Hi Rina, Sometimes my attachments don't come through, but I have attached two recent articles of ours on neurofeedback that might itnerest you. If the attachments did not come through, send me a message with your email and I will send them to you. Bob

Dear Robert,

Thank you a lot for providing me with this useful and relevant article. By now, I have received only one (Neurofeedback and Cognitive Attention Training for Children with Attention-Deficit Hyperactivity Disorder in Schools). I will send you a message with my email address so you can send me the other one too.

Kind regards,

Rina

Hi Rina, let's see if the other one will attach. Bob

Hi back Bob, yes now it has attached. Thanks a lot, Rina

I'd recommend trying self-monitoring of attention. Here are just a couple of studies on the topic:

Hallahan, D. P., & Sapona, R. H. (1983). Self-monitoring of attention with learning disabled children: Past research and current issues. Journal of Learning Disabilities, 16, 616-620.

Hallahan, D. P., Marshall, K. J., & Lloyd, J. W. (1981). Self-recording during group instruction: Effects on attention to task. Learning Disability Quarterly, 4, 407-413.

Kneedler, R. D., & Hallahan, D. P. (1981). Self-monitoring of on-task behavior with learning-disabled children: Current studies and directions. Exceptional Education Quarterly, 2(3), 73-82.

Hallahan, D. P., Lloyd, J. W., Kneedler, R. D., & Marshall, K. J. (1982). A comparison of the effects on self- versus teacher-assessment on on-task behavior. Behavior Therapy, 13, 715-723.

Whether for children, teenagers or adults, ADD has a powerful negative impact on a person's ability to do well in school. Except for classes that are small or highly interesting, many people with ADD have significant problems.

Here are some tips I frequently give to parents and teachers to make the environment

more conducive to learning.

The Learning Environment

 Keep the walls simple, do not cover every wall with art work, posters and pictures; visually stimulating material may distract ADD students.

 Usually it is best to seat the child up front, near the teacher with his or her back to the rest of the students, away from the door; this decreases distractions.

 Reduce or minimize distractions (both audio and visual); do not place an ADD student near the air conditioner, heater, high traffic areas, doors or windows.

 Make earphones available to allow children to decrease auditory distractions.

 Give cooling off periods when the student (or teacher) becomes upset.

 Use written, displayed rules in the classroom.

 Surround ADD students with "good role models."

 Encourage cooperative and collaborative learning, and give the non-ADD students praise and reinforcement for helping out.

Help the ADD student feel comfortable seeking help. Many of these students won't ask questions for fear of appearing stupid to their peers, and they need to be “brought out” and encouraged.

 Most fights and "acting out" behavior at school occurs in the cafeteria be-cause of the noise and confusion. Providing a quiet place for lunch may de-crease the number of lunchtime problems for these children.

 ADD children often come in from recess or lunch "wound up." Have the entire class walk around the room, then pretend to be palm trees swaying in the breeze. "How slowly can you sway?" is a calming down exercise that will help start the late morning or afternoon session off right.

 If lines are a problem for the child, place him or her at the end of the line where people will not be brushing up against their body; many of these kids are sensitive to touch.

Pacing

 Adjust time for completion of projects.

 Allow frequent breaks and vary activities often.

 Omit assignments requiring copying in a timed situation.

 Give only one assignment at a time.

Increasing Attentiveness

 Pause after a question and look at different students before calling on anyone to answer.

Alert students that you are going to ask a question (e.g., "I am going to call on someone soon - I don't know who yet.").

 Encourage students to look at the student who is answering.

 Create a level of uncertainly that requires more than passive receptivity (e.g., "What do you

think will happen next?").

 If a teacher sees a student's attention wandering, call his name and ask a simple question he can answer.

 Use "attention recording sheets" for self-monitoring; student marks a plus each time he realizes he has been paying attention and a minus each time he realizes his mind has wandered.

 Have students record time taken to complete tasks (e.g., note starting time at the top of the page and ending time at the bottom -- actual time is not important, but the process of self- monitoring is crucial). A watch with a stopwatch and an alarm can be very helpful for these children and teens.

 Have students grade their own papers and tests. This reinforces a habit of reviewing their own work.

 Use nonverbal or secret cues to keep the child on track. Presentation of Subject Matter

 Emphasize teaching approach according to learning style of student (audio/ visual/ tactile/ multisensory).

 Use vibrant, enthusiastic teachers.

Increased class participation in lectures.

 Highly interactive, interesting, novel and stimulating.

 Individual or small group discussions.

 Taped lectures for replay.

 Use demonstrations to illustrate points.

 Utilize "hands on" activities.

 Emphasize critical information, teach the BIG PICTURE.

 New concepts and vocabulary should be previewed at the beginning of the lesson and highlighted at the end of the lesson to reinforce learning.

 Advanced organizers.

 Use computers to help present material.

 Provide visual clues.

 Maintain good eye contact.

 Present more difficult lessons early in the day; children and teens with ADD fatigue more easily than others; also, their medication often wears off in the late morning (if they are taking the regular form of Ritalin or Dexedrine).

Make Auxiliary Materials Available

 taped texts,

 highlighted texts/study guides,

 supplementary materials as needed

note taking assistance; copies of notes from excellent students,

 typed notes from the teacher,

 use of calculators or computer word processors,

 use adapted or simplified texts,

 use graph paper for math problems, handwriting, etc.

Assignments

 Give directions in small, distinct steps.

 Allow copying from paper or book.

 Use written backup for oral instructions.

 Lower reading level of assignment if necessary.

 Adjust length of assignment.

 Change format of assignments to best fit need of child.

 Give assignments in chunks, or a series of smaller assignments; this is especially helpful for longer projects.

 Reduce pencil and paper tasks.

 Read directions/worksheets to students.

 Give oral/visual clues or prompts.

 Allow assignments to be typed or dictated.

 Adapt worksheets/packets.

 Maintain an assignment notebook.

Avoid penalizing for spelling errors.

Encourage the use of dictation or computer word processing for those with writing difficulties.

For people with visual processing problems, you may have them read their material into a tape recorder and then listen to the material over and over.

Reinforcement and Follow Through

 Use reward systems for positive behavior.

 Use concrete rewards.

 Check often for understanding and review.

 Request parental reinforcement if it is a positive experience for the student and parent.

 Have the student repeat the instructions.

 Make/use vocabulary files.

 Teach study skills.

 Teach organizational skills (and supervise their implementation on a regular basis).

 Use study sheets to organize material.

 Reinforce long-term assignment timeliness (cut into short chunks).

 Use behavioral contracts/daily or weekly report cards.

 Before and after school tutoring.

 Regular conferences with student and parents (emphasize the positive as well as giving feedback on the negative).

Testing Adaptations

 Give some tests orally (some students need most tests orally due to other learning disabilities).

 Have someone read the test to student if there are reading problems.

 Reduce the reading level of the test if necessary.

 Adjust time for test completion.

 Short answer/multiple choice questions are best for many ADD students.

 Shorten the length of test.

 Test for knowledge, not attention span.

Grading

 Modify weights of examination,

 Give extra credits for projects.

 Credit for appropriate class participation.

 Increase or eliminate time limits.

 Shorten length of exams.

Encourage Questions

 Take time to encourage the child or teen to ask questions when he or she feels confused or lost.

Establish a positive feeling about asking questions. Most students do not ask questions for fear of appearing stupid. If they can overcome this barrier, it will serve them well for the rest of their academic career

 Praise the child for asking appropriate questions.

Discipline

 Firm and kind are the words to remember.

 When you say something, mean it and be willing to back it up, but in a kind, caring tone.

 Be very careful not to discipline a child when their misbehavior is the result of confusion or misunderstanding instructions.

 Use discipline for teaching, not punishment.

 Never discipline a child when you feel you're out of control.

 Show disapproval of the behavior, not the child.

 Stay calm and unemotional (remember, ADD children are often trying to get a rise out of you!).

 Have well-thought-out consequences to certain behaviors ahead of time (anticipation is the key to success).

 Focus 90% of your efforts with the child on noticing behavior you like, to set a positive tone.

 Have frequent contact with the parents (they need to be allied with you if discipline is going

to be effective).

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