Are you looking for a way to support your students with ADHD in class?
Look no more; we’ve got your back!
Children with ADHD experience more obstacles than the average students in the classroom. They often find it challenging to sit still, complete independent work, and control their impulse. They can also display antisocial behavior, which often leads to social rejection.
However, there are ways to support children with ADHD in the classroom. Research1 shows that positive group reinforcement helps students with ADHD improve their classroom behavior, academic performance, and social acceptance.
Without further ado, here comes the ADHD Classroom Kit (Download here while it is free)
1- What is the ADHD Classroom Kit?
The ADHD Classroom Kit is a gamification strategy with a point system, incentive, and rewards. It is a whole classroom reinforcement program that incorporates techniques that have proven to be beneficial in the behavior management of students with ADHD. The kit is designed to be used in regular education classrooms from kindergarten through 6th grade. The whole classroom approach has the advantage of being more inclusive and allows for group rewards instead of individual ones. It is beneficial for all students, it does not isolate ADHD students with a different treatment, and enhances peer status.
The ADHD Classroom Kit is easy to implement (print the material, laminate it, and start playing). The rule is simple: groups of children try to follow class rules and instructions in exchange for the privilege of playing the Reward Target Game (RTG).
2- Use Labeled Praises To Support Students With ADHD
Labeled Praises are crucial. Children labeled with ADHD often perform better when they receive immediate and frequent positive feedback to them. Teachers should provide labeled praise as often as possible, especially when handing out happy faces (more on happy faces further down). Labeled praises should be explicit as opposed to unlabelled praise.
Example of Unlabelled Praise: “Good Job, Chris.”
Example of Labelled Praise: “Chris, nice job sharing your marker with Lisa.”
In the unlabeled praised example, children with ADHD might not be aware of the particular behavior that pleased the teacher. In the labeled praise example, a prosocial behavior is clearly mentioned.
Labeled praises to individuals and groups of children should be the first consequence for appropriate behavior. It is important to note that the teacher’s enthusiasm in giving these praises is essential to encourage the right behavior in class.
3- Use Happy Faces To Support Students With ADHD
Happy faces are given to groups of children for individual and group behaviors that follow the class rules, stay on task, and display and help each other when appropriate. Happy faces should be given as many times as the teacher is able to observe the targeted behaviors and go hand in hand with labeled praises.
Positive consequences are most powerful when they include a combination of labeled praises and other rewards. Because of the immediacy and frequency, happy faces given with labeled praise are powerful reinforcers for many students with ADHD.
The ADHD Classroom Kit also comes with Sad Faces. Some teachers prefer not to use them and solely focus on positive consequences, but they can act as a visual thermometer for how the group is doing.
Sad faces are given by the teacher to groups when disruptive behavior is displayed. However, before being given a sad face, the student should be given the opportunity to modify their behavior. The opportunity could be given through a visual or vocal warning signal.
4- Use The Reward Target Game To Support Students With ADHD
The Reward Target Game is played several times a day (three times in the morning, three times in the afternoon).
Equipment:
A set of happy and sad faces (download and print here)
The RTG card game (download and print here)
A ball and a basket (a trash can will do just fine)
When children in a group have more happy faces than sad faces, those children get the chance to throw a ball in the basket. Each time a student throws the ball into the basket, he has the right to pick a card from the RTG card game. Over 50% of the game cards provide activity rewards involving movement (like freeze dancing, acting like your favorite animal or acting silly). Some of the rewards include tangible reinforcers (animal crackers, stickers, and stamps). Because students don’t know what the reward will be, the RTG is novel and stimulating.
When the level of stimulation is low in the classroom, children with ADHD are likely to become more hyperactive or disruptive as academic tasks are often repetitive. But with the opportunity to play the Reward Target Game, students with ADHD are more likely to be prone to their behavior.
In addition, the game is designed to be played after work-burst (periods of intense concentration) and provides a break for the entire classroom. It also provides equal opportunities, as after transitioning into playing RTG, a new game of earning happy faces begins.
Takeaways
The ADHD Classroom Kit provides the whole classroom with a comprehensive program on positive reinforcement, creating a supportive and inclusive environment for all students. The Kit also creates a structured classroom environment where students with ADHD have clear expectations and routines, which reduce their stress and anxiety.
The labeled praises, happy faces, and the Reward Target Game will help you improve the behavior of your students with ADHD, their social acceptance, and their academic performances. So wait no more and download the free ADHD Classroom Kit.
If you are looking for more ways to support children with ADHD in your classroom, be sure to read this post on how music can increase their focus here.
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