinforce positive behaviour again
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Give 2 warnings before punishing for the first time
Time-out
1. Exclusion in separate room/ partition
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Temporary separation from an environment where the positive behaviour took place
2. Non exclusion (remain in the same area but no access to reinforcement)
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Do not interact with student during time-out
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Location of time-out must be safe and will not attract much attraction
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Specify the time limit (be reasonable) to student
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Communicate time-out as a time to think calmly, not a punishment
01.
Be patient and compassionate - understand that there are causes for certain emotions and behaviors of your students
02.
Do not fall into power struggles (calm & firm)
Facilitate Peer Relations
Create a Positive Environment
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Encourage attempts, efforts and respect. Embrace self-correction
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Create opportunities to demonstrate strengths or shared interests and struggles
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Nature mutual support, compassion and appreciation
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Create incentives for inclusion among students
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E.g. Assign duties according to strengths
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E.g. Giving student with ADHD privileges to choose and invite friends to share the reward for good behaviour
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Create structured opportunities for peer interaction (with instructions) and collaboration
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E.g. Group work or paired learning
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Provide Feedback in Private
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Provide instant feedback so students know if they are on the right track
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Inviting (in low profile and in private) students to have individual feedback (especially negative ones help preserve self-esteem
Promote Self Awareness
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Guide students to express themselves or describe the issues
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Their perceptions of the event (e.g. cause of the problem)
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Their reactions (e.g. feelings and bodily reactions)
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Their expectations (e.g. of self and how issues can be solved)
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Tricks to change their future attempt to similar issues etc.
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Create Signals or Prompts
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Create signals and prompts with students as reminders ( verbally or visually) when inappropriate behaviour appears or is about to appear.
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Provide solutions to foreseeable problems in advance is effective in social activities (e.g. discussion/ game/competitions) when students:
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Make request
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Wait for turns
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Delayed in gratification or are losing
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Are being rejected
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Create a Positive Environment
-
Encourage attempts, efforts and respect. Embrace self-correction
-
Create opportunities to demonstrate strengths or shared interests and struggles
-
Nature mutual support, compassion and appreciation
-
-
Create incentives for inclusion among students
-
E.g. Assign duties according to strengths
-
E.g. Giving student with ADHD privileges to choose and invite friends to share the reward for good behaviour
-
-
Create structured opportunities for peer interaction (with instructions) and collaboration
-
E.g. Group work or paired learning
-
Provide Feedback in Private
-
Provide instant feedback so students know if they are on the right track
-
Inviting (in low profile and in private) students to have individual feedback (especially negative ones help preserve self-esteem
Promote Self Awareness
-
Guide students to express themselves or describe the issues
-
Their perceptions of the event (e.g. cause of the problem)
-
Their reactions (e.g. feelings and bodily reactions)
-
Their expectations (e.g. of self and how issues can be solved)
-
Tricks to change their future attempt to similar issues etc.
-
Create Signals or Prompts
-
Create signals and prompts with students as reminders ( verbally or visually) when inappropriate behaviour appears or is about to appear.
-
Provide solutions to foreseeable problems in advance is effective in social activities (e.g. discussion/ game/competitions) when students:
-
Make request
-
Wait for turns
-
Delayed in gratification or are losing
-
Are being rejected
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Gradual Release of Responsibility (Pearson & Gallagher, 1983) and Fading Out
Accommodation strategies are not meant to be set forever. Their effectiveness should be constantly reviewed. Improvements in students’ ability may lead to adjustments in the type of strategies used, as well as a gradual reduction in the intensity or duration of strategies applied. The target is to support students gain higher level of independence gradually and in the long term.
An example of gradual release of responsibility (GRR)
Teacher demonstrates to the class by answering the question themselves
Teacher guides the class to answer another question together
The class answers the question collectively
A student independently answers the question on their own
Collaborating with and supporting parents
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Observe and record the effectiveness and any side effects of medication use
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Set reasonable expectations, keep regular contact for progress review and explore student’s strengths/ interests
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Some parents ask for grade retention; help weigh the benefits of retention against the potential drawbacks;
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e.g. taught by unfamiliar teacher/ losing friends/ lowering self-esteem
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Occasionally share positive observations; encourage through “sunshine calls” to foster parent-teacher communication
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Share effective learning and behaviour modification strategies or resources (consistency and persistency in strategy use can be maintained by good documentation/ video demo).