Flipping ADHD on Its Head by Jim Poole MD FAAP

Author:Jim Poole, MD FAAP
Language: eng
Format: epub
ISBN: 9781626346604
Publisher: Greenleaf Book Group Press
Published: 2020-01-07T16:00:00+00:00

What Is the Difference between an IEP and a 504 Plan?

An IEP adds services to foster equality (for example, it allows a student to receive reading instruction on a lower level). A 504 plan removes barriers in order to foster equality (for example, it allows a student to receive shorter assignments).

ADHD children don’t necessarily need one of these levels of support, but it’s important to discuss the RTI process with your child’s teacher and understand the intervention services provided by the school.

Other factors play a role in a child’s inability to meet prevailing standards in the classroom. It’s important to pay attention to variables at home—such as diet, sleep, and exercise—that can be changed to benefit your child’s focus at school.

Conferencing with your child’s teacher is vital. Ask for meetings at regular intervals. Discuss what strategies work best for your child. Be open to listening to their feedback. Caring for your child is a team effort. Be careful not to quickly remove your child from their current classroom in order to put them into a special class. Sometimes this may aggravate the situation, instead of making things better. Try first to make things work with their current teacher in their current classroom. The importance of excellent communication between you and your child’s teacher cannot be overemphasized.

Many children will raise their grades with the accommodation of an IEP or a 504 plan. Unfortunately, when this happens, schools have been known to withdraw their support, stating that the child no longer requires this assistance. But in December 2016, a law went into effect stating that the school system can no longer withdraw these services.

4. Encourage Positive Reinforcement at School

How many times have you heard that your child is not behaving as expected in class? Maybe the teacher has called or sent you an email. Maybe your child has come home feeling like the teacher doesn’t like them because of discipline issues at school. Children with ADHD need a structured, nonchaotic classroom, where the expectations and routines are clear as well as predictable and consistent.

Positive reinforcement is always the best policy in the classroom, as it builds self-esteem and confidence in the child. The teacher should regularly affirm and praise children when they are doing something right. For example, the teacher can say, “Anna, I like how your eyes are on me, showing me you are ready to listen” or “I am so proud of you, Steven, for all of the hard work you put into this assignment.” Statements like these motivate the child, as well as the class, to want to demonstrate that particular behavior.

When talking with your child’s teacher, you might mention that your child responds best and behaves best when spoken to in this manner. Explain what has worked in the past. The last thing you want to do is tell your child’s teacher they are doing everything wrong. That won’t get you anywhere. Start small.

5. Use a Behavior Chart

When students consistently have difficulty managing their behavior in the classroom, they may benefit from a chart to help them be more aware of their ongoing struggles.

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