Teacher education aims to improve teacher behaviour management strategies and to encourage their pupils pro social behaviours through the effective use of praise and rewards. Teacher training programs generally consist of limited exposure to psycho-educational modules on the disorder and the strategies that can be used to reduce the problematic behaviours and enhance good behaviour choices in pupils. We need to teach teachers effective behavioural and observational strategies to enable them to accurately identify behaviour patterns and situations that introduce and maintain problematic behaviours and the resulting consequences these negative behaviour choices bring. Functional Analysis can become essential for the appropriate planning and development of intervention strategies to improve the child’s well being at school.
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Teacher education aims to improve teacher behaviour management strategies and encourage child pro social behaviours through the use of praise and reward. Teacher training programs generally consist of some psychoeducational modules on the origin of the disorder, and some teaching the strategies that can be used in order to reduce problematic behaviours at school and those encouraging alternative or functional behaviours. Fundamental is to teach behavioural and observation strategies to allow teachers to identify those situations that both introduce problematic behaviours and the consequences contributing to maintenance of them in the future. This process of analysis becomes essential to identify the function of problematic behaviour and for the planning of intervention strategies to improve the child’s wellbeing at school.
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Because of the ADHD characteristics of impulsivity, inattention, poor turn taking, dominating personality and lack of empathy all of which generally lead to children failing to form good long lasting peer relationships. They need external support to help improve appropriate social behaviours and to manage social interactions. Generally we find that social skills training tends to involve children of a similar age group for 8-12 sessions of around 50-90 minutes. The aims tend to be around improving the skills of self managing negative emotions, increase problem solving abilities, improving their capacity to organise and participate in play dates through verbal and non verbal communication. The general approach by trainers is through coaching, modelling and role play.
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