I'm just learning about WBT and was wondering how it works with ADHD and ODD students in the classroom. I would appreciate any input! Thanks!

So far I have found it to have a positive impact. Most of my kids in the group you are mentioning have been ADHD. These kids have found class more interesting and experienced greater understanding and retention, according to them. Also, the activity in the class, and carefully segmenting my work time has made it easier for many of them to stay on task.

As a teacher with ADHD myself, I can tell you that WBT is not only great for my students with ADHD, but it has been a life-saver for me. Being able to engage students in a visual, auditory, and kinesthetic way allows these (and all) students to stay focused and gives them a mode for physical output that they so desperately need (and lack in a traditional classroom setting--"Johnny, please sit up, be still, and pay attention!" He's trying to!) WBT is great for me because the nature of the micro lessons gives me breaks to remain focused and helps me keep my class and myself on track (fewer chances for me to chase rabbits.) I'd love to hear how it goes for you and how your students respond!

Thanks so much for the input and I look forward to letting you know how it goes! I think it will be a great benefit for all of my students but especially the ADHD students and myself! I appreciate your insight!

I'm in need of some help with a child in my class this year who is ADHD and taking medication for it. We've been in school for a week and there are already problems. Parent is out of town and won't be back until the end of the month so I emailed her about what's been going on: long bathroom visits (10-15 mins)causing work to go incomplete, basically refusing to copy information, homework not being done, complaining of not understand yet playing around during review of the information not understood, taking belongings of others in a sneaky manner, and in general being really on the go (dropping papers just to get up and walk around, dancing around in seat, getting on floor). Parent says that he still has these prolems even though he's on medication and that once I build a relationship with him that it will get better. Also, parent says that he needs firm discipline but needs a some room. Her concern is that he's not getting enough positives from me.

If a student is on medication for ADHD, should he/she still have problems with remaining still and giving focus to work? I have loved being able to use WBT from the beginning of the school year, and I am enjoying it, but there are some times where I need my students to do some copying of materials and independent work. I have had ADHD students before, but when taken on a regular basis, their meds have tapered their symptoms which is not happening here. How do I go about handling such a student? His actions have started to stress me out because I'm not able to get through lessons in the time frame I need to and it's making the day difficult. HELP!

Hmnnn... you're in a tricky spot. I am a teacher (high school) AND a mother of TWO children on medication for ADHD. Oldest son, age 10, has been on Concerta (long-acting Ritalin) since age 6. When we forget his meds, we ALWAYS get a call from his teacher that day that he had difficulty focusing in class (he has the inattentive type, rather than the hyperactivity). My daughter, age 8, has been on medication since she was 6 as well - she HAS the hyperactivity. (I know, it's usually the other way around with boys and girls, but there you go...)

As a parent, I can tell you that we've adjusted my son's medication once already (increased it slightly) as he's grown older. We did this based mostly on the feedback we got from his teachers. I can also tell you that, while my son's medication is ABSOLUTELY necessary for him to succeed in school, he still does need redirection - from both his parents and his teachers. But not like what you're describing about the student that you have. In my opinion (not professional by any means), it sounds like YOUR student's ADHD is NOT well-controlled.

I don't know how often you have called home, but I would recommend that ANY day this child has difficulty you should call home and notify the parents. Give as many behavior details as possible, and make a written record of the phone call and what was discussed.

You just have to document this problem - to the hilt - if you want any chance of convincing the parents there's a problem or perhaps requesting he be removed from your room and placed in a more appropriate classroom setting...

- Jen

Okay, let's assume the worst. You don't get help from the parents, other meds or the school district and you're on your own. What should you do?
1. Recognize that the student is a Long Term Project and changes in behavior will be very small ... and take a long time to achieve.
2. Recognize that the only thing you can truly control is your reaction to your student, so control your tone of voice. Some things you do, make his problem worse ... especially your emotional reaction ... so control your emotions by controling your voice.
3. Now, let's get down to concrete strategies. Make a list of all the things you want your students to do every day, line up, hand out papers, sit down, recite the class rules, open books, etc. Give your student (without his knowledge) a score 0-4 for each behavior (4 is best). Average these scores; this is your baseline. Your goal is to raise this baseline .1 a month which will mean that by the end of the year your student will have improved one entire level in his overall performance. If you don't start with a baseline score, you have no way of charting microscopic improvements. Recalculate this score weekly.
4. Of all the behaviors, pick out the one that is easiest for the student to improve. Then, look at the bullseye game which will give you a structure, no penalties involoved, in making microscopic improvements in this behavior.
5. Keep working as hard as possible on getting all the other kids to follow your routines ... the more structure your classroom has, the more your student's brain will "mirror" that structure ... no matter what his outward behavior ... and the more time you'll have to work with him ... because everyone else is on task and united behind you.
6. As you see progress, give your student small leadership tasks, "John ... when I point at you today, I'd like you to say, 'class!" ... and then give him some one on one practice at this.
7. Keep us posted on your progress.
8. After you've played the Bullseye game for weeks, you can still go on to the Agreement Bridge.

Well, this situation unfortunately hasn't gotten much better this week. In talking with admin, this child apparently will react in a positive way if he is "guilted" rather than reprimanded. So, I tried my best to do just that - giving small positives and pats on the back but "I'm disappointed in ..." for unwanted behavior/poor choices.

For the most part, his overall calmness was much better. Problem was, he still wasn't getting things completed, only putting on a "good show" that he had. When going over information the students needed, it was discovered he was missing information for tests the next day and several other assignments needed for next week. I was able to get him to complete the test information on that day with little problems. The next day, however was a totally different story! From the very start he was all over the place again: on the go, on the floor and in the seat, etc. He was to use his breaks to complete the other assignments he needed. He wasn't able to complete even 1 of the assignments at the first break. He also had visible problems during test time that morning. He began the "when is restroom" asking and then complained of a stomach ache with tears! Surprisingly, lunch was no problem for him - talking, smiling, having a nice time. But when we returned for our next lesson, on came the question and crying again. With his second office visit, he was going home though nothing was truly wrong (students told me he was dancing as he followed me to the office with his belongings!)

Part of me is questioning if he was given/had taken his med since I basically saw the same things from the previous Friday but I know I cannot ask. I'm trying to hold off on a conference with parent because of work keeping her away until the middle of the coming week (unless the time is extended again). I'm stressed with having him complete work without causing his behavior to spiral because I have had to approach him for not doing it in the first place.

WBT has been a life saver for me. I've incorporated it for the past three years.
I've also attended Child's Attune that I have intergraded with WBT. When dealing with ADD and ADHD children it requires a different approach for your sanity and theirs. First I would place a section of a swimming pool noodle under his desk for him to roll as he works. These children need constant movement that will help them apply their brain to the task at hand. The rolling of the noodle with his feet may be just what he needs to focus. I teach elementary education and I find even in group if my ADD and ADHD children have a bean bag animal in their hands they are engaged but listen without being disruptive. I have also used a timer on the desk challenging them to beat their own time finishing an assignment. Some kids need extra stimulus to engage their brain to help them concentrate. These are just some things I:ohmy: learned in Child's Attune. What also helped with my ADHD children were my class holding up their hand saying "Stop that calling them by name" and I rewarded them with two extra positive points for being so attentive. Good Luck and document everything. If your school has a "Child Study Team",
submit his name for behavior issues. If its like our school you will have a Behavior Coach assigned to this child.

Hi again,

Wow...this child sounds wildly inconsistent - how frustrating! I know you are trying to hold off a parent conference until it is convenient for his parent. BUT....I still feel you need to communicate daily with him/her somehow until the situation is properly addressed. I think an email or a phone call home would suffice - again, just state the behaviors you observed and how it impacted the child's learning for the day.

Also, I can tell you that, if medication is part of the issue, you want the parent to know ASAP if the day was a problem. (Again, if I get the phone call in the evening, I'll suddenly "remember" that I forgot the meds that morning. BUT...if the teacher waited 3 days to call me, I probably couldn't tell you whether I forgot the meds 3 days ago....)She/he needs to know that the medication DOES work....(or if it isn't, they need to know that, too)

I believe that if the parent hears from you DAILY that this is a problem, he/she will make it a higher priority to find the time to meet with you. Or, if not, then at least you have well-documented communication that you can present to your Admin/Special Ed department.

Good luck,
Jen

Update time!

Once the parent came back from being out of town, the child was taken to his Dr and medicine was increased. What a difference! He is more able to complete his work, he actually works with his partner, uses gestures, and doesn't spend an eternity in the bathroom! Now, he isn't an Alpha, yet The afternoons, especially on Fridays, are trouble for him a few times during the week. I'd say he is more of a Go-Along most of the time. Now it's to get him caught up on the information he missed out on during those first 3-4 weeks of school. Mom has a tutor lined up, so hopefully that works out.

WBT was practically designed for the ADHD child, in my opinion. The practices associated with WBT have been a lifesaver for me as an ADHD victim and my ADHD students. Let me explain further- First, WBT involves short micro lectures- thus the ADHD child is not required to retain massive amounts of information for long periods of time. Secondly, WBT allows students to move- which is normally the complaint from teachers with ADHD children--I always here from 'those' teachers- “The student never keeps still." Allowing these students to move allows students to get that energy out. Thirdly, Students are active participants in their learning; this will always blow over smoothly with an ADHD child. Get them involved. My list can go on and on. If you want to know more, please don't hesitate to contact me...I have a plethora of tools I would love to share with you!

Thanks,
Alta David
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