ADHD - Positive Partnering With Teachers

Early in life, the ADHD child's most important relationship is with mom and dad. Soon, peers will play an increasingly influential role. But perhaps those who will most affect the ADHD child's self-esteem are teachers.

It's vital to cultivate a positive relationship with the person who will govern your child's life for so many hours of the day. Woe to the parent who reaps the title "Helicopter Mom (or Dad)" - one viewed as constantly "hovering" over a school. You, of course, meant only to advocate for your beloved son or daughter.

How, then, to prompt a willingness in teachers to go the extra mile for your disabled child - when funding for ADHD accommodations is nearly non-existent - and teachers already feel overburdened with too large class sizes, too few supplies, and too little time to prepare "normal" kids for standardized tests, plus stay on top of record keeping - the paper monster that won't stay tamed?

The answer is: If you, the parent, can do it yourself - then do. Recognize which "demands" will go unmet, no matter what the IEP says, and sacrifice the battle to win the war - with victory defined as preparing your child to advance to the next level of education.

If the teacher resists checking the child's assignment notebook - then try for regular email communication instead. If that falters, set up a weekly meeting. The goal, making sure the child doesn't fall behind, will only be met if you, the parent, remain vigilant. You can reduce the stress a teacher feels - expressed, too often, as resentment toward your kid - if, for example, you take the time at the start of each semester, to record in your dayplanner - or better yet, on a big, visible calendar the child can check - due dates for reports, tests and special projects.

Teachers have lesson plans. Organized teachers provide students with "green sheets" or other hard copy reminders of when things are due. Meeting with the teacher early in the year to flesh out exactly what's expected for each project, including materials, will help your ADHD child keep from falling behind. Once they're behind, ADHD kids feel increasingly overwhelmed - buried alive under a mountain of demands and projects they think they just can't do.

If you do communicate by email with your child's teacher - keep emails brief and to the point. Keep your attitude as positive as you can: How can I help you help my child? If teachers feel attacked, like anyone, they may become defensive. Lost in the power struggle are the needs of the ADHD child.

Your school may encourage you to place your ADHD child in the "resource room." The resource room is a catch-all for children with various learning disabilities. If a developmentally delayed child requires that tests be read out loud, this may further disrupt the ADHD child's focus.

Because few public schools offer special classes just for ADHD kids, mainstreamed into a regular classroom - with accommodations - is often better. The resource room teacher can provide backup, such as meeting with the child weekly to help the child learn how to fill in assignments in a notebook accurately and completely; or break up a large assignment into smaller pieces and set shorter due dates, then check periodically to see how the project is coming along.

The following tips for both teachers and parents are offered by The Cleveland Clinic Health Information Center:

Inattention

• Seat child in own quiet area without clutter or distractions so he or she can do academic or quiet work
• Seat child near good role model
• Seat child with a "study buddy"
• Increase distance between desks
• Allow extra time to complete assigned work
• Use a timer with small tasks in order to give the child a sense of passing time
• Shorten assignments or work periods to coincide with span of attention
• Break long assignments into smaller parts so child can see end to work
• Assist child in setting short-term goals
• Give assignments one at a time to avoid work overload
• Reduce amount of homework
• Pair written instructions with oral instructions
• Provide peer assistance in note taking
• Give clear, concise instructions
• Cue child to stay on task, i.e. private signal

Impulsiveness

• Ignore minor, inappropriate behavior
• Set up clear, concise rules of behavior and consequences for breaking them - write these down and post them in a prominent place
• Increase immediacy of rewards and consequences
• Reward the child often when he or she behaves appropriately
• Use time-out procedure for misbehavior
• Supervise closely during transition times
• Use "prudent" reprimands for misbehavior (avoid lecturing or criticism)
• Respond to positive behavior with compliments
• Acknowledge positive behavior of nearby child
• Seat child near good role model or near teacher
• Set up behavior contract
• Instruct student in self-monitoring behavior, such as hand raising instead of calling out answers - call on only when hand is raised in appropriate manner and praise student when hand is raised to answer question

Motor activity

• Allow child to stand at times while working
• Provide opportunity for "seat breaks" - such as running errands or having a snack
• Provide short break between assignments or chores
• Remind child to check over work product if performance is rushed and careless
• Give extra time to complete tasks (especially for children with slow motor tempo)

Mood

• Provide reassurance and encouragement
• Frequently compliment positive behavior and work
• Speak softly in non-threatening manner
• Review instructions when giving assignments to make sure the child understands directions
• Look for opportunities for the child to display leadership role
• Initiate communications with teacher/parent
• Send positive notes between home and school
• Take time to talk alone with the child
• Encourage social interactions if the child is withdrawn or excessively shy
• Reinforce frequently when signs of frustration are noticed
• Look for signs of stress build up and provide encouragement or reduced work load to alleviate pressure and avoid temper outburst
• Spend more time talking to the child who seems pent up or displays anger easily
• Provide brief training in anger control; assist child to use calming strategies

School and homework guidelines

• Keep the responsibility focused on the child
• Encourage child to write each assignment in a notebook as it is given by the teacher
• Don't do for the child what he or she can do for himself
• Organize the child for learning; minimize distractions in the study environment and provide adequate materials and supplies
• Do not penalize for poor handwriting if visual/motor deficits are present
• Supervise without being overbearing
• Be prepared to answer questions
• State your expectations clearly
• Determine the optimal time for homework; schedule play after homework
• Prioritize homework assignments
• Break each assignment into workable intervals
• Set attainable short-term goals
• Give special assistance with papers
• Reinforce the child generously for completing assignments
• Make sure the completed homework is returned; before bedtime, have the child get books/assignments ready to go back to school
• Place completed assignments back in notebooks to avoid "lost" assignments
• Provide a good example for behavior at home and at school; be a good role model
• Consider the help of tutors
• Be alert to signs of frustrations
• Collaborate with teacher/parent to increase child's success
• Help the child maintain a positive attitude about homework and school

Organization and planning

• Set up specific time periods for waking, bedtime, chores, homework, television, dinner, etc. Include the child in the planning of these tasks
• Provide as much organization and consistency as possible so the child can learn to control his/her behavior in a predictable environment
• Write it down! Visual emphasis provides a reference for the child
• Be as consistent as possible with daily routines; explain any changes in routine ahead of time so the child can anticipate them
• Encourage organization and provide organizational rules
• Encourage the child to use a notebook including dividers and folders for school assignments
• Provide child with homework assignment book; supervise writing down of homework assignments
• Send daily/weekly progress reports between home and school
• Regularly check desk and notebook for neatness
• Allow the child an extra set of books at home
• Give instructions one at a time and as briefly, simply and clearly as possible. After giving instructions, ask the child to repeat them back to you; praise the child if he or she responds correctly
• Assist the child in setting short-term goals
• Encourage learning of keyboarding skills
• Allow the child to tape record assignments or homework

Compliance

• Praise and reinforce positive behavior
• Provide immediate feedback
• Ignore minor misbehavior
• Use "prudent" reprimands for misbehavior (i.e. avoid lecturing and criticism) - follow through with a logical consequence or restructuring technique
• Acknowledge positive behavior of nearby child
• Help the child find avenues of self-expression that will help him/her communicate what he or she wants in an acceptable manner
• Supervise student closely during transition times
• Set up behavior contract or implement classroom and home behavior management system
• Instruct the child in self-monitoring of behavior

Socialization

• Praise appropriate behavior
• Monitor social interactions
• Encourage child to play with one child at a time
• Involve the child in one activity at a time
• Set up social behavior goals with the child and implement a reward program
• Prompt appropriate social behavior either verbally or with private signal
• Encourage cooperative learning tasks with other children
• Provide small group social skills training
• Praise the child frequently
• Assign special responsibilities to the child in presence of peer group so others observe the child in positive light

Accommodations in teachers'/parents' behavior

• Provide supervision by being physically near the child
• Be as positive and accepting as possible, while providing supportive interventions
• Promote self-esteem through encouragement, setting realistic goals, planning extracurricular activities, reinforcing positive behavior, developing pride in the family, listening and helping friendships grow
• Read as much as possible about ADHD, LD and related problems so you are prepared to become involved in helping the child overcome his/her difficulties
• Try to approach problems in a way that will provide a problem-solving model for the child
• When dealing with the child, try to be as calm as possible. Strive to keep your voice quiet and slow when talking to the child. If necessary, explain to the child that a discussion must wait until everyone has had time to think. This approach provides a model of self-control
• Separate behavior that you may not like from the child. For example: "I like you, but I don't like you to track mud through the house"
• Above all, give the child compassionate understanding. Do not pity, tease, be frightened by or overindulge the child

The Clinic's Information Center adapted this list from "The ADD Hyperactivity Workbook for Parents, Teachers and Kids" - Harvey C. Parker, Ph.D. and G.W. Dorry, Ph.D., Attention Deficit Disorders Association (ADDA) "House Rules About Homework," and states that the information is not intended to replace the medical advice of your doctor or health care provider.

Questions? Contact the Health Information Center at the Cleveland Clinic (216) 444-3771 or toll-free (800) 223-2273 extension 43771 or visit www.clevelandclinic.org/health/.