Managing Challenging Behaviours - Charts (especially for ADHD and ODD)

Managing Challenging Behaviours - Charts (especially for ADHD and ODD)
Managing Challenging Behaviours - Charts (especially for ADHD and ODD)
Managing Challenging Behaviours - Charts (especially for ADHD and ODD)
Managing Challenging Behaviours - Charts (especially for ADHD and ODD)
Managing Challenging Behaviours - Charts (especially for ADHD and ODD)
Managing Challenging Behaviours - Charts (especially for ADHD and ODD)
Managing Challenging Behaviours - Charts (especially for ADHD and ODD)
Managing Challenging Behaviours - Charts (especially for ADHD and ODD)
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I have been researching ways of effectively empowering learners to self-regulate and choose appropriate behaviours for learning in the classroom. My particular focus has been on learners such as those with ADHD / ODD (oppositional defiance disorder), In this file I have included 3 different charts which I have found useful. They each focus on the student as having choice in their learning and on making expectations extremely visual and explicit. Please read page 1 of the preview, to gain a deeper understanding of why these are effective and which of them might be of assistance to you.
- Chart 1 - divides the day into manageable chunks of time and provides an explicit list of desired behaviours. The student ticks off each time they do one of these behaviours; each tick accumulating to earning minutes of 'reward time'. I used this very successfully with a student with ADHD & ODD.
- Chart 2 - is an example of how the chart was adapted to suit a learner with different needs, (difficulty with persistence, resilience and positive thinking).
- Following these pages, there are 2 pages of cards which can be laminated and put on a ring. The student flips between the cards, depending on the activity, and gets an explicit checklist of behaviours during this time. A 'reward' element is still key to the success of this method.
- Lastly, there is an example of an 'A and B choices' flowchart, which very explicitly shows the cause and effect of behaviour choices in the classroom. It means there is little room for negotiation/arguing and it involves rewards for every positive step along the way. It is very good for students who need very clear boundaries.

The file is a publisher document so that you can adjust/edit all text and images to suit the needs of your learners. I hope you find these very helpful.
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6 pages
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Rachel Bolt

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