Our group had no students that were officially diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). However, they displayed symptoms of ADHD, such as leaving ones seat in situations when remaining seated is expected, blurting out answers before then question has been completed. The students participated in all of our activities actively unlike how the textbook portrays them to be very disruptive during activities and not participative at all. Additionally, it was said that students with ADHD are likely to have lower grades and repeated discipline behaviours. Though our programmes did not require any of their academic performances, the students displayed high level thinking and did not actually cause as much disruptive behaviours as we thought there would be.

 

 

 

 

 

 

 

 

 

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From the information taught during this module, ADHD can be controlled through various psychosocial treatments like psychoeducation, psychological therapies, behavioural and self-management training. Our group decided to go with the psychoeducation method, where we provided information on how to deal with ADHD in a subtle way. For example, we had an activity called “Recap!”, where the students were supposed to write down as many answers as possible based on the questions given to them. Such questions included made them think of ways to deal with their frustration and how to react in a given situation. We would then go through with them the top three recommended answers and make them repeat after us. Furthermore, we had ground rules that helped to govern their impulses. We had a rule that was to raise your hand and waiting to get called upon before answering any question given. This allowed the students to control their impulses of blurting out answers before the question is being said. Additionally, we also found that behaviour management techniques are effective in reducing problem behaviour that are associated with ADHD. Since our students had symptoms of ADHD, we decided to do the following which was to establish boundaries, giving the students responsibilities and praising them. It was very effective in helping to resolve some of the disruptive behaviours. For establishing boundaries, we set ground rules and expectations to limit the chances of problem behaviours arising. Giving the students responsibilities will give them a sense of justice, and they will be more likely to do the right thing instead of making the wrong decision. Praising the students is to appreciate their participation in activities and for listening to instructions given, resulting in them wanting to do the right thing to get more praises. Hence, with these three behaviour management techniques, the students in our group displayed very little to no disruptive behaviour as the sessions went by.

 

 

 

 

 

 

 

 

 

 

 

 

Our group chose the topic “Impulse Control”, we felt that It was relevant to our group of students as they had difficulties controlling what they say and do. For example, the students had difficulties waiting for their turn when answering questions and they spoke whatever came into their minds without thinking of the consequences. By making all three sessions revolve around impulse control, the students played various games that required them to focus on the task at hand and restrict themselves from acting impulsively. These will allow the students to reflect on their impulsiveness and know the proper techniques on controlling them. The different activities proposed to help counter their impulsiveness were not as effective as we thought it would be. Even though the students did end up with them thinking of the consequences before saying what they wanted, it did not last long. The students only managed their own impulses for the sake of winning the game. When the game was not in play, some of the students went back to their old habits of being fidgety and saying whatever that came into their minds.