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OhioMTA-SW Program Meeting on Teaching Neurodivergent Students, 1/13/23, Anderson Center, Cincinnati

Featuring Kelsey Wiggs, Jessica Boone, Stephanie Sepate, and Terry Granick

Written by Elizabeth Swift, Vice President of Programming

Dr. Wiggs is a post-doctoral Research Fellow at Cincinnati Children’s Hospital, specializing in the predictors, correlates, and treatment of ADHD and related difficulties. She also conducts ongoing research related to autism spectrum disorder, and mindfulness. We were so grateful to learn from her vast knowledge. Jessica Boone, Stephanie Sepate, and Terry Granick all brought their unique experience and expertise in working with music students on the autism spectrum, as well as students with dyslexia, to provide teachers with a relevant and useful class. The educational morning armed our teachers with actionable tips and ideas.


The information below is taken from handouts given at the meeting, and notes from teachers in attendance. To dive deeper, click on one of the links at the bottom of the post. Thanks for reading.


ADHD


Types of ADHD

  • Inattentive (student has lack of attention to details, careless mistakes, doesn’t seem to listen when spoken to, doesn’t follow through or complete tasks, difficulty sustaining attention)

  • Hyperactivity-Impulsivity (often fidgets, squirms, or taps, leaves seat or feels restless, runs and climbs at inappropriate times, unable to play quietly, talks excessively, interrupts)

  • Combination of the above

5 General Intervention Tips for students with attention-related difficulties

  • Praise

  • Immediate and small rewards for positive actions

  • Clear instructions

  • Structure

  • Routine

Executive Function Skills that can suffer when students have ADHD

  • Task initiation

  • Organization

  • Working Memory

  • Planning/Time Management

  • Self-control, self-monitor

  • Emotional control

  • Flexibility

Think of these interest-based nervous system traits as positive attributes when planning your lessons:

Interest (what does your student already enjoy?)

Competition (what will motivate your student to participate?)

Novelty (what will work today to grab your student’s focus?)

Urgency (how can you kickstart your student’s productivity without waiting until the last hour?)




Autism Spectrum Disorder


Key Ideas to help set your student-teacher relationship up for success

  • Communication with parents (either parents letting teachers know about known differences, or teachers bringing observations to parents’ attention)

  • Evaluation (of abilities of student, keep expectations realistic and fluid)

  • Compassionate support (for developing verbal and non-verbal communication skills