POSITIVE BEHAVIOUR SUPPORT STRATEGIES FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER
Practical evidence based strategies to help your child with Attention Deficit Hyperactivity Disorder achieve better communication, social, emotional, behavioural and learning outcomes.
Introduction to adhd
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, individuals 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 disorders. The DSM–5 describes Attention-Deficit/Hyperactivity Disorder (ADHD) as a type of neurodevelopmental disorder, which means there is atypical growth and development of the brain or central nervous system resulting in their abnormal functioning.
ADHD is defined by a pattern of behaviour involving inattention, disorganisation and/or hyperactivity-impulsivity. An individual can have symptoms in one or both categories of inattention and/or hyperactivity/impulsivity to receive the diagnosis of ADHD. The diagnosis is generally made by the age of 12 and ADHD can continue into adulthood.
Different ADHD types
In the DSM-5 (APA, 2013), three types of ADHD are identified:
- ADHD, Predominantly Inattentive Type – The individual has trouble paying attention, poor concentration, ignoring distractions and getting organised. The individual can sit still and appear to be working as their symptoms are less obvious.
- ADHD, Predominantly Hyperactive / Impulsive Type – The individual has difficulty staying on task, constantly talking and fidgeting and never seems to slow down. The individual does not think through consequences before acting so may constantly be interrupting others and taking risks.
- ADHD, Combined Type – The individual exhibits both inattentive and hyperactive/impulsive symptoms.
The associated symptoms interfere with or reduce the quality of social, academic or occupational functioning. A range of classroom behaviour management strategies are required to address these symptoms.
Causes of Attention Deficit/Hyperactivity Disorder
There is no single cause for ADHD, rather a number of risk factors that contribute to its development. They include:
- 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
- Around birth related factors such as low birth weight, prematurity and obstetric complications.
- After birth related factors such as exposure to infections, diseases, malnutrition, brain injury and a history of abuse and neglect.
- Temperamental traits may also predispose the individual to ADHD (e.g. reduced behavioural inhibition, negative emotionality and elevated novelty seeking)
Associated Emotional and Behavioural Difficulties
Students with ADHD may exhibit some, or all of following:
- Fails to pay attention to details or makes careless mistakes in schoolwork.
- Difficulties with sustaining attention during tasks or play.
- Appears not to listen when spoken to directly.
- Does not follow through on instructions and moves from task to task without finishing anything.
- Difficulties with organising tasks and activities.
- Avoids, or dislikes doing tasks that require sustained mental effort or concentration.
- Often loses things needed for tasks or activities.
- Easily distracted.
- Constantly restless, fidgets with hands or feet or squirms in seat.
- Leaves seat in classroom or in other situations in which remaining seated is expected.
- Runs about or climbs excessively in situations where it’s inappropriate.
- Has difficulty playing quietly.
- Is often ‘on the go’, acts as if ‘driven by a motor’.
- Talks excessively.
- Blurts out answers before questions have been completed (or before raising hand).
- Has difficulty waiting turn.
- Interrupts or intrudes on others.
Without adequate support, students with ADHD experience academic, social, self-esteem, personal organisation and emotional difficulties.
Positive Behaviour Support Strategies for Students with Attention Deficit Hyperactivity Disorder is an online, self-paced course that will equip you with a toolkit of practical strategies to help students with ADHD achieve better communication, social, emotional, behavioural and learning outcomes. You’ll also learn a range of behaviour management strategies to effectively respond to challenging behaviour and develop a prevention plan with the Behaviour Help app.
At the end of this course you will have:
- A toolkit of practical strategies to assess, manage and prevent challenging behaviours in students with ADHD
- Actionable tools for developing a behaviour support plan that you can apply immediately with your student in your setting
- Lifetime access to the Behaviour Help app, allowing you to develop a behaviour support plan for any student with ADHD that you support
- Lifetime access to free Behaviour Help resources
- A certificate of participation for 5 hours of professional development
This course is accredited by the Teacher Quality Institute of ACT and NSW Education Standards Authority.
What You’ll Learn
This online, self-paced course is divided into two modules.
Module 1 – Introduction to ADHD
- Defining ADHD
- Characteristics of ADHD
- Types of ADHD
- Co-occurring Conditions
- Diagnostic Process
- Causes of ADHD
- Prevalence of ADHD
Module 2 – Positive Behaviour Support
- Learn about data collection (frequency, duration and intensity)
- Complete a functional behaviour assessment
- Identify triggers and functions of challenging behaviours
- Learn and identify appropriate behaviour management strategies
- Learn and identify safe and appropriate de-escalation strategies
- Develop a customised behaviour support plan
- Learn and identify appropriate minimisation and prevention strategies
- Learn and identify appropriate strategies and tools for helping a student develop cognitive, communication, behavioural and social skills
Module 3 – Positive Behaviour Support and ADHD
- Positive Behaviour Support and ADHD
- Using Visual Strategies to Support Students with ADHD
How to enrol and receive your resources
Teachable – Click on START THIS COURSE to begin the course through Teachable, where you’ll be required to pay the course fee of $165 via credit card. If you would prefer an invoice or have multiple participants please email email@example.com
Once enrolled, you will receive a Welcome email with the following:
Login Details for the Behaviour Help App
Postal Address request so that the physical copy of the coursebook 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 can be sent to you. If you are in Australia the book will be posted via Australia Post. If you are outisde of Australia the book will be posted via Amazon.
Course tasks to complete and send via email to firstname.lastname@example.org
- Parents and caregivers
- Childcare workers
- Primary and secondary teachers
- Teachers Assistants
- Disability staff
- Youth and community staff
- Allied Health Professionals
Behaviour Help app
Positive Behaviour Support Strategies for Students with ADHD coursebook
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About your trainer
Speech Pathologist with Masters in Special Education
Dolly Bhargava has a Bachelor of Applied Science in Speech Pathology and a Master of Special Education, Over the 20 years she has found her passion for supporting individuals with emotional and behavioural difficulties (EBD). She has created this online course to equip people who support individuals with EBD to develop knowledge, skills and tools to transform the lives of the individuals they support.
Learn more about Dolly Bhargava and Behaviour Help.