Sharing Good Practice
has ended . Children with ADHD can find this even more difficult than the typical child for many reasons , and in particular can find it difficult to give the iPad back when in the middle of a video or part of a game . In order to help manage this a useful strategy to implement is to allow the child to watch one video , or play one round of a game rather than setting a 10 minute timer . This means that you can give reminders based on how far into the round or video they are rather than creating a pressured environment related specifically to time . Time spent on an iPad can be used as a motivator to complete a task but it is important that there is a task of interest to the children taking place after the iPad also , such as a physical activity to exert energy .
Identify emotions
All children experience the same emotions , however , children with ADHD experience these emotions far more frequently , intensely and for longer periods of time in comparison to a typical child . It is very common for children with ADHD to struggle with emotional regulation , due to developmental delays . So , how can we help ? Unsurprisingly , consistency is key at home and in school . A predictable routine is essential for a child ’ s emotional development . Some children with ADHD are unable to identify when they become dysregulated . Outlining different zones ( red , yellow and green ) related to emotions can help a child to identify how they are feeling and whether or not it is an appropriate emotion for the environment . This can be progressed further by teaching a child certain strategies to allow them to self-regulate which in turn can help them to meet the demands of their environment and experience success in social situations .
Importance of sensory regulation .
Due to the nature of ADHD , it is not uncommon for these children to experience sensory processing difficulties . Sensory processing difficulties affect a child ’ s ability to respond to daily typical situations . Similar to their emotion regulation , their behavioural response to ordinary sensory stimuli may be exaggerated , passive , intense , or prolonged in comparison to a typical child . Sensory processing can be over or underresponsive . Some of the signs of sensory over-responsivity could be hypersensitivity to loud noises , pain , unexpected touch , certain textures , materials and tastes . They may have poor gross and fine motor skills , and body positional awareness , meaning that they can appear clumsy or careless . Sensory under-responsivity is , as its name suggests , the opposite of this . Children will often like excessively loud music , have a high pain tolerance , be unable to notice strong odours , like to be hugged tightly and frequently fall or throw themselves onto hard surfaces intentionally .
Sensory input is crucial to the development of a child with sensory processing difficulties . The type of sensory diet that is created is different for all children and dependant on their needs and type of sensory processing difficulty . Occupational therapy , along with regular sensory input , can help children to cope with their surrounding environments . In cases where therapy is not possible , you can begin by tracking their behaviour and noticing patterns in their dysregulation . This will help you to pre-empt dysregulation and understand the type of sensory input that they require . Sensory regulation can help children to succeed and make positive behavioural changes .
Niamh holds a Bachelor ' s Degree , a Post-Graduate degree in Primary Education , and a Master ' s of Education , specialising in Special and Inclusive Education . She has supported students of determination within mainstream and alternative primary settings and is trained on several evidence-based interventions .
Niamh has a passion for creating inclusive learning environments and thrives in environments surrounded by people who pride themselves on their work ethic and making positive changes .
Class Time Term 3 Apr - Jun 2021 35