1 / 35

Kids: They’re Animals

Kids: They’re Animals. Dopamine Blood Flow Brain Activity . Body systems compensate by over stimulating. Students with ADHD. SO……. Which came first?. Adaptation. changes in living organisms that allow them to live

kristen
Download Presentation

Kids: They’re Animals

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Kids:They’re Animals

  2. Dopamine Blood Flow Brain Activity Body systems compensate by over stimulating Students with ADHD

  3. SO…….. Which came first?

  4. Adaptation changes in living organisms that allow them to live successfully in an environment

  5. Snail

  6. Adaptation is ALL about hiding the vulnerabilities

  7. Responses to Crisis Fight Flight Freeze Freak

  8. Badger

  9. Horse

  10. Opossum

  11. Killdeer

  12. Coping Mechanisms Covert Overt

  13. Covert Hide Breathe Passive Aggressive Manipulate Slap and Run

  14. Chameleon

  15. Sloth

  16. Mole

  17. Cat

  18. Kangaroo

  19. Overt Play Strut Growl Bark Spit venom Stink Dart

  20. Monkey

  21. Peacock

  22. Bear

  23. Chihuahua

  24. Snake

  25. Skunk

  26. Squirrel

  27. Keep in Mind The same brain processes that determine whether a student is successful with literacy and numeracy are at work when a student is learning behavioral and social skills.

  28. Disability Impacts on Literacy and Numeracy Process (Speed/Clarity) Perception (Clear/Fuzzy) Expressive/Receptive/Literal Language Memory (Short/Long) History of failure (Conflict and Social Capital) Health Issues (Co-morbidity) Personality Factors (Nature/Nurture) Obtain/ Synthesis Information (Speed/Clarity) Transfer Learning (To what degree) Intuitiveness (Understand the world)

  29. Changing BehaviorRequires Definition Impact and Manifestations Zone of proximal development Plan for explicit teaching Monitor until they are independent Practice, Fail, Practice More Evaluate and Revisit plan Implement with Fidelity Documentation Start a new day

  30. Contexts for Planning Academic needs Function and Consequence Parent support Medication Manifestations Teacher factors Peer factors School factors Prevention of opportunity

  31. Common Functions Gain attention Avoid/Deflect attention Save face Escape discomfort Decrease anxiety Control/Authority Resistance to historically uncomfortable situations Revenge Emote (often unspent anger) Displaced Emotion

  32. Case Management

  33. Thumb Drive Powerpoint Checklist for Behavior Plans Initial Line of Inquiry (Hypothesis and Instructions) Links Peer ideas and other suggestions Eco-behavioral observation instrument File review template (Effectiveness of Behavior Supports) Managing Surface Behaviors (Ron Williams) Electronic Behavior Monitoring Chart

  34. The End "People don't change their behavior unless it makes a difference for them to do so." Fran Tarkenton

More Related