School Programs

Preschool and Elementary School ADHD Programs

preschool_picAttention Deficit Hyperactivity Disorder is a genetic, neurobiological disorder that affects 7% to 12% of children across all ethnicities.  Common outcomes for adolescents and adults who are not diagnosed and treated for their ADHD are depression, anxiety disorders, substance abuse, conduct disorder, involvement in the juvenile justice system and eventually, the prison system.

This is especially true for individuals from our African American and Hispanic communities.  Their ADHD prevalence rate is the same as other groups, 7% to 12%; but they have a low diagnosis and treatment rate of only 20%.  Only two of every 10 minority children at-risk for ADHD are ever identified.  The eight remaining children grow up to be adults with undiagnosed ADHD.

Undiagnosed ADHD is not a problem that only affects our minority communities.  Only 50% of Caucasian children are ever identified and treated.  Working together to bring understanding of ADHD to families, and providing the best treatment, teaching and parenting to children at-risk, is something that must start today.

The intensity of ADHD symptoms vary from one child to another, as do the coexisting conditions; thereby making every child a unique case.  In order to be responsive to the unique needs of each child, I have designed an ADHD program with three inter-related components for pre-school and elementary school systems.Preschool Daycare

1.  ADHD Educator Training Modules:

Module One.   “ADHD – Neurobiological Disorder Defined, Coexisting Conditions, Assessment/Diagnosis and Treatment.”

  • The goal of Module One is to bring Educators to a high level of ADHD understanding, and recognition of the importance of early diagnosis and treatment.  Teachers will be shown the links between children’s processing difficulties, their learning challenges, and the effects of overstimulation in group settings.

Module Two.   “Impact on Family and School, and Teaching Strategies for the Classroom.”

  • The goal of Module Two is to enable Educators to recognize a child at-risk of ADHD, and to understand the learning challenges they are experiencing. Teachers will be trained to recognize how their own behavior and reactions affect the child’s behavior.  They will receive a beginning knowledge of how best to work with our challenged children.

2.  ADHD Case Conferences

In order to continue ADHD Educator Training and reinforce the Teacher’s learning, ADHD Case Conferences will be held each month.  In addition, because each child with ADHD is distinctly different from the next child, successful ADHD behavior modifications must be uniquely designed for each child and Teacher.  Through use of real time student behaviors, teaching strategies will be discussed and developed specifically for the challenging child or children included in the Case Conference.

3.  ADHD Parent Training

Module One.  “How to Raise a Challenging Child.”

  • The goal of Module One is to bring parents to the understanding that they play an integral role in their child’s behavior.  In order for their child’s behavior to change, they first have to change their own behavior.

Module Two.  “Can it be ADHD?”

  • The goal of Module Two is to bring parents to an understanding of ADHD, and to recognize that by leading a team with the right support, a child with a processing challenge can learn, excel, and mature to live a successful life.

The full ADHD Case Conference program is the gold standard for pre-school and elementary school systems. It will have the greatest impact for teachers, students and parents; developing a team to work together to support each child to success. However, the individual components can be phased into your school program over time.

When my student first arrived in my classroom, I was amazed at all of his high energy and disruptive behavior. I felt that I had to stop the lessons frequently just to settle him down and avoid his temper tantrums. I was trying to seek answers on how to help him the best I could from articles, the internet and literature. But nothing gave me the wonderful insight on children with challenging behaviors like Judith did.

I met her at work one day when my teacher’s aide and I were scheduled for a team meeting on this student. Judith was very confident in her knowledge of ADHD and behavioral problems. She educated me in how ADHD students need stimulation throughout the day, whether it is playing at the water table, squeezing a stress ball during circle time, sitting on an energy pillow or helping the teacher as much as possible to stay busy. She gave me many different teaching techniques and creative ideas to reach this child, because he didn’t think like everyone else. He was very special in his very own way.

As I used her strategies his behavior changed dramatically. Now my student can sit through an entire circle time lesson, express his emotions in words, follow class rules and routines much better, and respect his teachers and friends. He has become my wonderful little helper, my storyteller, my artist and my explorer. I never gave up on him because I saw his potential; I just couldn’t have done it without Judith. I thank her for being there for me and giving me the knowledge I needed to help my student. She is wonderful and when I see her as she follows up with me, I want her to know what an important part she played in his magnificent progress! THANK YOU!

~~Michelle Steinmetz

Please click on the button below to fill out the folrm and I will call you to discuss the needs of your teachers, students and parents. I am sure we can design the right ADHD program for your school.

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