“Students with ADHD receive 20,000 more negative messages by the time they are 12 than students without ADHD. “Michael Jellinek
That is only just five more a day. For many children, this is an unfortunate underestimate. The impact this level of criticism has upon the developing child is no secret.
Progress reports, report cards, and emails to parents become avenues riddled with criticisms, often misguided and directed towards the very character of these children. The near-constant barrage of effort-based judgments – “try harder,” “do better,” “what were you thinking?” – exacts a heavy toll.
Far from improving behavioral outcomes, this criticism becomes the familiar internal voice of these students
Using a strength based approach in your practice, classroom or home is not only best practice for children with ADHD, it’s a critical practice. In this post we discuss three ways to help empower learners with ADHD .
Understanding ADHD as a Neurodevelopmental Condition Shifts the Narrative
The most critical step in addressing the unique challenges faced by students with ADHD involves a paradigm shift in our understanding of the condition.
Rather than viewing ADHD through the lens of behavioral challenges, it is imperative to recognize and understand ADHD as a neurodevelopmental difference.
This shift in narrative reframes ADHD within the context of neurological development, acknowledging that the challenges these students encounter are rooted in the diverse way their brains function. Shifting our perspective on ADHD from a deficit-based outlook to one that acknowledges differences and capitalizes on strengths opens up a wealth of opportunities.
Promoting this understanding allows educators to tap into an informed , empathetic approach, fostering an environment that seeks to support rather than stigmatize these students. We shift from negative scolding to positive coping strategies designed for a neurodiverse student. Learn more about neurodiversity here.
Use Individualized Strength Assessments for Students with ADHD
Implementing individualized strength based assessments goes beyond traditional methods of evaluating performance. It involves a comprehensive exploration of the student’s multifaceted abilities, talents, and areas of expertise.
So often we are stuck in a deficit based, problem solving role in the schools. With best intentions we default to targeting weaknesses for improvement.
When addressing a lifelong neurodevelopmental difference like ADHD, the key lies in leveraging the strengths of students. By uncovering their aptitudes, interests, and areas of proficiency, we pinpoint strategies that are already effective, fostering empowerment and leading to improved outcomes. 💕
There are many strength based assessments on the market. My favorite, free on their website, is The VIA Survey by The VIA Institute on Character.
They have identified 24 character strengths that we have the capacity to express. The VIA Survey helps you discover your unique character strengths profile, and has surveys for children and adults.
The free report is all you need to start understanding a little but more about how you shine. Below are mine, which are pretty spot on if you knew me.
Positive Reinforcement for Student with ADHD
Using positive reinforcement shifts the focus from punitive measures to a proactive and supportive approach. Rather than emphasizing consequences for undesirable behavior, these interventions seek to reinforce and encourage positive actions.
This strategy involves identifying and acknowledging instances of positive behavior, and creating a positive reinforcement loop. By emphasizing the strengths and successes of students with ADHD, educators can motivate them to cultivate desirable behaviors and habits.
Positive reinforcement strategies are considered best practice for students with ADHD. Students with ADHD often have substantial difficulty tolerating feedback and criticism. Even neutral statements may sting these kids as harsh rejection. Read more about rejection sensitivity here.
We need to notice, inquire and focus on positive behaviors rather than corrective measures by using the 4:1 rule, gaining positive regard from the whole class and pointing out strengths with tangible “proof”.
The 4:1 Rule for ADHD
We NEED a ratio of at least 4: 1 positive statements to corrective to restore the daily damage inherent to a child with ADHD.
- Put 4 rubber bands on your wrist and remove one for every positive each day.
- Put 4 coins in your pocket and remove them for each positive.
- Notice that the child did something correctly and praise that child publicly.
- Make it a challenge for yourself and track it in your plan book.
Reward the Whole Class
Level up that praise by rewarding the whole class on that child’s behalf.
“Joe got started right away on his morning work .”
“Great getting started Joe. You know what class, 5 extra minutes of recess for everyone.“
“Thank Joe, not me. ”
Could you imagine the day Joe will have, when everyone cheers for him and high fives him at extra recess. The likelihood that that feel good moment will impact his motivation to get started on any work the teacher hands him all day long, is pretty damn high.
I get teary eyed just thinking about it.
Point out the Strengths
We can point out each time we see the student express one of their strengths.
The human brain defaults to remembering the negative, so that wonderfully kind child may not even know they are kind. Let them know. Give them a card or sticker they can share with their families, and that positivity will trickle home!
A Strength Based Approach is Restorative for ADHD
It is essential to recognize the profound impact this constant barrage of negativity has on the development of children with ADHD. Acknowledging the underestimated nature of this impact is a crucial step toward implementing effective strategies and interventions that prioritize the mental and emotional well-being of students with ADHD.
In order to support students with ADHD, it is essential to adopt a strength-based approach. We can promote better understanding of ADHD, help educators change mindsets, provide positive reinforcement strategies and identify the students strengths, talents, and unique abilities. By recognizing what children excel at and enjoy, we can use those areas as a foundation to support their challenges.
To explore how to promote the shift from using effort to strategy , read Shifting Focus from Effort to Strategy: Empowering Students with ADHD.
Resources
Check out our exclusive set of 24 Character Strengths Cards! Based off the VIA Survey.
We use these cards to recognize and reinforce the unique strengths within every child.
https://www.viacharacter.org– for the character strength survey and a ton of free resources
https://www.viacharacter.org– for the character strength survey and a ton of free resources
