My 8-year-old son with High Functioning Autism and ADHD has been given a daily behavior chart very similar to your example at 6:00 and seems to be doing pretty well with it. He takes it with him for every class session and is given a smiley face for doing good, a could have done better face when he had a little trouble, and a frowny face when he had a rough time. his teacher recently started giving him a weekly report chart where he obtains a certain number of points per day that indicates whether he had a "green day" or yellow day" At the end of the week his big prize at school is earning a 'hat day' the following Monday if he has 4 'green days" and getting to look at the buses after school if he has 3 green days. This along with giving him small prizes at home daily and one big prize at the end of the week has helped him out a lot.
This is great. I was scared to go to the comments after watching this, because I thought it would be full of "behaviour support strategies are murder!" comments. I'm relieved that isn't the case. These interventions can be so useful when used in a directed way, with specific goals, and done working respectfully with the kid.
And also no - you should NOT make every little good thing in the child's life something that they "should earn". They have ADHD - they cannot help that they have a dysfunction. You do not make a kid who has seizures earn privilege based upon not having seizures. It's just bad parenting. Good parenting is letting your kids truly know that you care about them, love them and will give them the world for just being them. It doesn't mean that you will give them the world everyday or just because they want it. But if you make them earn every thing good, you have just told them that your love comes with a price tag. Then it's not love and they are going to feel that. And if they feel like that, they are not going to want to please you either. So yes, you can use some consequenses and make some things earned, but not every thing. Definately not. And perhaps the teacher is just bad. You never know.
Right. It becomes easier to deal with having *no* good things in your life than coping with *all* of them being contingent on something outside your control. When a child gives up completely they become depressed but also very vulnerable to quick shallow pleasures many of which are addictive. These replace the activities they once loved that were taken away because they could not be earned
I didn't hear anyone say that EVERY good thing needs to be earned. He said make a menu of privileges. You can put anything you want on there. I don't think earning privileges and being loved are mutually exclusive. And love isn't going to be enough to manage ADHD. Of course you wouldn't have an epileptic kid earning privileges based on not having seizures. But if your epileptic kid's seizures were so poorly managed that their safety and well-being were at risk, you might very well have them on a program of earning points for taking their meds regularly, going to bed by a certain time, and avoiding certain triggers. Dr. Russel isn't suggesting we reward kids for not having a disability - he's suggesting we build in accountability and motivation for learning to manage the symptoms of a disability. WHILE we love and understand our kids.
There are wonderful, heroic teachers, and also very bad teachers. It's kind of a crap shoot. Why aren't there different types of schools for different types of brains?
This was really interesting! I'm wondering if there's something more targeted towards those children a little younger...my son is 6 years old and in Grade 1. He is impulsive and has lots of extra energy...it disrupts class at times, as well as affecting him emotionally and socially a bit. Could I still try this out?
Hi! I’m in education and we use (gasp 😮😂) smiley and neutral faces. I don’t believe in sad faces and don’t use this. It’s concrete - smiley = great job! Neutral face = working on it! The biggest piece is really the consistent, frequent, positive feedback(or corrective when needed). Providing intentional attention and helping support the child learn appropriate/expected behaviors versus inappropriate/unexpected behaviors. Hope this helps!
So many different versions of these tracking sheets were used even after they removed my ADHD diagnosis in favor of PDD-NOS. In practice it was a tally count and when it hit some arbitrary number I'd be force-marched into an isolation room and restrained violently if I struggled. Then made to fill out more papers saying it was my fault and making me apologize to them for making them do that to me. The primary privilege I was made to maintain, but was not allowed to secure, was being treated as a human being, and the way I lost it again was by having symptoms. There is a catastrophic disconnect between how clinicians and academics talk about these things and how the glorified orderlies staffing special ed, group homes and wards use it.
I think there are enough people with ADHD to justify great new schools for divergent brains. We keep trying to pound differently able kids into incompatible situations.
That is great. So far I’ve just worked with those smiley plans with my ADHD students. But this is way more practical when it comes to linking it to a reward system. Would you recommend that it’s the students’ responsibility to ask the teacher or should the teachers remind them?
@@Deviliza who said that it‘s about everything? I have ADHD myself and unfortunately we have to develop a basic skill set, in order to survive in this world. And yes, that is way harder for us than it is for neurotypical people but we ain’t unable to learn anything. We need to be motivated differently. And Dr. Barkley showed up a good way to do so with direct feedback, linked to some bonus at home. He doesn’t say that they don’t get food, shelter or love if they don’t reach a certain score. It’s about bonus.
@@GerritADHS I also have ADHD my self - perhaps that is why I mistakenly posted under you. It was a comment about the video. But he does say at some point that you can put every priviledge on that card. And no, I don't think that would be good. And I also have kids with severe ADHD. And yes, there is a need for different motivation. But the need is not to earn every thing good in their life. I meantion this because I have actually seen parents go "I have taken every toy my kid owns out of his bedroom, he had no TV, gets no Ipad, he has to earn it, but he is still behaving badly". My thought? Yes.. and I don't think you are failing the whole "parenting" thing. And I don't judge that based on what your kid is doing, but based on what you are doing.
What, no, no, no! You did not just put down "playing at a friend's" as something that should be hard for the kid to earn! That is pure wrong - you should know better than that! First of all becourse friendships are very important. These kids already struggle in that area. And being with friends are training and teaching the kid in its self. Being social is so crusial for humans! This is either one that is always accessible, or very easily earned. Its a parents job to support the kid being with friends!
I kind of agree but there is some exceptions I see. If a child is invited over (play date or party) then this should only be missed if they are grounded. This also shouldn’t include playing with neighbours or if a parent wants to arrange meetups for other reasons. A child requesting a play date (“Can Sammy come over for a movie/painting/baking cookies”) that a parent needs to help coordinate though can be earned. These require time, planning, prep, and extra supervision so it is good for kids to understand the effort involved. Maybe have “meetup with friends at park” as a lower point cost because of the lower parental time required.
@@coffeegonewrong Well.. I still don't agree. First of, every play date will require a lot of me. It's not me who are especially sensitive, even thought I actually am kind of sensitive, but it's just comes down to the way my that my child with ADHD + autism + epilepsy are. He always needs A LOT of supervision 🙂 And a movie might just be the one thing I consider especially easy - but that I have only done that one once. That's not very social. I mean sure, if you want to put making cakes and painting something "earned" as you consider it hard, then all right, but my kid have never asked something like that. And you can still say no to baking, but should say yes to having the friend over. Fine compromize by me. Personally I wish my kid would like to paint and when he wants to go in to the kitchen we reward him for that 🙂 When he wants to bake I consider that a learning opportunity. Those are positives in their own right. They require something of me, sure. But to me, that is almost like putting doing homework up as a reward 🙂 Play dates doesn't really have to be about baking cakes or painting anyway if you feel that is a burden. But we HAVE to support the friendship - by just letting them hang out and play. Friendships are not a reward, they are a need. And they are a learning opportunity.
I honestly found that rewards to anything mundane I do really helped with motivating me. It feels like a game and its more fun that way. If I'm enjoying the mundane, then that helps me keep doing (or even do more) the task to get that reward. Its basically positive reinforcement!
Hello professor, I'm a student studying special education in South Korea. While reading the ADHD major textbook, I have a question about the contents of the ADHD evaluation factors cited in your 1998 handbook(Attention-Deficit/hyperactivity disorder: A handbook for diagnosis and treatment 2nd end). Among ADHD assessment factors, it says we should evaluate 'political factors', but I can't find any examples about this n Google or other internet. If you don't mind, may I ask for any examples or explanation about that? 🥲
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„your favorite badass boomer“, you truly are Dr. B! ❤
I second this
My 8-year-old son with High Functioning Autism and ADHD has been given a daily behavior chart very similar to your example at 6:00 and seems to be doing pretty well with it. He takes it with him for every class session and is given a smiley face for doing good, a could have done better face when he had a little trouble, and a frowny face when he had a rough time. his teacher recently started giving him a weekly report chart where he obtains a certain number of points per day that indicates whether he had a "green day" or yellow day" At the end of the week his big prize at school is earning a 'hat day' the following Monday if he has 4 'green days" and getting to look at the buses after school if he has 3 green days. This along with giving him small prizes at home daily and one big prize at the end of the week has helped him out a lot.
By far the greatest man explaining and giving advice on Adhd. Thank you Mr. Russell
This is great. I was scared to go to the comments after watching this, because I thought it would be full of "behaviour support strategies are murder!" comments. I'm relieved that isn't the case. These interventions can be so useful when used in a directed way, with specific goals, and done working respectfully with the kid.
Hi, I'm watching this from Chile. Thank you for sharing your knowledge here in RUclips, we're very grateful. God bless you.
And also no - you should NOT make every little good thing in the child's life something that they "should earn". They have ADHD - they cannot help that they have a dysfunction. You do not make a kid who has seizures earn privilege based upon not having seizures. It's just bad parenting. Good parenting is letting your kids truly know that you care about them, love them and will give them the world for just being them. It doesn't mean that you will give them the world everyday or just because they want it. But if you make them earn every thing good, you have just told them that your love comes with a price tag. Then it's not love and they are going to feel that. And if they feel like that, they are not going to want to please you either. So yes, you can use some consequenses and make some things earned, but not every thing. Definately not. And perhaps the teacher is just bad. You never know.
Right. It becomes easier to deal with having *no* good things in your life than coping with *all* of them being contingent on something outside your control. When a child gives up completely they become depressed but also very vulnerable to quick shallow pleasures many of which are addictive. These replace the activities they once loved that were taken away because they could not be earned
I didn't hear anyone say that EVERY good thing needs to be earned. He said make a menu of privileges. You can put anything you want on there. I don't think earning privileges and being loved are mutually exclusive. And love isn't going to be enough to manage ADHD. Of course you wouldn't have an epileptic kid earning privileges based on not having seizures. But if your epileptic kid's seizures were so poorly managed that their safety and well-being were at risk, you might very well have them on a program of earning points for taking their meds regularly, going to bed by a certain time, and avoiding certain triggers. Dr. Russel isn't suggesting we reward kids for not having a disability - he's suggesting we build in accountability and motivation for learning to manage the symptoms of a disability. WHILE we love and understand our kids.
There are wonderful, heroic teachers, and also very bad teachers. It's kind of a crap shoot. Why aren't there different types of schools for different types of brains?
This was really interesting! I'm wondering if there's something more targeted towards those children a little younger...my son is 6 years old and in Grade 1. He is impulsive and has lots of extra energy...it disrupts class at times, as well as affecting him emotionally and socially a bit. Could I still try this out?
Hi! I’m in education and we use (gasp 😮😂) smiley and neutral faces. I don’t believe in sad faces and don’t use this. It’s concrete - smiley = great job!
Neutral face = working on it!
The biggest piece is really the consistent, frequent, positive feedback(or corrective when needed). Providing intentional attention and helping support the child learn appropriate/expected behaviors versus inappropriate/unexpected behaviors. Hope this helps!
So many different versions of these tracking sheets were used even after they removed my ADHD diagnosis in favor of PDD-NOS. In practice it was a tally count and when it hit some arbitrary number I'd be force-marched into an isolation room and restrained violently if I struggled. Then made to fill out more papers saying it was my fault and making me apologize to them for making them do that to me. The primary privilege I was made to maintain, but was not allowed to secure, was being treated as a human being, and the way I lost it again was by having symptoms.
There is a catastrophic disconnect between how clinicians and academics talk about these things and how the glorified orderlies staffing special ed, group homes and wards use it.
I think there are enough people with ADHD to justify great new schools for divergent brains. We keep trying to pound differently able kids into incompatible situations.
That is great. So far I’ve just worked with those smiley plans with my ADHD students. But this is way more practical when it comes to linking it to a reward system.
Would you recommend that it’s the students’ responsibility to ask the teacher or should the teachers remind them?
Start with teacher reminders then fade them out as student becomes used to asking for the ratings.
@@russellbarkleyphd2023Sounds good. I hope my colleagues will remember them 😂
@@Deviliza who said that it‘s about everything?
I have ADHD myself and unfortunately we have to develop a basic skill set, in order to survive in this world.
And yes, that is way harder for us than it is for neurotypical people but we ain’t unable to learn anything. We need to be motivated differently. And Dr. Barkley showed up a good way to do so with direct feedback, linked to some bonus at home. He doesn’t say that they don’t get food, shelter or love if they don’t reach a certain score. It’s about bonus.
@@GerritADHS I also have ADHD my self - perhaps that is why I mistakenly posted under you. It was a comment about the video. But he does say at some point that you can put every priviledge on that card. And no, I don't think that would be good. And I also have kids with severe ADHD. And yes, there is a need for different motivation. But the need is not to earn every thing good in their life. I meantion this because I have actually seen parents go "I have taken every toy my kid owns out of his bedroom, he had no TV, gets no Ipad, he has to earn it, but he is still behaving badly". My thought? Yes.. and I don't think you are failing the whole "parenting" thing. And I don't judge that based on what your kid is doing, but based on what you are doing.
Thank you! This is very helpful.
I laughed out loud at "your favourite badass boomer" 😂
Me too! 😂
What, no, no, no! You did not just put down "playing at a friend's" as something that should be hard for the kid to earn! That is pure wrong - you should know better than that! First of all becourse friendships are very important. These kids already struggle in that area. And being with friends are training and teaching the kid in its self. Being social is so crusial for humans! This is either one that is always accessible, or very easily earned. Its a parents job to support the kid being with friends!
I kind of agree but there is some exceptions I see.
If a child is invited over (play date or party) then this should only be missed if they are grounded. This also shouldn’t include playing with neighbours or if a parent wants to arrange meetups for other reasons.
A child requesting a play date (“Can Sammy come over for a movie/painting/baking cookies”) that a parent needs to help coordinate though can be earned. These require time, planning, prep, and extra supervision so it is good for kids to understand the effort involved.
Maybe have “meetup with friends at park” as a lower point cost because of the lower parental time required.
@@coffeegonewrong Well.. I still don't agree. First of, every play date will require a lot of me. It's not me who are especially sensitive, even thought I actually am kind of sensitive, but it's just comes down to the way my that my child with ADHD + autism + epilepsy are. He always needs A LOT of supervision 🙂 And a movie might just be the one thing I consider especially easy - but that I have only done that one once. That's not very social. I mean sure, if you want to put making cakes and painting something "earned" as you consider it hard, then all right, but my kid have never asked something like that. And you can still say no to baking, but should say yes to having the friend over. Fine compromize by me. Personally I wish my kid would like to paint and when he wants to go in to the kitchen we reward him for that 🙂 When he wants to bake I consider that a learning opportunity. Those are positives in their own right. They require something of me, sure. But to me, that is almost like putting doing homework up as a reward 🙂 Play dates doesn't really have to be about baking cakes or painting anyway if you feel that is a burden. But we HAVE to support the friendship - by just letting them hang out and play. Friendships are not a reward, they are a need. And they are a learning opportunity.
I honestly found that rewards to anything mundane I do really helped with motivating me. It feels like a game and its more fun that way. If I'm enjoying the mundane, then that helps me keep doing (or even do more) the task to get that reward. Its basically positive reinforcement!
@@veeveri You do that then 🙂
Looking for some ideas for homework planner and how to get my middle school son to actually use it…When teachers refuse to communicate
New question. What if I, as the adult teacher, have ADHD?
Dr Rusell, would this system be effective for a kid with asd and adhd? Any insights ... thank you!
Will this be beneficial for a 7th graders?
Hello professor, I'm a student studying special education in South Korea. While reading the ADHD major textbook, I have a question about the contents of the ADHD evaluation factors cited in your 1998 handbook(Attention-Deficit/hyperactivity disorder: A handbook for diagnosis and treatment 2nd end).
Among ADHD assessment factors, it says we should evaluate 'political factors', but I can't find any examples about this n Google or other internet.
If you don't mind, may I ask for any examples or explanation about that?
🥲