ATTENTION DEFICIT DISORDERS INTERVENTION MANUAL

Transcription

1 ATTENTION DEFICIT DISORDERS INTERVENTION MANUAL Secondary-Age Student Edited by Michele T. Jackson and Gaye M. Perera Copyright 1998 by Hawthorne Educational Services, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Printed in the United States of America. 1/08 H A W T H O R N E Educational Services, Inc. 800 Gray Oak Drive Columbia, MO Telephone: (573) FAX: (800) Hawthorne 1

2 Table of Contents I. Introduction II. Goals & Objectives A. Inattentive B. Hyperactive-Impulsive III. Interventions A. Inattentive Behavior Number 1. Rushes through assignments with little or no regard for accuracy or quality of work Is easily distracted by other activities in the classroom, other students, the teacher, etc Does not listen to what other students are saying Does not hear all of what is said Does not direct attention or fails to maintain attention to important sounds in the immediate environment Is unsuccessful in activities requiring listening Needs oral questions and directions frequently repeated Attends more successfully when close to the source of sound Requires eye contact in order to listen successfully Fails to demonstrate short-term memory skills Fails to remember sequences Has difficulty concentrating Loses place when reading Omits, adds, substitutes, or reverses letters, words, or sounds when reading Fails to copy letters, words, sentences, and numbers from a textbook, chalkboard, etc Omits, adds, or substitutes words when writing Fails to complete homework assignments and return them to school Does not perform or complete classroom assignments during class time Is disorganized to the point of not having necessary materials, losing materials, failing to find completed assignments, failing to follow the steps of the assignment in order, etc Completes assignments with little or no regard to neatness Fails to perform assignments independently Does not prepare for school assignments Does not remain on-task Does not perform academically at his/her ability level Does not listen to or follow verbal directions Fails to make appropriate use of study time Fails to follow necessary steps in math problems Does not read or follow written directions Changes from one activity to another without finishing the first, without putting things away, before it is time to move on, etc B. Hyperactive-Impulsive 2 Hawthorne

3 Behavior Number 30. Does not follow school rules Begins assignments before receiving directions or instructions or does not follow directions or instructions Does not wait his/her turn in activities or games Grabs things away from others Blurts out answers without being called on Interrupts the teacher Interrupts other students Talks to others during quiet activity periods Moves about while seated, fidgets, squirms, etc Appears restless Is easily angered, annoyed, or upset Bothers other students who are trying to work, listen, etc Makes unnecessary comments or noises in the classroom Makes unnecessary physical contact with others Is impulsive Fails to comply with teachers or other school personnel Ignores consequences of his/her behavior Fails to follow a routine Does not follow the rules of games Leaves seat without permission Does not work in a group situation Hops, skips, and jumps when moving from one place to another instead of walking Handles objects Talks beyond what is expected or at inappropriate times Does not wait appropriately for assistance from instructor Does not adjust behavior to expectations of different situations Engages in inappropriate behaviors while seated Becomes overexcited Demonstrates inappropriate behavior when moving with a group Moves about unnecessarily Engages in nervous habits VI. Appendix Preventing Behavior Problems Typical Methods of Modifying Academic Tasks Reinforcer Survey Reinforcer Menu Rules for School Environments Point Record Point Card Sample Contract Contract Group Contract Schedule of Daily Events Schedule of Daily Events Sample Parent Communication Form Student Conference Report A List of Reinforcers Identified by Secondary-Age Students Hawthorne 3

4 Note Taking Outline Form Outline Form (Alternative) Mapping Form Double-Column Form Assignment Form Assignment Sheet Week Project Outline Test-Taking Skills Studying for a Test Flash Card Study Aid Fiction Frame Selected Abbreviations and Symbols V. Index Hawthorne

5 I. Introduction The Attention Deficit Disorders Intervention Manual: Secondary-Age Student was developed to better meet the needs of secondary students with Attention-Deficit Disorders in our schools. The manual is the culmination of extensive efforts to provide classroom intervention strategies for the most common characteristics of Attention-Deficit Disorders exhibited by secondary students. The concept of identifying the most common Attention-Deficit Disorders intervention strategies grew out of years of staffings and in-service presentations where teachers earnestly asked the question over and over again, What do you do with a student who...? It is obvious that our educators genuinely want to provide an appropriate behavioral support program for those students with Attention- Deficit Disorders needs, and the Attention Deficit Disorders Intervention Manual: Secondary-Age Student is designed to provide the necessary intervention strategies. The goals and objectives in this manual were developed to serve as samples which may be used in writing IEPs. Criteria for measuring the success of the student s attainment of the goals and objectives must be determined by those professional educators and parents who are aware of the student s current abilities and program recommendations. The interventions in Section III address behaviors associated with Attention-Deficit Disorders and correspond with the goals and objectives in Section II. The interventions should serve as a guide for program development or change for any student in need of improvement. Interventions may be chosen by a team of professionals, a special educator in a self-contained class or functioning in a resource or consultant capacity, or by a regular education teacher. Professional judgment should dictate the choice of interventions for any particular student. The student s age, sex, and grade level are all to be considered in selecting appropriate intervention procedures. The interventions have been found appropriate for special education as well as regular education classroom environments. The expectation is that the appropriate interventions will be selected, agreed upon, and consistently used by all instructional personnel working with the student. Use of the same interventions by all teachers in all settings greatly enhances the likelihood of student success in the educational environment. Theseinterventions, appropriate for all educational environments, lend themselves particularly well to creating continuity across all the classes and educational settings in which the student functions. In order to respond to the broad spectrum of implications related to behavior problems, the interventions contained in this manual are designed to represent solutions which are both preventive and reactive. Preventive interventions are environmental modifications used to reduce variables which may stimulate problem behavior. Such variables would be the amount of noise, movement, or another student that may prove particularly stimulating. Reactive interventions teach the student more appropriate ways to deal with his/her Attention- Deficit Disorder. These strategies include increased self-control, problem-solving skills, etc Ṡome interventions in this manual apply to most students and should be considered first in order to provide a more general approach to Attention-Deficit Disorders. Other interventions are more specific and should be individually selected for students based on the appropriateness of the intervention to the specific problem the student exhibits. For any behavior problem exhibited by students, it will be of value to assess the extent to which institutional variables influence the behavior and possibly contribute to the problem. Limited supervision in play areas, hallways, and during extracurricular activities, as well as arbitrary groupings and seating arrangements, are often examples of factors which are inherent in the institutional structure and often contribute to problem behavior. As a first step in improving a situation, these institutional variables should be evaluated and acted upon to reduce the influence of variables which result in unsuccessful or inappropriate behavior. Additional forms of intervention (i.e., medication) are appropriate and often necessary for the management of Attention-Deficit Disorders. This manual was designed to assist those other treatment methods by providing teachers and other caregivers with intervention strategies which will prevent much Attention-Deficit behavior and facilitate the student s success by teaching the student to manage his/her own behavior. Hawthorne 5

6 II. Goals and Objectives BEHAVIOR 1: Rushes through assignments with little or no regard for accuracy or quality of work Goals: 1. The student will improve the accuracy of school assignments. 2. The student will improve the quality of school assignments. Objectives: 1. The student will perform school assignments with % accuracy. 2. The student will check school assignments to correct errors on out of trials. 3. The student will turn in school assignments for the teacher to proofread and provide feedback for corrections and improvement on out of trials. 4. The student will re-do corrected school assignments with % accuracy. 5. The student will have a peer check his/her school assignments and correct errors found on out of trials. BEHAVIOR 2: Is easily distracted by other activities in the classroom, other students, the teacher, etc. Goal: 1. The student will remain on-task. Objectives: 1. The student will demonstrate on-task behavior by sitting quietly at his/her seat, looking at his/ her materials, and performing the task for minutes at a time. (Gradually increase expectations as the student demonstrates success.) 2. The student will remain on-task for minutes at a time. (Gradually increase expectations as the student demonstrates success.) 3. The student will remain on-task long enough to complete the task on out of tasks. 4. The student will remain on-task through its completion on out of tasks. 5. The student will maintain eye contact with the teacher for minutes at a time. BEHAVIOR 3: Does not listen to what other students are saying Goals: 1. The student will improve listening skills in nonacademic settings. 2. The student will attend to what other students say. Objectives: 1. The student will maintain eye contact when other students are speaking on out of occasions. 2. The student will listen quietly when other students are speaking on out of occasions. 3. The student will repeat what other students have said with % accuracy. 4. The student will respond appropriately to what other students say on out of occasions. BEHAVIOR 4: Does not hear all of what is said Goals: 1. The student will improve listening skills in academic settings. 2. The student will improve listening skills in nonacademic settings. 6 Hawthorne

7 III. Interventions 1 Rushes through assignments with little or no regard for accuracy or quality of work 1. Teach the student proofreading skills. 2. Assess the assignment to determine which criteria (e.g., reasoning, clarity of thought, accuracy, punctuation, etc.) should be emphasized. 3. Establish a timeline for completing a project. 4. Establish classroom rules: Stay on-task. Work quietly. Remain in your seat. Finish task. Meet task requirements. Review rules often. Reinforce the student for following the rules. 5. Allow the student to perform schoolwork in a quiet place (e.g., study carrel, library, resource room, etc.) in order to reduce distractions. Check for accuracy after a specific number of items have been completed rather than the entire assignment. 6. Assign the student shorter tasks while increasing accuracy and quality expectations. 7. Provide the student with samples of work as models for acceptable levels of accuracy and quality (e.g., the student is to match the quality of the sample before turning in the assignment). 8. Require the student to perform a task again if it has been done incorrectly due to his/ her hurrying just to get things done. 9. Make certain that homework relates to concepts already taught rather than introducing a new concept. 10. Provide the student with opportunities for proofing and revision prior to grading assignments. 11. Assess the quality and clarity of directions, explanations, and instructions given to the student. 12. Allow the student to take a break while working on monotonous assignments to relieve restlessness, increase concentration, and improve accuracy/quality. 13. Reinforce the student for improving the accuracy and quality of his/her work based on ability. Gradually increase the amount of accuracy and quality expected for reinforcement as the student demonstrates success. 14. Teach the student procedures for improving accuracy and quality of work (e.g., listen to directions, make certain directions are understood, work at an acceptable pace, check for errors, correct for neatness, copy the work over, etc.). 15. Conduct a preliminary evaluation of an assignment and require the student to make necessary corrections before final grading. 16. Remind the student to periodically review notes and daily calendar of events or tasks that need to be completed. 17. Provide short-term projects that can be quickly and thoroughly completed. 18. Provide a task that requires short, concise answers. 19. Structure the environment in such a way as to provide the student with increased opportunities for help or assistance on academic or homework tasks (e.g., peer tutors, close proximity to the teacher or aide, etc.) 10 Copyright 1998 Hawthorne Educational Services, Inc. Hawthorne 7