Attention and Impulse Control

Attention and Impulse Control

Self-Monitoring of Behavior: Putting the Child in Charge Clayton R. Cook, PhD University of Washington)

Self Monitoring Simple Handout

Self Monitoring Fidelity Checklist

• Self-monitoring is an intervention that teaches children how to monitor their own behavior with the intent of increasing desirable behaviors and decreasing unwanted behaviors. Research has shown self-monitoring to be successful for children with a wide range of self-regulatory needs. With self-monitoring, children are prompted at various time points to reflect on their behavior and record on a chart whether they were engaging in a the expected behaviors or actions required by the task or setting at the exact moment the prompt occurred or during a previous amount of time (e.g., the last 5-minutes). A major ingredient to the success of a self-monitoring intervention is the development of a specific goal and rewards that can be earned for meeting the goal. ( Self-Monitoring of Behavior: Putting the Child in Charge Clayton R. Cook, PhD University of Washington)
• Collecting Baseline Data
  • Classroom Time On Task Observation Form
  • Behavioral observation form
  • Teacher tallies number of times behavior occurs in a certain time period. (ex 30 minutes)
• Tools to help with self monitoring
  • Self-Monitor: Habit Changer by Janine Toole ($6.99)
  • MotivAider ($47.50 - 59.50)
  • A timer with a vibrating option
• Self- Monitoring Examples
• Rubber band Intervention

PATHS Curriculum (PROMOTING ALTERNATIVE THINKING STRATEGIES)

• The PATHS® program is designed to be taught two or more times per week for a minimum of 20-30 minutes per day. Systematic, developmentally-based lessons, materials, and instructions are provided to facilitate emotional literacy, self-control, social competence, positive peer relations, and interpersonal problem-solving skills. Key objectives in promoting these developmental skills are to prevent and to reduce behavioral and emotional problems. (Blueprints for Healthy Youth Development - http://www.blueprintsprograms.com/factsheet/promoting-alternative-thinking-strategies-paths)

I Can Problem Solve

• ICPS lessons should be conducted at least 2-3 times per week for a period of 3-5 months. To provide an opportunity for all children to participate, preschool and kindergarten lessons should be conducted in small groups of 10 or fewer students. From first grade on, it is more feasible to conduct the lessons with the whole class.

Simon Says Pay Attention

• The Simon Says manual provides a detailed plan for therapists to use in working with children who show symptoms of ADHD. It contains dozens of reproducible stories and activities. You can help kids improve performance in:
  • working memory
  • impulse control
  • goal orientation
  • ability to shift focus

Strategies for Teaching Students with ADHD

The research literature has identified classroom characteristics that promote success for students with Attention Deficit Hyperactivity Disorder (ADHD). Predictability, structure, short working periods, a small teacher-to-pupil ratio, individualized instruction, an interesting curriculum, and lots of positive reinforcement are all important to student progress. Researchers have also identified optimal teacher characteristics. They include positive academic expectations, personal warmth, patience, humor, consistency, firmness, frequent monitoring of student work, and knowledge of behavior management strategies.