As dedicated educators, we strive to create engaging and motivating learning environments for all our students. However, when it comes to children with ADHD, traditional approaches such as rewards and consequences may fall short. In this article, we'll explore why these strategies might not be as effective for students with ADHD and introduce a neurodiversity coaching approach to build the abilities of these learners.
The Challenge with Traditional Approaches
Many teachers invest time and effort in developing elaborate motivation and engagement strategies, only to find that these techniques don't yield the expected results for students with ADHD. The frustration that ensues often leads to misconceptions, such as assuming the child "doesn't care" or "needs to try harder." It's crucial for educators to understand the unique aspects of the ADHD brain and tailor their approach accordingly.
The ADHD Brain: Importance-Based vs. Interest-Based
Neurotypical children are typically motivated by rewards and consequences due to their "importance-based nervous system." In contrast, individuals with ADHD possess an "interest-based nervous system." Dr. William Dodson identifies four criteria – Novelty, Interest, Challenge, and Extreme Urgency (N.I.C.E.) – that trigger dopamine release in the ADHD brain, promoting engagement and motivation.
"N.I.C.E." Engagement Strategies
Novelty
Harness the power of novelty to capture the attention of ADHD students. Small changes in routine tasks can make a significant difference. Reframing instructions, adding humour, incorporating hooks like stories or games, wearing unique accessories, using music, adding movement, and introducing various sensory elements can create the novelty needed to spark interest.
Interest
Recognise and leverage the special interests of ADHD students. Incorporate elements related to their personal interests into lessons, tasks, or projects. Use provocative questions, mysteries, technology, popular characters, writing prompts, or different tools to make the content intellectually stimulating and intriguing.
Challenge
Present lessons as challenges or competitions, ensuring they are appropriately challenging. Gamify lessons with technology, use quick quizzes, time tasks, and offer provocations to motivate students to overcome obstacles. Balancing the level of difficulty ensures that tasks are neither understimulating nor overwhelming.
Extreme Urgency
Acknowledge the ADHD brain's difficulty with time awareness and establish clear, imminent deadlines. Break long-term projects into manageable due dates, incorporate time-bound check-ins for small tasks, and use visual timers to create a sense of urgency. Providing an immediate reward or consequence aligns with the ADHD brain's "Now and not now" time zones.
By understanding the neurodiversity of ADHD learners, teachers can implement targeted strategies that go beyond traditional reward and consequence systems. A Neurodiversity Coach such as myself can also work with students to foster these same strategies in their learning. Together, let's ensure that all our students, including those with ADHD, have the opportunity to thrive and succeed in the classroom
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