PASSWORD>aaaghvsKT3iJgMy daughter is a 9 year old who has ADHD. Her progress in the past few years has been amazing but we are back to an old struggle. As her social skills have begun to blossom, with lots of support from her teachers and specialists, her distractibility is at an all time high. We first noticed a problem when she started to have more and more homework and upon talking to the teacher, discovered that it was actually classwork that she wasn’t completing at school. When I brought this up with her she confessed to spending far to much time visiting with her peers and promised to try to do better.Obviously, one of the things that has helped us to pinpoint this so early is that she is very concerned about turning her work in on time, which is why she brings it home. If she doesn’t have an assignment completed on time, she is assigned study hall during recess in order to complete the work. This is NOT something she wants to do and frankly, I think recess is important for her since it allows her time to socialize appropriately and get the wiggles out before returning to the classroom.So, we have a compliant kid who recognises a problem with distractability and socializing during class time. She has tried to limit her visiting during work time and has been unsuccessful so far. The teacher uses seat work time to work with kids individually and in small groups on reading and other stuff, so it’s not like he’s available to cue her himself and I don’t know that I would want the responsibility for that to be placed on a person because she will eventually need tools to work independently anyway.In the past we have used a simple wind up kitchen timer to help her finish her lunch in the allotted time. She is a little older now and a lot more concerned about what her peers think so she doesn’t like to use it any more. (It has a loud ring.) It also needs to be set manually every time it goes off so would take her away from her work in order to operate it. I heard a while back about devices that beep every few minutes that allow a child to take stock of what they are doing at that moment and that often they are used together with check sheets that children use to note whether they were on task and if not, what they were doing. I see the device as a training tool to help her become more independent about monitoring her own behavior. Am I far from the mark in my understanding of these devices? If you have used one, would you share your experience in using this type of timer? I hear at least one is like a watch that vibrates so that only the child using it knows about the signal and some have a low volume beep. What are the pros and cons to these devices? Are they expensive? Are there devices we could purchase at an office supply store or someplace locally that might serve the same purpose for less money?Our IEP meeting is March 8th and I am trying to gather as much information as possible before that time to present to the team. I have also asked for an informal meeting with the team prior to the actual IEP meeting so that we can do a little brainstorming about other possible alternatives. I’m trying to go in with an open mind but really have a hard time with one team member’s suggestion that we only use “natural” consequences for not getting her work done in the allotted time. By that she meens losing her recess or getting a lower grade. She has even suggested reducing her work load but we know she could do the work if she weren’t socializing. We have a child here who really wants to work with us to find a solution to this problem. The big problem is that she is just too easily drawn into social time with her friends but once she is reminded to get back to work she doesn’t have a problem returning to the task at hand.Any other ideas, including non-tech ideas, would be welcome as well.
Re: Cueing Devices for ADHD
PASSWORD>aaaghvsKT3iJgThanks for the response. I was also wondering if you could tell me how effective the tape was? Was it an effective means of helping to redirect attention when the person using it was off-task? Was it a further distraction? Did using the check sheet help to analyze and change behavior or was it just more busy work? Since the district would probably have to purchase one for my daughter, it will help if I can gather information from other people who have used them successfully.Our state has the services of a technology center that lends various tech devices to schools and individuals so that they can try them before spending the money to purchase them. It’s a great program and Gayl Bowser, the person I spoke to, has contributed some information to the site in the past. Unfortunately, they don’t have anything like this available. They did ask for input from me if we try one so that they can consider budgeting for one next year. Unfortunately, this won’t help us this time around.: Several years ago I purchased a cassette tape which had a ding every
: few minutes, randomly timed, and was continuous play. It also came
: with a notepad to check whether you were on task when the bell
: sounded. I don’t remember the exact name and will check later to
: see if I can find it. In the meantime, you may be able to create
: your own tape which your daughter could use with a small portable
: player and headphones.
Re: Cueing Devices for ADHD
I only tried it with one student who was ADHD, with EXTREME H. He was not motivated to do any work unless in a one-on-one situation. He was not accurate in recording whether he was on task. I couldn’t tell if this was deliberate lying, or if he really thought he was on task. I think your daughter’s situation is quite different and this may work for her.: Thanks for the response. I was also wondering if you could tell me
: how effective the tape was? Was it an effective means of helping
: to redirect attention when the person using it was off-task? Was
: it a further distraction? Did using the check sheet help to
: analyze and change behavior or was it just more busy work? Since
: the district would probably have to purchase one for my daughter,
: it will help if I can gather information from other people who
: have used them successfully.: Our state has the services of a technology center that lends various
: tech devices to schools and individuals so that they can try them
: before spending the money to purchase them. It’s a great program
: and Gayl Bowser, the person I spoke to, has contributed some
: information to the site in the past. Unfortunately, they don’t
: have anything like this available. They did ask for input from me
: if we try one so that they can consider budgeting for one next
: year. Unfortunately, this won’t help us this time around.
SUCCESS! Help with goals - checksheet for on task
PASSWORD>aalnZhY6l7sCALinnie - SUCCESS! The team decided to try the WatchMinder and is ordering one for my daughter. I was wondering if you, or anyone, could tell me what was on the notepad/checksheet so that I can help develop one for the school. The team asked if anyone out there might have a sample sheet we could use for my daughter or if anyone had tried this particular device and knew if it comes with a checksheet. Some ideas for goals for working with a cueing device would also be helpful.Marjorie is also hyperactive, BTW. The reason she is so willing to cooperate with us trying to help her is that she understands what we are trying to achieve and has input, through me and on her own, in trying to find solutions. We began allowing her to participate in decisions from the very beginning at her own level. This year, as a 4th grader, will be her first opportunity to be present during a limited part of her IEP meeting and she is preparing some notes to remind her of the things she wants to address with the team. It’s the next step in our plan to teach her to advocate for herself in a positive way.: I only tried it with one student who was ADHD, with EXTREME H. He was
: not motivated to do any work unless in a one-on-one situation. He
: was not accurate in recording whether he was on task. I couldn’t
: tell if this was deliberate lying, or if he really thought he was
: on task. I think your daughter’s situation is quite different and
: this may work for her.
Re: SUCCESS! Help with goals - checksheet for on t
I have been unable to find the tape or the pad that went with it. (My teaching materials are boxed up while I am on leave) I think the recording pad was about 3 x 5 and had place for name, date, and time at the top. There were 2 columns of boxes headed YES and NO. The student checked one or the other when the bell sounded on the tape.: Linnie - SUCCESS! The team decided to try the WatchMinder and is
: ordering one for my daughter. I was wondering if you, or anyone,
: could tell me what was on the notepad/checksheet so that I can
: help develop one for the school. The team asked if anyone out
: there might have a sample sheet we could use for my daughter or if
: anyone had tried this particular device and knew if it comes with
: a checksheet. Some ideas for goals for working with a cueing
: device would also be helpful.: Marjorie is also hyperactive, BTW. The reason she is so willing to
: cooperate with us trying to help her is that she understands what
: we are trying to achieve and has input, through me and on her own,
: in trying to find solutions. We began allowing her to participate
: in decisions from the very beginning at her own level. This year,
: as a 4th grader, will be her first opportunity to be present
: during a limited part of her IEP meeting and she is preparing some
: notes to remind her of the things she wants to address with the
: team. It’s the next step in our plan to teach her to advocate for
: herself in a positive way.
Several years ago I purchased a cassette tape which had a ding every few minutes, randomly timed, and was continuous play. It also came with a notepad to check whether you were on task when the bell sounded. I don’t remember the exact name and will check later to see if I can find it. In the meantime, you may be able to create your own tape which your daughter could use with a small portable player and headphones.: My daughter is a 9 year old who has ADHD. Her progress in the past
: few years has been amazing but we are back to an old struggle. As
: her social skills have begun to blossom, with lots of support from
: her teachers and specialists, her distractibility is at an all
: time high. We first noticed a problem when she started to have
: more and more homework and upon talking to the teacher, discovered
: that it was actually classwork that she wasn’t completing at
: school. When I brought this up with her she confessed to spending
: far to much time visiting with her peers and promised to try to do
: better.: Obviously, one of the things that has helped us to pinpoint this so
: early is that she is very concerned about turning her work in on
: time, which is why she brings it home. If she doesn’t have an
: assignment completed on time, she is assigned study hall during
: recess in order to complete the work. This is NOT something she
: wants to do and frankly, I think recess is important for her since
: it allows her time to socialize appropriately and get the wiggles
: out before returning to the classroom.: So, we have a compliant kid who recognises a problem with
: distractability and socializing during class time. She has tried
: to limit her visiting during work time and has been unsuccessful
: so far. The teacher uses seat work time to work with kids
: individually and in small groups on reading and other stuff, so
: it’s not like he’s available to cue her himself and I don’t know
: that I would want the responsibility for that to be placed on a
: person because she will eventually need tools to work
: independently anyway.: In the past we have used a simple wind up kitchen timer to help her
: finish her lunch in the allotted time. She is a little older now
: and a lot more concerned about what her peers think so she doesn’t
: like to use it any more. (It has a loud ring.) It also needs to be
: set manually every time it goes off so would take her away from
: her work in order to operate it. I heard a while back about
: devices that beep every few minutes that allow a child to take
: stock of what they are doing at that moment and that often they
: are used together with check sheets that children use to note
: whether they were on task and if not, what they were doing. I see
: the device as a training tool to help her become more independent
: about monitoring her own behavior. Am I far from the mark in my
: understanding of these devices? If you have used one, would you
: share your experience in using this type of timer? I hear at least
: one is like a watch that vibrates so that only the child using it
: knows about the signal and some have a low volume beep. What are
: the pros and cons to these devices? Are they expensive? Are there
: devices we could purchase at an office supply store or someplace
: locally that might serve the same purpose for less money?: Our IEP meeting is March 8th and I am trying to gather as much
: information as possible before that time to present to the team. I
: have also asked for an informal meeting with the team prior to the
: actual IEP meeting so that we can do a little brainstorming about
: other possible alternatives. I’m trying to go in with an open mind
: but really have a hard time with one team member’s suggestion that
: we only use “natural” consequences for not getting her
: work done in the allotted time. By that she meens losing her
: recess or getting a lower grade. She has even suggested reducing
: her work load but we know she could do the work if she weren’t
: socializing. We have a child here who really wants to work with us
: to find a solution to this problem. The big problem is that she is
: just too easily drawn into social time with her friends but once
: she is reminded to get back to work she doesn’t have a problem
: returning to the task at hand.: Any other ideas, including non-tech ideas, would be welcome as well.