ADHD/ADD

Autism

Depression

Anxiety

SPD

It takes a village to help ALL students be successful!

Let's talk about 5 non-neurotypical students we see in our classrooms!

Symptoms Include

Sweating, Dizziness, Trembling, Rapid Heartbeat

Can lead to:

Drug Abuse, eating disorders, avoidance, night terrors, Insomnia

Anxiety

An emotion categorized by feelings of tension, worried thoughts, and physical changes

Success In/ Out of the Classroom with Anxiety

Teach students realistic thinking!

Promote Exercise!

Promote positivity and Self-Control

Give Purpose!

Allow for students to take a break when needed in a quiet calm place, teach coping skills, mindfulness, and deep breathing. Highlight strengths and successes.

Depression

The persistent feeling of sadness or loss of interest that characterizes major depression can lead to a range of behavioral and physical symptoms.

Symptoms:  changes in sleep, appetite, energy level, concentration, daily behavior, or self-esteem. Depression can also be associated with thoughts of suicide and increased levels of Cortisol.

Success in/ out of the Classroom with Depression

Listen and validate

Set goals and self-monitor

Engage in social interactions

Show genuine interest and concern

BE THERE!

Students thrive with social interaction and connections. Accommodate your lesson plan to include more group or team building projects. Make class fun and exciting. Think about using colors in the classroom that promote happiness (i.e. YELLOW)

ADD/ADHD

Attention deficit hyperactivity disorder, a condition with symptoms such as inattentiveness, impulsivity, and hyperactivity. The symptoms differ from person to person. ADHD was formerly called ADD, or attention deficit disorder. ADHD often begins in childhood and can persist into adulthood. It may contribute to low self-esteem, troubled relationships, and difficulty at school or work. When distracted from school, students may start to daydream or feel lost in outter-space.

Success in/out of the Classroom with ADHD

Consider giving extra time for classwork. Utilize fidget items and or wobble chairs to help student focus long term. Provide quiet areas, allow breaks as an outlet. Use their skills! Have students with ADHD be your classroom helper; pass out materials, etc.

Sensory Processing Disorder

A condition in which the brain has trouble receiving and responding to information that comes in through the senses (smell, touch, taste, auditory, visual).

Indicators of SPD: bump into things, uncoordinated, poor spatial awareness, hard to engage in social activities.

SPD Continued

Sensory Avoiders:

Picky Eaters

Cover their ears

Constantly overwhelmed by their environment

Sensory seekers:

Always look for stimulation

Always need something to touch

Talk excessively

Success in/out of the Classroom with SPD

ACCOMMODATE

Noise canceling headphones for individual work.

Exercise ball, wiggle chairs, stand up desks.

Fidget gadgets, chewing gum, glitter jars.

It is best practice for all students to have a routine schedule. Minimizing surprises can help eliminate stressors that may lead to problem behaviors.

AUTISM

Autism, or autism spectrum disorder (ASD) affects the nervous system; refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. ASD is influenced by a combination of genetic and environmental factors. 

Symptoms:

Abnormal Body Posturing or Facial Expressions, abnormal tone of voice, Poor Eye Contact, Behavioral Disturbances, Deficits in Language Comprehension.speech delay, Inappropriate Social Interaction.

Success in/out of the Classroom with Autism

Accommodations will vary based on the severity of each student's impairments. ALWAYS communicate with SPED teachers and keep parents informed and included in IEP's. Place picture icons around the classroom to help student understand and build confidence. Make sure to reward good behavior and be consistent with re-directions. Make sure to have an inclusive classroom that celebrates each students differences to help minimize bullying. and isolation.

Now that we have identified 5 non-neurotypical behaviors, we are able to identify that there may be potential behavioral issues in the classroom.

Knowing how to manage these behaviors is the key ingredient in ensuring success for you as a teacher and the success of other students.

Whats' the Problem?

There are various problem behaviors that may arise in your classroom. For now we will address 4 common behaviors with tips on how to manage them. Most of the time, one solution can work congruently to minimize or prevent many other behaviors.

Incessant talking

Bullying

Avoiding work

Getting up from their desk constantly