Dear Cathy, I am a TA working with a 7-year-old boy – W – who suffers from ADHD and has shown very challenging behaviour. After replacing his computer time with board games his interest in activities has grown. He is calmer and more focused. He is using a routine I introduced – few work sheets in the morning, 15 minutes reading and some time spent in class. The school wants to get W back in class for the whole time. Do you think it is advisable to start each school day with some time in class rather than with worksheets? I would like to hear your comments on his behaviour. Best regards
Anne
CG: Dear Anne, Well done, you are doing a fantastic job by the sound of it. Your routine and methods have found a way in so that W can learn. In respect of the computer – children with ADHD often react badly to screens even for short periods – computer, TV, playstation etc. So you were right to replace this with a board game. In respect of reintegration into the classroom, this should be done in short periods at the same time each day. Routine is essential for a child like W… First thing in the morning for registration and first thing in the afternoon are good starting points. Registration is a controlled environment and W will be less tired and therefore less likely to react badly. This needs to be done as part of his IEP with the SENCO, class teacher, parent and anyone else involved aware. It is very important that children eat and drink regularly at school, particularly so with a child who has ADHD. Is W having water at regular intervals throughout the day and a small snack at morning break? If not his sugar levels will fall; he will become dehydrated and his behaviour and concentration will suffer. Lastly, can I suggest you revisit my book Happy Kids? I think you will find some chapters very useful now you are a TA to W. Very best wishes Cathy.
Hi Cathy, thanks for your helpful advice. I saw the school counsellor about W and what I got to hear touched me deeply: Little W struggles to come to terms with his father being in prison. He is overprotective towards his mother and constantly worries what she s doing while he is at school. He sees himself as ‘the man in the house’. His mind is so busy with all those thoughts, that he is pre-occupied on many mornings. His counsellor told me that little W is mentally tired of all the contradictions in his head and can’t be forced or disciplined on bad days. She also told me my task was to keep him occupied and comfortable rather than force him to learn. I find it a little sad that I was not told of his background in first place. It would have helped.
Anne
CG: Dear Anne, I guessed it was something to do with W’s home life, and yes, it is a great pity that you were not given this information at the start. Had you been the TA for a child I was fostering I would have made you aware and given you regular updates. I do not agree that W should just be kept occupied at school. He needs to learn and school is a safe and constant factor in his otherwise turbulent life. If I was working with him I would say something like: ‘I know you have a lot of things going on in your life. I know you have lots of worries, which I understand. But it is important you learn so you can get a good job and a nice home and car, and do all the things you want to.’ On a bad day he will reject this and say ‘couldn’t care a F… about my future’ or similar. But the message will be going in. In his quieter moments W will think about what he would like to achieve, via a good education, compared to what his parents have. On a practical note, it may be he is having contact with his father in prison which could tie in with very bad days. Sadly this child is typical of so many I see. Cathy.
