Hyperactive Student




	ESE502 : The Class : Discipline : Techniques : Hyperactive Student

Hyperactive Student

Technique: Many students are fidgety in adolescence. Attention deficit disorder is commonly diagnosed prior to adolescence with inattention and impulsivity as primary characteristics rather than lack of motor stillness.
Procedures:
Look for many of the following characteristics. They must be pervasive enough that they impair ability to learn. They may also inhibit the student’s ability to maintain relationships with peers:

Lack of attention to detail
Frequent careless mistakes
Difficulty sustaining attention, including inability to stay focused with tv
Does not listen, even when specifically addressed
Does not follow tasks through to completion (pervasive)
Has difficulty organizing tasks and activities
Avoids tasks which call for sustained mental effort
Loses materials (pencil, books, assignments, outline, etc.)
Distracted by small extraneous stimuli
Forgetful in daily activities.
Often fidgets with hands and feet
Often out of seat, even when expected
Describes pervasive sense of restlessness
‘On the go’ as if ‘driven by a motor’
Blurts out rather than being able to wait for turns
Interrupts and intrudes on others
Seems unable to engage in activities quietly

pp. 83-85 (From Diagnostic and Statistical Manual of Mental Disorders IV).
Managing impulsivity:

Help these students become aware of the problem.
Teach students to recognize when they are on the verge of acting on impulse.
Once students are alert to impulsiveness, work with them to develop an individualized plan of action.
Help students monitor the plan until it becomes effective.
Teach students to reward themselves for the hard work.

Need for expending energy:

Seat students out of the center of attention.
Allow them to run in place, do calisthenics or quietly expend energy and to self monitor, attending to the need for activity rather than letting it take over.

Many students during the middle school years mimic many of these behaviors. Rather than labeling students, provide a learning atmosphere that is active, heavily involved in hands on learning and open to social interactions.

Strategy	Behavioristic	Cognitive	Humanistic	Physiological	Psychodynamic
Program	Behaviorism	Essentialism	Existentialism	Perennialism	Progressivism

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E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu