Coaching Individuals with Attention Deficit Disorder - Essay Example

The development of every child begins from birth and this procedure is life long. Most psychologists that for a successful growth of any child i.e. mentally, physically and spiritually, the parents as well as the educational institution should work in correlation with each other. In this present world students are faced with copious challenges and predicaments and the biggest question is students able to acknowledge and decipher these situations. In the Stanton Unified School District, parents occupy an important role in the intellectual, social, and personal growth of their children. Workshops and classes are conducted by each school in the district to help parents amplify their skills in order to assist their children with school-related objectives. Additionally, parents are heartened to participate in a wide variety of school activities. Kanner Elementary School is considered by the parents of Kanners students to be the best elementary school in the district. Sixty-five percent of the students come from a variety of ethnic backgrounds and the remaining 35 percent are Caucasian. The school is proud of its rich diversity, and many families have lived in the community all their lives. The administrator of Kanner Elementary School is forever motivating and executing innovative and revised educational plans and always in co-operation with the parents thus working towards the achievement of this goal. Tyson studying in the second grade is experiencing problems such as having difficulty sitting silently in the classroom and is unable to concentrate in class and follow the instructions given by the teacher. The previous school principal stated that Tyson was diagnosed as having Attention Deficit Hyperactivity Disorder (AD/HD) and medication was advised. Tyson behavior had not improved though he had undergone a modification plan on behavior. Having amassed information regarding Tyson and becoming aware of his situation, the next step was to continue the research by meeting Tyson’s parents. Tyson’s father stated that the previous school was disrespectful and uncooperative and though Tyson was given special classes it was all in vain. Understanding the situation the next step was the conduct research on Attention-Deficit/Hyperactivity Disorder (AD/HD). Attention-Deficit/Hyperactivity Disorder is a neurological condition that can make it hard for a person to sit still, control behavior, and pay attention. This is considered to be a developmental disorder which is neurological in nature. Researchers believe that people with AD/HD, the brain lacks a chemical called neurotransmitters, a chemical that assists the brain in controlling behavior. According to Psychologists AD/HD can be based on three types of symptoms, the inattentive type wherein the person is unable to remain focused and the hyperactive-impulsive type wherein the person often acts without thinking and the combined type where the person is inattentive and impulsive. Such quandaries can cause children to feel anxious and depressed. Tyson’s father was determined that treatment was to be avoided under any circumstances as it was found that there was no immediate treatment for AD/HD. According to ADD coaching which is a specialized type of life coaching (life coaching is a practice wherein people are assisted to determine and achieve personal goals), the only solution for Tyson was for us the school to learn how to assist the child in dealing with AD/HD, to help the child manage his behavior thus utilizing specific techniques which is connected towards working with the inimitable brain wiring of individuals. AD/HD has traditionally been viewed as a problem related to attention, stemming from an inability of the brain to filter competing sensory inputs such as sight and sound. Recent research, however, has shown that children with ADHD do not have difficulty in that area. Instead, researchers now believe that children with ADHD are unable to inhibit their impulsive motor responses to such input (Barkley, 1997). How does Tyson teacher cope with the present situation? For now the teacher is the only hope and medium of communication between Tyson’s AD/HD and life. To begin with, the teacher must maintain a focus to achieve identified goals and must be able to decipher abstract goals into tangible actions and fabricate motivation and learn to use recompenses effectively. Regular interactions with Tyson and his daily life activities would provide confidence, encouragement and thus establishing a relationship. By asking questions and adopting strategies would further assist Tyson to cope with his studies. The teacher should always spotlight on what, when and how and never on why. (Pelham & Fabiano, 2001). Behavioral pattern should be the target for classroom observation. Further the frequency with which Tyson exhibits behavior must be recorded and compared to the norms of the same age group. Presently child management skills are to be adopted in teaching and handling Tyson. Further the teacher can adopt behavioral therapy such as social skills, self-monitoring, self-reinforcement can be adopted. The behavior pattern can be divided into classroom behavior and home behavior. Thus the home-school interactions become and significant aspect to form a consistent approach in the behavioral pattern. Behavioral techniques can be applied into a variety of settings. (AAP, 2001). Adopting these approaches Tyson in time should improve in areas such as child anxiety, academic performance, oppositional behavior, and parent-child interaction. Multimodal management including various actions, behavior modification and counseling which work together or rather which is co-related in the analysis and assistance of Tyson. Handling of responsible tasks and adapting friendly approaches wherein Tyson is made to feel important would enhance Tyson’s school experiences a congenial and learning the fun way. Tyson’s teacher should become aware of concomitant conditions such as learning disabilities and reinforce classroom and instructional structure. Adoption of a strategy such as working on the most difficult concepts early in the day, to give directions to one task at a time instead of directing multiple tasks, varying the pace and type of activities to maximum Tyson’s attention and structure the learning environment to meet Tyson’s requirements such as seating Tyson near a student who is working on a shared task. Study skills, time management, organizational skills as well as learning styles should be patterned.  Having established a program for Tyson with the assistance with the teacher the next step would be to gain the confidence of the parents. Most parents are unable to accept the fact that there is a problem with their child. Further ignorance about the problem and trying for the right assistance is required. Therefore the next step is to educate the parents about Tyson’s condition thereby revealing that this disorder can be dealt with and that the school is interested in Tyson’s well being and educational growth. Thus gaining the confidence of the parents as well as arranging a seminar wherein the councilor, the teacher and the administrator is present to portray and extend their support. Tyson’s activities should be discussed extensively with the parents as well as inputs from the parents regarding the programs should be accepted. Revealing the past should be avoided with Tyson’s parents since they have had a bitter experience. The beginning of a new life should be depicted. Changing of schools would only destroy Tyson emotionally and mentally for there being no fixation in environment and teacher would destroy the mind and soul. Thus the parents should be persuaded to help Tyson remain in one school, the answer to their problem. Tyson should be examined by a neurologist and if medication is required it is between the parents and the neurologist. Therefore for Tyson’s parents is to educate themselves about AD/HD. Praise Tyson whenever excellence prevails thereby building Tyson’s abilities. Communicate and encourage. Be positive and set clear rules and state what will happen if the rules are not followed. Have a reward program for good behavior. Educating and adopting strategies in managing Tyson’s behavior including charting a reward program, ignoring behaviors etc. Attention is required to Tyson’s mental health and assists Tyson to deal with frustrations and emotions. Interacting with parents whose children have AD/HD would provide practical advice and emotional support. Meeting and developing an educational plan to address Tyson’s needs and both the teacher as well as the parents should adopt a similar strategy. Regular updates and meetings with the school as well as offering support would further enhance in the over all development of Tyson’s and his skirmish with AD/HD. Two important federal mandates protect the rights of eligible children with AD/HD—the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a “free appropriate public education” to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504. Section 504 of the Rehabilitation Act of 1973, a civil rights law designed to eliminate discrimination on the basis of disability in any program. Specifically, 34 C.F.R. §104 states: “No otherwise qualified individual with a disability in the United States….shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” Section 504 was established to ensure an appropriate education for children who have mutilation—physical or mental—that substantially limit one or more major life activities. If it can be demonstrated that a child’s ADHD adversely affects his or her learning—a major life activity in the life of a child—the student may qualify for services under Section 504. Eligibility for Section 504, a student must be evaluated to ensure that the disability requires special education or related services or supplementary aids and services. Therefore, a child who’s ADHD does not interfere with his or her learning process may not be eligible for special education and related services under IDEA or supplementary aids and services under Section 504. IDEA and Section 504 require schools to provide special education or editions for students who are ADHD adversely affect their educational performance. Adaptations include curriculum adjustments, alternative classroom organization and management, specialized teaching techniques and study skills, use of behavior management, and increased parent/ teacher collaboration. At home Tyson’s parents need to structure and routine the daily schedule and thereby reinforcing the importance of learning self-control and self-regulation. Assignment pads to document homework. Gaining the attention before speaking to Tyson is important and making Tyson repeats the directions for things that are really significant. Things such as replicating molds of improper behavior followed by futile castigation; administering consequences without prior presaging or without Tyson understanding the reason and responding inconsistently to inappropriate behaviors should be avoided. Therefore Attention-Deficit/Hyperactivity Disorder (AD/HD) is a disorder that is connected with the brain wherein the person has difficulty in sitting still, concentrating in class, and following directions. Both the teacher and the parents have to interact and having studying the behavioral pattern should adopt a program wherein once followed would assist Tyson in his dealings and acceptance of AD/HD. Investigating the interests and activities of Tyson and thus utilizing these events in the implementation of the program would further assist in imparting knowledge to Tyson and thus making learning fun. Division in the multiple tasks wherein the assistance of both the parents as well as the teacher is required thereby enabling Tyson to know that he is not alone. Interaction of Tyson with other normal children would psychologically help in eliminating the emotional barrier for Tyson. Literary References American Academy of Pediatrics. (2001). Clinical practice guideline: Treatment of the school-aged child with attention deficit/hyperactivity disorder. Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological Bulletin. Pelham W. E., & Fabiano, G. (2001). Behavior modification. Child and Adolescent Psychiatry Clinics of North America. (pp 671-678). National Resource Centre on ADIHD. A program for CHADD. Website: http://help4adhd.org/en/living U.S.Department of education. Promoting educational excellence for all Americans. Website: http://www.ed.gov/about/offices/list/osers/osep/index.htm references Diagnostic and Statistical Manual of Mental Disorders (DSM), which is published by the American Psychiatric Association (2000). Based on these symptoms, three types of AD/HD have been found: http://www.adhdcoaches.org/content/quotes.html References 1.   Hallowell, E.M., & Ratey, J.J. (1994). Driven to distraction. New York: Pantheon Books. 2.   ADDA Subcommittee on ADD Coaching. (2002). The ADDA Guiding Principles for Coaching Individuals with Attention Deficit Disorder. Hyde Park, IL.: Nancy Ratey & Peter Jaksa (Eds. This guide is the first in a series of three publications that address issues related to the instruction of children with ADHD. The two additional guides are A Resource Directory for ADHD and Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Teachers and others are encouraged to consult these publications and to use them in conjunction with Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home. As the documents become available, they will be listed on the Office of Special Education and Rehabilitative Services/Office of Special Education Programs Web site (www.ed.gov/offices/OSERS/OSEP). Read More