5/31/12

AZRIELIDIVERSELEARNERS - Verbal and non-Verbal strategies for ADHD students

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Verbal and non-Verbal strategies for ADHD students 9 Edit 0 0

Title of tool/technique: Verbal and non-verbal strategies for managing ADHD students Description of tool/technique: Teachers' talk can influence positively or negatively the behavior and responses from ADHD students.

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Voice control: Voice may be low to even loud, but with a firm tone; yelling will only beget yelling from the student. Short phrases, use of the students' names and repeated instructions were found to be helpful Standing close to the student, maintaining eye contact, using hand gestures and touching the student on shoulder in controlled manner results in positive reinforcement Ignoring behavior only increases that undesired behavior Applications: Students with ADHD are difficult to teach, typically demonstrating distractibility, impulsivity, and hyperactivity. The teacher will need to pay extra attention to the way he speaks and deals with the ADHD student. Controlled and measured statements and positive body language revealed beneficial results. Negative body language, such as the turning of the head or turning one's back on the student was found to be counterproductive. Application Limits: Positive results, even using these techniques were only found when there was a caring relationship between the student and teacher. Behavior management strategies that were implemented with medication were found more effective. Support for Application from Jewish Sources: Although not directly addressing ADHD students, if Solomon's advice works for regular people, how much more so for people with higher sensitivities.

A soft response quells anger, whereas a word said in rage brings on more anger (Proverbs 15).
- , , , : . . , Application Challenges in Jewish settings: There really should be no difference in the application of these ideals for a Jewish school, only that the teachers and administration should be more careful to implement them. ADHD students have higher levels of suspension, expulsion and incompletion of school. Considering how important Jewish education is on the child's future, the teacher needs to be especially careful to the make the ADHD student succeed. Personal Reflection: I have seen many teachers misunderstand the ADHD student, assuming their disobedience for rebellion. In truth it was due to lack of self control. These teachers really need to be extra sensitive when communicating with the ADHD student. Better verbal and non-verbal cues will make a difference. I have seen when the situation is mishandled, that not only will the ADHD student disturb the rest of the class, but he ended up being needlessly expelled from the class. Specific Example: Jonathan has been diagnosed with ADHD. Although he takes medication, there are still times when he's distracted or acts impulsively. Additionally, ADHD children tend to have weaker social skills, therefore Jonathan may do or say something beyond the realm of acceptable. For the teacher to take control of the class and enable Jonathan to learn properly, he will have to develop a good rapport with him. The teacher will then need to be exceptionally patient and try to implement the positive verbal and non-verbal techniques we have outlined.

Resources and References: Verbal and non-verbal strategies for dealing with the ADHD student is well explained in Gretchen Geng's (2011) article in the Australian Journal of Teacher Education.

36(7), 17-30, Investigation of Teachers' Verbal and Non-Verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students' Behaviours within a Classroom Environment. Likewise this topic is discussed in the book, Classroom management: Creating
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5/31/12

AZRIELIDIVERSELEARNERS - Verbal and non-Verbal strategies for ADHD students

positive learning environments (2nd edition) by Arthur-Kelly, M., Lyons, G., Butterfield, N., &
Gordon,C. (2006).

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