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ADHD effective communication talk

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Introduction

Introduction - In this unit I produced and gave a talk on effective communication with ADHD children in first school. I used information from different resources including talking with a professional. This talk was given to a target audience of trainee teachers, or those involved in developmental health and social care. It lasted 14 minutes and also included a handout and a question and answer session. After the talk I gave out pre-prepared questionnaires evaluating my performance and context of the talk. I then analysed these questionnaires to see how I could improve. Using my own judgement, my audience and my teachers views I evaluated my performance and the justifications for my decisions within the presentation. Transcript (14 minutes) - 40% of children with ADHD will drop out of school by the time they're 18. 1 in 5 untreated teenagers will be arrested for felony. And this is why effective communication is so vital for these children. My name is xxxx, and today I will be talking about verbal and non-verbal communication skills for children with ADHD in first school and the barriers they face and how to overcome them These children have problems with impulse control, fidgeting, eye contact and concentrating. Just think of Bart Simpson. It's important to realise that each child suffers very differently from this condition, and try and find out how as soon as you can before teaching it. If I went through my talk today and taught you the different skills required to communication, you could go back to your classrooms and replicate this. ...read more.

Middle

*This is where I lost my place and had to look at my prompt cards for a couple of seconds*. With pauses, when talking to them, avoid using pauses. This gives them the opportunity to get distracted. However when talking with them, it can be a really great skill to help him them understand when they need to talk as they often miss social cues. So by pausing and exaggerating this, for example after a question Joe knows it's his turn to talk. Also he won't have the chance to interrupt you if he knows you'll give him the chance to speak. Repeat the key points in your conversation to him, this will help him remember them, and then get him to repeat them back to you. You'll be able to assess his understanding of what you told him, you can correct what he forgot, and by repeating it out loud it will help him remember. 80% of communication is non-verbal, so it's vital we get this right. Similar to tone, facial expression needs to match the emotion. So when telling Joe off, we frown. We show him that we're not happy with what he's done so even if he's not concentrating, again he'll be able to pick up on this emotion. Proximity. Stand close when to those children with ADHD when addressing the whole class. Not only will they able to hear you better, but also they're less likely to get distracted. ...read more.

Conclusion

So talk to the child's parents, doctor or your SEN department in school so you can learn just how each child is being treated. If ADHD is not diagnosed it can often be mistaken for other conditions or simply being naughty, stupid or disobedient. This can affect their work ethic, they're not going to want to come into school or want to try and do better if they think others think they are naughty and stupid. So look out for the symptoms and get advice from senior staff or your SENCO if you believe a student may have this condition. Also remember that a lot of children have issues with attention or impulsivity, so use the skills you've learnt today even if they haven't been diagnosed. Today we've covered understanding the child's perspective, nonverbal and verbal communication, teaching them to communicate, the barriers they face and how to overcome them. Are there any questions? *Question from audience member* 'What do I do if the parents are hard to communicate with or are unwilling to share the treatment plan with me?' This can be a very hard situation as I said earlier; it's hard to progress without knowing how the child is being treated. If the child is statemented or has regular contact with the SEN department at your school, they should be aware of current and previous treatment methods. If however they are unaware, talk to the child about how they think they'll work best. Often children themselves know what works best for them and what doesn't. Thank you for listening; please fill in the questionnaires provided. ...read more.

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