Area(s) of difficulty targeted: Problem solving, organization, time management, working with peers (cooperative problem solving), mathematics and/or physics.
Facilitation Technique: Tabletop RPG, in a science fiction / cyber setting, using a heavier math-based RPG system such as Space Master (more intensive math than D&D style systems), using basic mat skills including averaging, means, dice rolling modifications. While this can be a challenge unto itself, most players (even those with math deficits) are generally work through the numbers as part of the “fun” of the game to find out the results of their actions “in game”. Eventually they stop reacting to the “dreaded math” instead become excited about figuring the results. Required to work cooperatively in problem solving challenges. Provided with specific “mission(s)” with riddles/clues to solve, working together socially, and interdependent on each others skills, which in the long run are all of equal value while being stronger and weaker in different areas.
The instructor separates student into groups of 4 to 6 “players” called investigation squads, which are not competitive, they are cooperatively working toward common goals, solving a larger complex problem/puzzle, with different data sets for each squad as part of their clues to unravel.
The teacher is the Game Master (GM). As needed the GM can provide guidance & clues, help to individuals, squads, or the class as a whole. Each squad investigates a location by interacting with Non-Player Characters (NPCs) played by the GM.
Remembering this is a tabletop game so it is all handled verbally and on paper, no actions are actually taken in real life. The characters will have a series of physical, social, and cognitive challenges to overcome. These challenges include specific math problems, posed as algorithmic for more advanced classes, or as riddles/story problems for other levels. Solving these problems as “access codes” to open doors or computer systems access, or calculating a specific physics formula to overcome physical challenges, such as how much force is necessary with a pneumatic “jaws of life” device to pry open sealed doors of a specific weight. Participants would also have to “social engineer” their way past bodyguards, bureaucrats, security guards, etc. Collaborating with law enforcement to gather evidence to stop “the bad guys” from some diabolical plans, for example spreading a virus on the public transit system that will turn everyone into zombies.
Each player character (PC) has distinct roles. One PC might specialize in systems analysis, another specializes in physical forensics, another an expert in legal issues relevant to the mission, another specialized in using forceful technologies or military equipment, another ideal as a scout, the list of permutations is considerable. All represented with specific skills on the player character sheet, and modified by dice rolls.
Missions with specific deadlines, countdown clocks involved at various stages, clear means of tracking time to help those with such EF challenges. All can take place in a single session, or spread out over multiple sessions spanning days, weeks, or even months, with various differential time lines. As each squad overcomes their portions of the overall puzzle being unraveled, they share their information with the other squads (writing the information on the chalk/white/bulletin board) which may also provide extra clues to the other squads to help them in unraveling their portion of the clues.
All of this helps with ADD/ADHD participants interest level by providing higher stimulus of specific learning topics through a novel approach, overcoming EF & Dopamine receptor deficiencies to aid in attention focus, & long-term memory encoding (Dendy 39), and as per Caine Learning Institute recommendation for 3 teaching strategies for interactive learning:
Orchestrated Immersion: Create a learning environment that surrounds the student with interesting, related, hands-on activities.
Relaxed alertness: Eliminate fear while creating a challenging learning environment.
Active processing: Connect information to prior learning and allow the student actively process the information. (Dendy 51)
References
Zeigler, Chris (2011). Teaching Teens with ADD, ADHD, & Executive Function Deficits. 2nd Edition.
Woodbine House.
]]>Student is female in 8th grade. Until 5th grade she performed adequately academically, but began to “hit a wall” in 6th grade, end of this year's first semester has F's in Math, English, & History, with C's & D's in the rest of her classes. Teachers have reported she regularly “zones out” or falls asleep in class, has a complete lack of interest in her Math, History, and English classes, all 3 taught by the same instructor. She has had an increasingly negative affect and verbal responses to this instructor, leading to her recently being sent to principal's office. She is quiet and non-participatory in class projects, tries to sit in back of class by window. She never finishes her in-class math assignments, and now often does not even begin them, instead doodling on the handouts. Handwritten assignments and essay tests are illegible and incomplete.
The family therapist interviewed and assessed for depression, but ruled that out. Substance use/abuse was ruled out. Student has indicated significant frustration, embarrassment, and anger when talking about school, especially with math, history, and English courses, and that though she at first liked the instructor, she now “can't stand him, he's a jerk”.
After 3 different medication trials, and the teachers participation in the use of the Medication Effectiveness A9 & A10 assessments (357-358), her behavior and attentiveness have noticeably improved and she is now doing very well in other classes, but she still isn't passing the 3 problem classes. The instructor is older, nearing retirement, indicates he likes the student, despite her struggles, and is open to trying different approaches even though he has generally used “old school” approaches through lecture, memorization by rote, and significant essay writing.
Since medication began working, she is now doing well with other classes: interactive geology science labs (which include frequent outdoor classes), choir, theater, Spanish, and PE. Spanish class is highly interactive, very little writing, with interactive computers, videos, and games, focusing more on verbal interaction, word recognition, and interaction with objects and games. The therapist did notice she was easily distracted and had difficulty keeping focus on low-stimulus/interest tasks. Upon further assessment, she tested very high in verbal skills, but average in other areas that required motor skills, and very slow processing speed (index 75). Memory tested with motor component, scored 25th percentile, using Rey-Osterrieth. When tested on memory without motor component, scored 84th percentile, using WRAML. Indicates she has very good visual memory skills, but when required to produce information by writing or drawing (including math), problems with integrating visual information with fine motor output interferes in ability to remember the visual information.” The BASC observations indicated notable likelihood of “Attention Problems”. Diagnosis: moderate AD/HD predominately Inattentive type (314.00 (F90.0)), with co-morbid severe Dysgraphia (784.69 (R27.8)), and moderate Dyscalculia (315.1 (F81.2)).
To compensate for the significant motor skills and math impairments, recommend adaptive options to writing, and be able to utilize her very strong verbal skills whenever possible. The following specific recommendations are made (364): Allowed calculator (86) and computer-based math testing computer software labs rather than hand-written. Allow to use Sylvan Prometric-style math learning interactive computer programs to track math learning, with instructor supervision available during study hall period. For math tests that must be written in class (or filling circles), allow her more time to complete the tests. For all written assignments she should be allowed to use a keyboard instead of hand-written essays (82-84).
While medication has improved her focus, it is further recommended she be seated closer to the front row, away from the windows, pencil sharpener, door, or teacher's desk, to help optimize her focus. She should be assigned a “study buddy” that can help her stay on top of assignments.
Since there is no reading impairment indicated, also make use of her very strong verbal skills, to provide opportunities to talk about topics, with this student as speaker for the teams, include some days with game-based learning, such as Math Bingo (115), History Jeopardy, or English Hangman games to increase interest, engagement & retention. Winning team members gets a “homework pass”. Also consider a cross-curriculum Edu-LARP program for Math, English, & History, adding a kinesthetic memory aspect to help increase retention and increase level of stimulation and interest. (Educade.com)
May also want to plan ahead for an IEP (213-220) transition plan from Junior High to High School, since it will be a new location and a different batch of peers and instructors, to help her have a smoother transition, also planning later for an ITP by the time she is 16. (188,226-229)
References
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR. Washington, DC: American Psychiatric Association.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Educade.com. Educational Live-Action Role-Playing (Edu-LARP), Cross-curricular, 3 Lesson Plans. Retrieved March 7th, 2016 from http://educade.org/teaching_tools/educational-live-action-role-play- edu-larp
(2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Zeigler, Chris (2011). Teaching Teens with ADD, ADHD, & Executive Function Deficits. 2nd Edition.
Woodbine House.
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