It’s the start of a new school year and I am working on my own organization system of tasks. It seems I have some that are short term and some that are ongoing. Each year I have evolved in my own systems and generally use my phone, laptop, a bound paper notebook and note cards. If someone looked at it all they may think it is messy but I know where every thing is- I do! Do the children we work with have evolving organization systems? Sure they do and but some may need our help.
I have been thinking alot about characteristic of ADHD and maybe that will be the theme of my blog/thoughts for a while with you all. This disorder manifests itself in so many different ways. Poor organization and planning are usually present. We wouldn't be surprised to find a "Messy Desk."
Now, as teachers are talking about procedures, let's encourage them to teach how to keep a clean desk. From the Behavior Encyclopedia, under Messy Desk are wonderful steps. Attached is a short summary. This is how I used this intervention sheet last year with a kiddo at Springfield. I reviewed the Messy Desk with the RTI team and the teacher who had a child with a messy desk. After really seeing the whole plan from the Behavior Encyclopedia, it seemed appropriate to make a list of things to do. As the next weeks unfolded, the teacher put a date by the tasks when they were completed. Now this child was the perfect test case and "viola" it worked! This particular kiddo was a 4th grader. I think what we learned is that it takes time to teach these skills and that it must be taught and retaught to some; then, the children need to practice and feel successful.
My 8th grade son is taking online classes for a number of reasons. I was pleasantly surprised that there were online videos talking about a neat work space. Clutter free, distraction free, quiet, spaces. Videos on how to organize a computer desk top with a folder for each class, and inside that folder- a folder for each weeks completed assignments. Also, the students had to upload a picture of their home work space. What if we did this for our older students- using the smart phone or other device, take a picture of where you do homework- for bonus points or to just share with the class.
Let us know if you have any teachers/students willing to work on their Messy Desk and we will be glad to encourage and support your endeavors. All we have to do is try and take these steps together, certainly the climate is ready for this- you are a great bunch of interventionists.
I'm going to end with a little story- so we went skiing as a family out East in Maine. Cold, icy snow, but for your kid you go. There is an adaptive ski camp for David and so we went as a family. David has an adaptive ski instructor who skis with him 100% of the time. Sometimes he has more than one instructor and they wear red coats so he is identified as an adapted skiier and likely no one will run over him (one of my fears- not just for David but for me!- I have no ski instructors to ward off the crazy young snow boarders!) Ok, so David is 12 and fearless but his instructor knows just what is his next skill too- and so they are amazing together.
Now I sign up for ski lessons- one each day for a few days. My group is at the same ski level and we are generally the same age too. We chop off just a tiny bit of the green run each time and wait for each other until the last of the group arrives and we stop for a moment and tell each other what we learned. I am worried about falling, breaking bones, not getting up, and being run over, but also look around and see those mountains and - hey- this will be fun, right? After day 3 of lessons it is clear I have heard lots of ways and analogies of how to ski. I see my “green” ski friends on the hill and we say hello and encourage each other to keep up the great effort. I don't need any more lessons- I need to actually practice skiing.
It's the same with these interventions- let's create a community to try out the great resources we have. For ADHD I will be anchoring out of our white Executive Functioning book and our huge blue book Behavior Encyclopedia. Let's start skiing- hey, it will be fun.
I have been thinking alot about characteristic of ADHD and maybe that will be the theme of my blog/thoughts for a while with you all. This disorder manifests itself in so many different ways. Poor organization and planning are usually present. We wouldn't be surprised to find a "Messy Desk."
Now, as teachers are talking about procedures, let's encourage them to teach how to keep a clean desk. From the Behavior Encyclopedia, under Messy Desk are wonderful steps. Attached is a short summary. This is how I used this intervention sheet last year with a kiddo at Springfield. I reviewed the Messy Desk with the RTI team and the teacher who had a child with a messy desk. After really seeing the whole plan from the Behavior Encyclopedia, it seemed appropriate to make a list of things to do. As the next weeks unfolded, the teacher put a date by the tasks when they were completed. Now this child was the perfect test case and "viola" it worked! This particular kiddo was a 4th grader. I think what we learned is that it takes time to teach these skills and that it must be taught and retaught to some; then, the children need to practice and feel successful.
My 8th grade son is taking online classes for a number of reasons. I was pleasantly surprised that there were online videos talking about a neat work space. Clutter free, distraction free, quiet, spaces. Videos on how to organize a computer desk top with a folder for each class, and inside that folder- a folder for each weeks completed assignments. Also, the students had to upload a picture of their home work space. What if we did this for our older students- using the smart phone or other device, take a picture of where you do homework- for bonus points or to just share with the class.
Let us know if you have any teachers/students willing to work on their Messy Desk and we will be glad to encourage and support your endeavors. All we have to do is try and take these steps together, certainly the climate is ready for this- you are a great bunch of interventionists.
I'm going to end with a little story- so we went skiing as a family out East in Maine. Cold, icy snow, but for your kid you go. There is an adaptive ski camp for David and so we went as a family. David has an adaptive ski instructor who skis with him 100% of the time. Sometimes he has more than one instructor and they wear red coats so he is identified as an adapted skiier and likely no one will run over him (one of my fears- not just for David but for me!- I have no ski instructors to ward off the crazy young snow boarders!) Ok, so David is 12 and fearless but his instructor knows just what is his next skill too- and so they are amazing together.
Now I sign up for ski lessons- one each day for a few days. My group is at the same ski level and we are generally the same age too. We chop off just a tiny bit of the green run each time and wait for each other until the last of the group arrives and we stop for a moment and tell each other what we learned. I am worried about falling, breaking bones, not getting up, and being run over, but also look around and see those mountains and - hey- this will be fun, right? After day 3 of lessons it is clear I have heard lots of ways and analogies of how to ski. I see my “green” ski friends on the hill and we say hello and encourage each other to keep up the great effort. I don't need any more lessons- I need to actually practice skiing.
It's the same with these interventions- let's create a community to try out the great resources we have. For ADHD I will be anchoring out of our white Executive Functioning book and our huge blue book Behavior Encyclopedia. Let's start skiing- hey, it will be fun.