Book Review – ‘Managing ADHD in School: The Best Evidence-Based Methods for Teachers’ by Russell Barkley

As one of the most common Special Educational Needs, managing ADHD is a key challenge all educators face sooner or later. In my journey as an educator, working with children with ADHD has always presented unique challenges and rewards. When I picked up Dr. Russell Barkley’s ‘Managing ADHD in School: The Best Evidence-Based Methods for Teachers‘, I found a resource that truly resonated with my experiences and offered practical, evidence-based strategies that I could directly apply in my classroom.

Barkley’s book starts with a nuanced understanding of ADHD, going beyond the typical symptoms of inattention and hyperactivity. It echoed my experiences with my students, who often grapple with executive function issues that impact their ability to organise tasks, manage time, and regulate emotions. Barkley’s empathetic and detailed exploration of ADHD validated my observations and helped debunk several misconceptions I had encountered about the condition.

One of the standout features of the book is the emphasis on practical strategies. I appreciated the range of interventions Barkley suggested, from modifying the classroom environment to implementing behavioural interventions. I found the idea of using a token system particularly effective, as I have seen similar systems used in my school with encouraging results. Barkley’s suggestion to provide immediate feedback resonated with me, as I’ve noticed the significant impact of this approach on my students’ behaviour.

Moreover, Barkley’s book helped me refine my strategies around academic modifications. For instance, breaking down assignments into smaller parts is something I had been practising, but Barkley’s insights helped me understand why this approach is effective for children with ADHD. He also suggested allowing movement breaks and using assistive technology, strategies I am eager to incorporate into my teaching methods.

The section on social skills training was eye opening. I’ve seen firsthand how children with ADHD sometimes are challenged with social interactions, and Barkley’s emphasis on explicit teaching of social norms and practices gave me a fresh perspective. His idea of role-playing scenarios is something I plan to integrate into my classroom routine.

Finally, Barkley’s emphasis on collaboration reinforced my belief in the power of teamwork in addressing ADHD. His advice about fostering strong relationships with parents and other professionals aligns with my experiences, where open communication and consistent support from a team have been key to helping my students succeed.

This book is an great blend of evidence-based research, practical strategies, and insightful observations that truly resonates with my experiences as an educator. I wholeheartedly recommend this book to all educators, parents, and professionals working with children with ADHD. It’s not just a book; it’s a companion in our journey to better understand and support our students with ADHD.

Managing ADHD in School: The Best Evidence-Based Methods for Teachers
15,95 €

This book is a comprehensive and practical resource that resonates deeply with my experiences as an educator working with students with ADHD. The book provides a nuanced understanding of ADHD and offers a wide range of practical, evidence-based strategies, from modifying the classroom environment to implementing behavioural interventions and social skills training. Its emphasis on collaboration and open communication with parents and other professionals aligns with my belief in the power of teamwork. I highly recommend this invaluable guide to all educators, parents, and professionals working with children with ADHD.

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02/17/2024 08:54 pm GMT

Some key insights from Barkey’s work to aid teachers in managing ADHD effectively in their classrooms:

Understanding ADHD

Firstly, Barkley stresses the importance of understanding ADHD, its symptoms, and its impact on a child’s learning abilities. ADHD isn’t merely about being inattentive or hyperactive. It can lead to issues with executive function, which can affect a child’s ability to organize tasks, manage time, control emotions, and complete tasks. As a teacher, a nuanced understanding of these challenges can foster empathy and patience, which are crucial in managing ADHD.

ADHD-friendly Classroom Environment

Barkley proposes that the physical environment of a classroom can significantly impact the learning experience of a student with ADHD. Simple modifications, like seating the student close to the teacher, away from distractions, can help. Also, having clear, visual instructions for tasks and rules, maintaining a neat, clutter-free environment, and ensuring a predictable routine can provide a sense of security and structure.

Behavioural Interventions

Behavioral interventions are central to Barkley’s strategies. These include positive reinforcement for good behavior and consistent, fair consequences for rule-breaking. Barkley suggests using token systems, where students earn tokens for good behavior that can be exchanged for rewards. He also underscores the importance of providing immediate feedback so students can connect their actions to consequences.

Academic Interventions

Academic interventions can also play a crucial role. As per Barkley, breaking down assignments into smaller, manageable parts can help students stay focused and not feel overwhelmed. Providing additional time for tasks, using assistive technology, and allowing movement breaks can also contribute to better academic outcomes.

Social Skills Training

Barkley also emphasizes social skills training for students with ADHD. Many children with ADHD may struggle with social interactions and may benefit from explicit teaching of social norms and expectations. Role-playing scenarios, providing feedback, and giving ample opportunities to practice these skills can be beneficial.

Collaboration with Parents and Professionals

Lastly, Barkley encourages teachers to foster strong relationships with parents and other professionals involved in the child’s care. Consistent communication regarding the child’s progress, concerns, and achievements can ensure everyone is on the same page. Moreover, seeking guidance from school psychologists, social workers, or special education teachers can provide additional strategies and resources.

Concluding thoughts…

Clearly, managing ADHD in schools is multifaceted and requires understanding, patience, and strategic interventions. Drawing on the insights provided by Dr. Russell Barkley, teachers can implement evidence-based methods to create a supportive and inclusive learning environment for students with ADHD. As Barkley rightly puts it, “Success with these students comes from a commitment to creating an environment that supports their unique learning needs, not from trying to make them fit into a one-size-fits-all model of education.”

Will Fastiggi
Will Fastiggi

Originally from England, Will is an Upper Primary Coordinator now living in Brazil. He is passionate about making the most of technology to enrich the education of students.

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