ADHD Resources

As school counselors we work with children with ADHD every day. We do lots of consulting with parents of children with ADHD helping them know what to do and supporting them in doing it. I admit I am biased in favor of Mindfulness but research shows it is an effective intervention for ADHD. Bertin's book points out that mindfulness aims to build various traits that make the ups and downs of life easier to handle Mindfulness can help both the parents and child manage ADHD. Mindfulness can give both the child and parents skills in coping with the stress that surrounds ADHD. This book is written in an easy to read style with examples and steps to follow. I will be sharing this book with families. I also always encourage parents to check out 

chadd.org/fact-sheets-on-adhd and join the local chapter and attend their support group meetings.

Sensory Processing

Beck's new Handbook for those living with, teaching, or working with children with sensory needs
explains the sensory system puzzle and the who and what of a sensory diet.  The thoughtful tools in this book provide intervention strategies to support and challenge the sensory systems through meaningful and authentic sensory diet tactics based on the environment, interests, and sensory needs of each individual child. The data collection sheets, screening forms, checklists, and schedulers in this book provide a blueprint for weaving sensory diet strategies into sensory-filled days.
As counselors we see children with a diagnosis of Sensory Processing Disorder (SPD) that have often been getting Occupational Therapy (OT) since preschool.
There is a significant over-lap in symptoms in what is now called “Misophonia” and SPD Sensory Over-Responsivity (SOR). Misophonia describes a neurologically based disorder in which auditory stimuli (and sometimes visual) is misinterpreted within the central nervous system. Individuals with misophonia are set off or “triggered” by very specific patterned sounds, such as chewing, coughing, pencil tapping, sneezing etc.
Sensory processing challenges are also co-morbid conditions for students with ADHD, ASD, and Explosive Disorder. One small-scale study suggested that as many as five to 16 percent of school-age students have these challenges; therefore, as counselors we need to stay up on a school sensory diet and what can help families send their children into school in the morning well regulated. I always inquire about sleep hygiene and offer suggestions to help with sleep and bedtime routine which are covered in this book.
I collaborate closely with my school OT because many of the children referred for tier 2 groups are on her case load. The high percentage of these kids in our school is another reason I requested dynamic flexible seating from our PTA (e.g., therapy balls).
I will be sharing this Handbook with parents in the new Family Resource Pack I created this spring. It also contains Making-Sense-Your-Senses-Processing

Adapting Superflex Social Thinking Curriculum to Small Group

After using the Superflex Social Thinking Curriculum for several years to help students who have difficulty with flexible thinking, I finally transformed it into an effective small counseling group for my students in grade 2-4. socialthinking.com Flexible thinking lets children shift gears and think about things in different ways. This executive skill is a key part of problem solving. Many kids with learning and attention issues have trouble with flexible thinking. To learn more about flexible thinking check out flexible-thinking-what-you-need-to-know Many students with ADHD benefit from this curriculum.

First, it is important to start with Social Smarts and reviewing expected and unexpected behavior before starting in and teaching the characters. I divided the Superflex positive powers, Unthinkables, and strategies by grade level so that students could return to the group for up to 3 years if they still need help with this important executive functioning skill. Second graders need the back ground in social thinking and a gradual introduction to flexible thinking. I only introduce a few of the characters and focus on the skills. In fact what is most valuable about this curriculum is the skills. I also added a few additional strategies and skills because the Curriculum repeats the same strategies a lot. For example, for Worry Wall in grade 3 I added the Feeling Thermometer and emphasize coping thoughts. In grade 4 I added I statements and the Win-Win model to teach specific strategies to solve conflicts to "defeat" Destroyer of Fun.

Due to the large demand for groups at my school and not enough counseling time, I always keep my groups to 8 sessions. I send home information to parents about what is taught and communicate the strategies the students are learning to both the general and special education teachers. I also modify many of the handouts so they are more a way to practice the strategy instead of learn about the character.

We use Second Step as our tier 1 social emotional curriculum and I feel for students who need more this is an effective tier 2 intervention. For some of my tier 3 or students identified as needing SPED I have worked thorough the program individually, then added them to a group when they could be successful.  For example, I did the grade 2 curriculum with a student with Autism and then he was able to join the group in grade 3. 

Is it ADHD or Trauma?

Symptoms of child traumatic stress could be mistaken for ADHD and that the risk of misdiagnosis is high. This is because there is an overlap between ADHD symptoms and the effects of experiencing trauma. Unless symptoms are examined closely, the profiles of child traumatic stress and ADHD can appear to be similar. For example:
 Young children who experience trauma may have symptoms of hyperactivity and disruptive
behavior that resemble ADHD.
 Trauma can make children feel agitated, troubled, nervous, and on alert. These behaviors
can be mistaken for hyperactivity.
 What might seem like inattention in children who experience trauma might actually be
symptoms of dissociation (feelings of unreality or being outside of one’s body) or the result of
avoidance of trauma reminders.
 Among children who experience trauma, intrusive thoughts or memories of trauma (e.g.,
feeling like it is happening all over again) may lead to confused or agitated behavior which
can resemble the impulsivity of ADHD.
Overlapping symptoms can make it difficult to obtain a correct diagnosis, which can complicate both
assessment and counseling.
Read more about this adhd_and_child_traumatic_stress

ADHD Self-Regulation and Executive Function

ADHD is the most common disorder in children. The percent of children estimated to have ADHD has changed over time and can vary by how it is measured. The American Psychiatric Association states in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5, 2013) that 5% of children have ADHD. However, other studies in the US have estimated higher rates in community samples.

As school counselors it is important to know a lot about ADHD because students with this disorder are frequently referred for small groups. Learn more about ADHD from the best adhd
Here is an article from ASCA on collaborative classroom and behavioral evidence-based strategies that counselors can recommend to teachers and parents Students-With-ADHD The government suggest counselors assist these children by providing teacher training on effective practices eric.ed

School counselors also offer small groups for students who need self-regulation and behavioral support strategies-for-students Counseling is an effective intervention for ADHD because it addresses behavior modification. Children with ADHD can have a difficult time regulating their emotional and behavioral response to situations. Learning effective coping strategies is one way to gain control over symptoms. Counselors can also help with the development of a plan for organization and prioritization, key areas of difficulty for those with ADHD. Goal setting, reward and consequence, and emotional regulation are other areas that are addressed during counseling groups.

I do not like to run a group of all students with ADHD unless I have at least one role model. I also never name a group anything that makes it obvious a difference the members may have so I call them names like Remote Controllers, Super Selfies, Turtles. The group sessions need to be very active and engaging. In my groups for younger kids I focus on regulating their bodies and feelings. A good resource for activities for groups in grades 3-5 is Caselman"s Teaching Kids Impulse Control.

Understood.org

If you are not familiar with this web site understood.org I strongly recommend you check it out. Although it is primarily designed for parents it has many useful references for educators. You will also want to tell parent of children with learning and attention issues to  explore it. I learned about it from an ASCA webinar which you can watch but it pretty much just walks you through the site so you don't really need to watch it. I added it to my bookmarks and I am sure you will too.

Teaching Life Skills to Children and Teens with ADHD

Teaching Life Skills to Children and Teens With ADHD (2016) describes the Life Skills Program created by author Vincent J. Monastra at his ADHD clinic. It features practical strategies for helping children and teens develop essential life skills at home, school, or in a support group setting.
Some of these skills include:
Engaging others in conversations
Seeking out confidence-building experiences
Responding appropriately to teasing
Establishing friendships and social networks
Trying group activities to avoid isolation
Developing healthy eating, sleeping and exercise habits
Solving problems and getting organized
Showing sensitivity to others' emotions
Each chapter includes exercises to help  teach, model, and guide children in trying out these skills. Interactive checklists, quizzes, and guided journal entries are provided as tools for reflection and for engaging children and teens in ways that are interesting and fun. I particularly like the Life Lesson "Kindness is Contagious" which fits in perfectly with my theme for February. This guide gives a counselor good activities to use in small groups. There are 12 life lessons that could easily be the format for a small tier 2 group. I have used many of the activities with individuals. The guide is a resource I recommend to most of the parents of my upper grade students who are identified as ADHD.

Mandalynths for Stress, Anxiety, and Attention

These Mandalynths are traced with a stylus like a fancy chopstick. The design is laminated so it can be used over and over. Tracing focuses the mind and is a great grounding technique for stress and anxiety. You can begin tracing anywhere on the pattern. This type of open design is relaxing; medium designs promote attention; and tight mandalynths offer challenge. It is good to switch hands every so often when tracing promotes neuroplasticity by crossing the brain's "midline" which is good for students with attention disorders. You can purcahse Mandalynths cards at celticartstore.net/

Exercise Before School Helps ADHD and Anxiety

Research has shown that regular (daily) exercise for people with either ADHD or Anxiety is effective in reducing negative symptoms.  I have found that when students with either one of these challenges walks or rides their bike to school they have a better start to the school day.  I suggest walking or biking to school to parents frequently. I also encourage them to get children with ADHD and anxeity out in nature as much as possible. Here are 2 resources they may help you convince your school to offer more exercise breaks for students theatlantic.com/health/archive/2014/09/exercise-seems-to-be-beneficial-to-children/380844/ and additudemag.com

New ASCA Mindsets and Behaviors for Student Success: What about the Competencies?

ASCA has archived a second webinar on the ASCA Mindsets, focusing mainly on the competencies.  I encourage everyone to watch it.  The competencies are in a "bank" and ASCA or any member can add to the existing bank.  We need measurable competencies to evaluate the effectiveness of components of our programs. The initial competencies that have been released align with Common Core. We are not a Common Core state so I find myself rewriting them for my lesson and session plans.  I'd love to hear what your experience with the new Mindsets has been...

Wobble Chair

I want some of these stools for my office. We have so many students who hate school because they are forced to sit upright in a chair most of the school day. Kids are frequently asked to sit way more than is good for them. These stools are better than exercise balls because they stay in one spot but allow the same type of movement. They are sold under the brand name "Kore Wobble Chair."