Center of Attention
Newsletter of CHADD of Northern California
Also at: http://www.chaddnorcal.org/newsletter
24 June 2002

CHADD Works to Improve the Lives of People with
Attention-Deficit/Hyperactivity Disorder through Education, Advocacy,
and Support

===== In This Issue =====

About the Newsletter
Calendar of Events
Feature Article: Helping the Student with Attention Problems
This Week: IDEA Website for Input
Please Tell Us

===== About the Newsletter =====

The Center of Attention is CHADD of Northern California's bi-weekly
newsletter. The newsletter is designed to keep you up to date with
CHADD of Northern California's activities and updates in the field.
It's a step toward bringing the members closer together.

======== Calendar of Events ==========

============================
San Francisco - 6/27/2002, Thu. 7-9pm
Jane Stecher, LCSW will speak. -- She has in the past organized
parenting groups for challenging and oppositional children at UCSF.
CPMC Pacific Campus, San Francisco - Contact: San Francisco Warmline:
415-442-1944
============================
Sonoma - 7/3/2002, Wed. 7 - 9 pm
Sharing and Support. -- Bring your concerns, questions and
experiences. Everyone is welcome, including parents, spouses and
significant others -- diagnosed and undiagnosed.
Kaiser Hospital Building, Santa Rosa - Contact: Thora Lares: 707-765-4863
============================
San Francisco - 7/3/2002, Wed. 7:30pm
Women's ADD Support Group -- Please Call Lynn to confirm times and
locations before attending.
CPMC Davies Campus, San Francisco - Contact: Lynn: 415-621-1078
============================
Marin - 7/9/2002, Tues. 7-9pm
Ask the Doctor- Dr. William Foote -- A San Francisco psychiatrist,
Dr. Foote has been treating ADHD for more than 15 years.
Town Center Corte Madera Community Room, Corte Madera - Contact:
Beverlee: 415-789-9464
============================
Alameda - 7/10/2002, Wed. 7 - 9 pm
Tri-Valley Parent Support Meeting -- New location: Pleasanton Public Library
Pleasanton Public Library, Pleasanton - Contact: JoAnn Matone: 925-484-2173
============================
Online - 7/25/2002, Thu. 6-8:00 PM PST
Thomas Pelan, PhD - Dealing with AD/HD in Foster, Adopted, and Step-Children --
CHADD Online Chat, Internet - Contact: Message Line: 510-291-2950
============================

===== Feature Article ======

The following article has been published with kind permission from
Judie Gade. Judie Gade is a coach and consultant based in Melbourne,
Australia.

E-mail: mindspace@...

Helping the Student with Attention Problems

Having a child in the classroom that has attention difficulties not
only affects the learning of other more controlled & focused
children, but also can place stress on the teacher in more ways than
one.

Perhaps there is a child that infuriates the teacher, so much so that
they have difficulty even being civil to the child? Therein lays a
real problem that is two fold: a troubled teacher who lacks control
over their feelings towards a child that needs help, and also the
stress on the child that can result in serious implications for the
future. It exacerbates the problem of helping the child gain control.

But teachers are human too! There is another problem that is even
worse than a teacher that really tries without the result: the
teacher who does not believe attention disorders exist and that the
child only has to "try harder" or "pay attention more as I have seen
him/her do it in different classes".

Children who fit into this category are not made for the education
system as it is now. They need small classes with fewer distractions,
classes where they can go more at their own pace. Obviously, if there
is a time table, this cannot be. So, what are some of the things that
can be implemented into the classroom?

Firstly, an understanding of Attention Deficit Disorder is necessary,
the different types, associated problems etc. Taking into account a
study by the federal government stating that an average of 11.2% of
Australian students are ADHD, it is necessary to familiarize yourself
with the variety of problems facing these childrenŠ and to give them
HOPE.

Traits: THESE OCCURS ON A REGULAR BASIS!

Careless mistakes in schoolwork; fidgets; spaces out/seems to ignore;
chronic procrastinator; trouble starting and finishing work; badly
organized; loses things constantly; easily distracted by
non-essential stimuli; poor short term memory; finds it difficult to
sit still unless it is something they are really interested in (then
a bomb could go off!); loud or extremely quiet; chatterbox, goes off
topic easily; has a problem waiting for turn; butts in, cannot
concentrate if there is noise going on around them; can be obsessive
about certain things; can lash out most often without thinking "I
don't know why I did itŠŠ. I just did it!"; unusual sense of fairness

**Another thing to note is that many children are not even diagnosed,
so if a child does present with traits of an ADD child the following
strategies can be applied.

Classroom Strategies for students with Attention Difficulties/ADHD

Reworded from Strategies by Dr. F.C. Jarman RCH Melb

Sit at front of class preferably with a good role model. Keep away
from noisier students

Have student be the child you use for errands. This enables them to
be constructive, give confidence and move about & burn off energy!

Make sure you have eye contact & their attention before an
instruction is given. Have them repeat it back. Write instructions
down as well. Do not rely on the child's memory.

Pair up student with a buddy that they can check with in regards to
directions & for clarification.

Keep instructions short & to the point.

Allow student extra time with assignments and exams (15 minutes per
hour). Place in a quiet area free of distractions during exams.

If child is having difficulty with homework, reduce the amount.
Also if homework is broken down into 15 minute sessions with a 5
minute break, this can help to stay on task.

If there is a fan in the room, place near student as this creates
white noise and helps to filter out distracting noises.

"Don't sweat the small stuff". If you can let something minor
slide, let it. Try to reduce negative responses to student where
possible. Only punish major disruptions.

Utilize simple aids such as ear plugs, a desk that a student can
stand up at (great for fidgeters).

Try to stick to a good routine. Write daily on the blackboard/whiteboard.

Try to give as much one on one attention as is possible. Enlist
classmates to help. Ask for parent volunteers (preferably not the
parent of the child) to assist with target children.

Praise, praise, praise! This does not need to be verbal. A quiet
touch, a wink, nod and smile is sometimes all that is needed without
disrupting class. Talk to the parents to keep a score card with
points that can be "cashed in" at home.

Reward whole class for the target child's positive behavior. "I am
really pleased with the class's work this morningŠŠ especially you
John!"

Find what the child is good at give activities that can incorporate this.

Provide extra time on class computer.

Do not worry too much about the neatness of the work as long as it gets done.

Make sure that discipline is understood and clear. Start from
scratch each week.

If you have any doubt about behavior, do not punish it. Overused
punishments become ineffective.

DO NOT UNDER ANY CIRCUMSTANCES PUT DOWN OR BE NEGATIVE ABOUT A
CHILD IN FRONT THE CLASSROOM! If you do this then YOU are responsible
for the child's ensuing action.

RETAIN A SENSE OF HUMOR AT ALL TIMES!

======== This Week ==========

U.S. House of Representatives unveils Web site for recommendations on IDEA

On June 6, 2002, the U.S. House of Representatives unveiled a new Web
site asking for recommendations from parents, teachers and others on
how to strengthen and improve the Individuals with Disabilities
Education Act (IDEA), the nation's federal special education law. A
link to the website, called "Great IDEAs," can be found at
http://edworkforce.house.gov/

Full Press Release about this new House initiative is available at: http://
edworkforce.house.gov/press/press107/ideawebsitelaunch6602.htm

You can submit your ideas at:

http://edworkforce.house.gov/issues/107th/education/idea/ideacomments/ideaform.h\
tm

This is a wonderful opportunity to provide input to policymakers on
this critical piece of federal legislation. To assist you in
formulating your comments and recommendations, please visit NCLD's
IDEA Watch page at: http://www.ld.org/advocacy/IDEAwatch.cfm

NCLD's recommendations to Congress for the reauthorization of IDEA
seek to maintain existing rights while improving the unacceptably low
academic outcomes that students with learning disabilities currently
achieve. NCLD urges Congress to maintain access to a free,
appropriate, public education in the least restrictive environment
and consider improvements to IDEA that are informed by research and
focus on the following four areas:

Improving early identification and early intervention programs

Increasing numbers of qualified personnel for students with disabilities

Improving research-based classroom instruction

Strengthening Part D to improve educational outcomes for students
with disabilities

Thank you for your continued interest in learning disabilities.

Sincerely,
Laura Kaloi
Director - Public Policy
National Center for Learning Disabilities

===== Please Tell Us! =====

We thank members for their responses to the Newsletter. Any comments,
suggestions, or criticisms will be greatly appreciated. Please
continue to help us make this newsletter more beneficial to you all.

We also invite readers to share their experiences with us and other
members. Please feel free to write to us about anything that you
would like to see published.

You can e-mail your comments to us at CHADD_Dimples@....
Simply replying to this e-mail will also send your message to the
right place.