Positive Behaviour Support Strategies for Students with Attention Deficit Hyperactivity Disorder: A Step by Step Guide to Assessing a Managing a Preventing Emotional and Behavioural Difficulties , livre ebook

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Description

Positive Behaviour Support Strategies for Students with Attention Deficit Hyperactivity Disorder equips parents, educators and professionals with the knowledge and skills to assess, manage and prevent challenging behaviours in children who have been diagnosed with ADHD.Practical strategies on how to design the environment, activity and instructions to facilitate positive changes will be provided. A Use the comprehensive questionnaires and checklists to develop positive behaviour support plans to support your student consistently in all settings.A This invaluable resource is useful for parents, teachers, early childhood educators, support staff, and mental health, allied health and supervisory A professionals who support students with ADHD.

Sujets

Abnormal psychology

Psychology

Informations

Publié par	eBookIt.com
Date de parution	09 février 2018
Nombre de lectures	0
EAN13	9781456630348
Langue	English

Informations légales : prix de location à la page 0,0600€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.

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Dolly Bhargava

Speech Pathologist with Masters in Special Education

Positive Behaviour Support Strategies for Students with Attention Deficit Hyperactivity Disorder

A step by step guide to assessing, preventing and managing emotional and behavioural difficulties

Copyright © 2018, Behaviour Zen PTY Ltd.
The contents of this book (text and graphics) are protected by international copyright law. No part of this publication may be repro- duced, stored in a retrieval system, transmitted, broadcast or communicated in any form or by any means, optical, digital, electronic, mechanical, photocopying, recording or otherwise, without the written permission of Dolly Bhargava. To obtain permission, email: behaviourzen@mail.com
Target behaviour data collection forms can be reproduced with citation: Bhargava, D. (2018). Positive Behaviour Support Strat- egies for Students with Attention Deficit Hyperactivity Disorder: A Step by Step Guide to Assessing, Preventing and Managing Emotional and Behavioural Difficulties . Perth, WA: Behaviour Zen Pty Ltd.

Disclaimer
The information set out in this booklet is of a general nature only and not exhaustive on the subject matter. The information may or may not be relevant in particular to your student’s cir- cumstance. This book should not be used as a diagnostic tool. Persons implementing any recommendations contained in this publication must exercise their own independent skill or judge- ment or seek appropriate professional advice relevant to their own circumstances when so doing.
Note:
In this book we have used the term ‘student’ to refer to children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) who exhibit emotional and behavioural difficulties.

Dolly Bhargava

Speech Pathologist with Masters in Special Education

Positive Behaviour Support Strategies for Students with Attention Deficit Hyperactivity Disorder

A step by step guide to assessing, preventing and managing emotional and behavioural difficulties

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BHARGAVA, D. (2018). Positive Behaviour Support for Students with Attention Deficit Hyperatctivity Disorder.

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BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.

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Introduction
Attention Deficit Hyperactivity Disorder
Definition
Causes
Associated Emotional and Behavioural Difficulties
Positive Behaviour Support Defined
Positive Behaviour Support Team
Positive Behaviour Support Stages
Positive Behaviour Support: Assess Stage
Positive Behaviour Support: Manage Stage
Positive Behaviour Support: Prevent Stage
Concluding Remarks
References

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Table of Contents

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BHARGAVA, D. (2018). Positive Behaviour Support for Students with Attention Deficit Hyperatctivity Disorder.

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Introduction

All students experience difficulties with managing their emotions and behaviours at one time or an- other. With understanding, support and encour- agement, most students learn the skills they need to manage their own emotions and behaviours. Howev- er, students with Attention Deficit Hyperactivity Dis- order (ADHD) repeatedly engage in emotional and behavioural responses that can cause serious harm to others and/or themselves. Despite best efforts and intentions, the student has difficulties learning how to manage their emotions and behaviours, and the situation doesn’t appear to improve.
As a parent, teacher, support staff member or pro- fessional, directly facing the student’s challenging emotional and behavioural responses daily can leave you feeling stressed, exhausted and disheartened. If any of this sounds familiar, then you have come to the right place.
This book will provide you with a roadmap devel- oped from the evidenced based approach of Positive Behaviour Support (PBS) to help you guide the stu- dent learn positive ways of behaving and managing their emotions. Through your persistence, patience and perseverance you can make a difference in your student’s life.
The road to behaviour change begins with the first step. I would like to take this opportunity to com- mend you for taking the first step in this journey to build a better future for your student.
Best wishes on the journey.

Dolly Bhargava

BHARGAVA, D. (2018). Perth, WA: Behaviour Zen Pty Ltd.

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Defining Attention Deficit/Hyperactivity Disorder

From time to time, most children will have trouble sitting still, paying attention, or controlling their impulses as part of normal development. Whilst most children gradually grow out of such behaviours, students with ADHD do not. The Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-5) [American Psychiatric Publishing (APA), 2013] is a handbook that is used by professionals around the world to diagnose mental dis- orders. The DSM–5 describes ADHD as a type of neurodevelopmental disorder, which means there is atypical growth and development of the brain or central nervous system resulting in abnormal functioning.
ADHD is defined by a pattern of behaviour involving inattention, disorganisation and/or hyperactivity-impul- sivity. An student can have symptoms in one or both categories of inattention and/or hyperactivity/impulsiv- ity to receive the diagnosis. The diagnosis is generally made by 12 years of age and ADHD can continue into adulthood. Three types of ADHD are identified which interfere with or reduce quality of social, academic or occupational functioning:

Causes
There is no single cause for ADHD, but a number of risk factors contribute to its development, including:
Hereditary (i.e. a genetically transmitted disorder and inherited from birth via genes)
Parental health (e.g. infections and diseases the mother might have had during pregnancy)
Parental behaviours (e.g. smoking, drinking and drug taking during pregnancy)
Exposure to high levels of environmental toxins (e.g. lead) in utero
Birth-related factors (e.g. low birth weight, prematurity and obstetric complications)
Post-partum factors (e.g. exposure to infections, diseases, malnutrition, brain injury and a history of abuse and neglect)

1 .ADHD, Predominantly Inattentive Type

2. ADHD, Predominantly Hyperactive / Impulsive Type

3. ADHD, Combined Type

The student has trouble paying attention, concentrating, ignoring distractions and getting organised. As their symptoms are less obvious, the student can sit still and appear to be working.

The student has difficulty staying on task, can be constantly talking and fid- geting and never seems to slow down. The student does not consider conse- quences before acting so they frequent- ly interrupt others and take risks.

The student exhibits both inatten- tive and hyperactive / impulsive symptoms.

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BHARGAVA, D. (2018). Positive Behaviour Support for Students with Attention Deficit Hyperatctivity Disorder.

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Various temperamental traits that may predispose the student to ADHD (e.g. difficulty controlling impuls- es and high levels of novelty seeking)
Associated Behavioural and Emotional Difficulties:
The student may exhibit some or all of following:

Inattention symptoms

Hyperactivity/impulsivity symptoms

Often seems to be inattentive, unfocused and off task
Often easily distracted
Often forgetful
Often appears to not listen when spoken to directly
Often does not pay close attention to details or makes careless mistakes in schoolwork, work or other activities
Often has difficulty with maintaining attention on school work, work or play activities
Often messy, disorganised and missing things needed for tasks or activities
Often does not follow through on instructions and moves from task to task without finishing anything
Often avoids or dislikes doing tasks that require sus- tained mental effort or concentration for a long period of time

Often fidgets with hands or feet or squirms in seat and seems restless
Often gets up from seat when remaining seat- ed is expected
Often runs around or climbs in situations when and where it is inappropriate
Often has difficulty playing quietly
Often ‘on the go’ or acts as if ‘driven by a motor’
Often talks excessively
Often blurts out answers before questions have been completed (or bef