ADHD

Gall ADHD achosi i ddisgyblion ddioddef o ddifyg hunan-barch a diffyg hyder sydd yn gallu arwain at ymddygiad gwaeth dros amser a thangyflawniad yn yr ysgol. Mae’n bwysig felly i flaenoriaethu profiadau llwyddiannus a chyfleoedd i ganmol y disgyblion er mwyn datblygu sgiliau ac adeiladu perthynas bositif. 

• Amgylchedd tawel, lleihau pethau sy’n tynnu sylw.  

• Trefn a strwythur clir. 

• Cyflwyno gwybodaeth mewn ‘chunks’, cyfarwyddiadau mewn camau, syml. 

• Cyfarwyddiadau gweledol – Amserlen weledol, rhestr tasgau.  

• Gwirio dealltwriaeth  – holi. 

• Rheolau clir, positif a penodol e.e. "Eisteddwch yn dawel ac fe gewch chi siarad mewn parau ar ôl cyflwyniad yr wers."

• Anwybyddwch ymddygiad amhriodol llai pwysig. 

• Brêc symud/ rhoi hoe fach rhwng un dasg a'r nesaf.

• Defnydd cyson o glod penodol a chadarnhaol. Chwiliwch am gyfleoedd i ganmol y disgyblion er mwyn adeiladu perthynas bositif.

• Wrth drafod camgymeriad/ymddygiad gofynnwch gwestiwn e.e. "Oedd hwnna’n benderfyniad da?", ac arwain i drafodaeth fel bod cyfle ganddynt i gyfrannu. 

• Gofynnwch i’r unigolion sut maen nhw’n dysgu/canolbwyntio orau. Dod i adnabod yr unigolyn ac adnabod y ‘triggers’. 

ADHD can cause a lack of self-respect and confidence which can lead to more disruptive behaviour over time and under achievement in school. It is important therefore to prioritise positive experiences and opportunities to praise in order to develop skills and build positive relationships. 

• Quiet environment, reduce distractions.

• Clear order and structure.

• Introduce new information in ‘chunks’, instructions in simple steps.

• Visual instructions – visual timetable, task list.  

• Check understanding through questioning. 

• Clear, positive and specific rules e.g. "Sit quietly and then you can talk in pairs after the lesson introduction."

• Ignore inappropriate behaviour when possible.

• Movement breaks/short breaks between tasks.

• Regular and positive praise. Find opportunities to praise pupils to build positive relationships.

• When discussing mistakes/behaviour ask a question e.g. "Was that a good decision?", and lead into a discussion so that they have a chance to contribute.

• Ask the individual how they learn/concentrate best. Get to know the individual and recognise the ‘triggers’.