A free newsletter by BJ Madewell
DIAGNOSIS ADD ADHD Now What?
Published 10th, 20th & 30th of each month
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BE SEATED
FEBRUARY 20, 2003
PREFERENTIAL SEATING
Many times a strategy suggested for an ADD/ADHD or LD student is “preferential seating”. I’d like to clarify what I regard as effective special seating.
It definitely does NOT mean sit the child at the front of the class, near the teacher, at the back of the room or any other ONE PLACE as a “fix it” for all ADD/ADHD/LD students. I anticipate the child will be seated in a place that provides the learner the optimum chance for staying on task, completing work on time and concentrating as needed. ADDers by virtue of the condition, have difficulty maintaining attention. They are described as having “short attention spans.” This, basically, means their behavior, when observed by a trained observer, indicates more attention incidents diverted from the task at hand than their classmates. They tend to look around as if to check out the room and see what’s happening. Frequently, whatever they see is so interesting they impulsively hop up and jog on over to see more usually talking at the same time. Additionally, ADDers can “self-distract” which means inner thoughts keep them from attending to the job at hand. Many times the child is off task for a long enough time that the work is never completed. Even with medication, attentiveness can continue to be an issue. Teachers often accuse such children of being lazy, unconcerned, off in never-never-land, space cadets, sluggish and oppositional.
HOW CAN PREFERENTIAL SEATING HELP THIS SITUATION?
First, figure out if the child is more frequently outwardly or inwardly distracted.
OUTWARDLY distracted students tend to do well when seated in a secluded area – perhaps at the back or very front of the room. Usually the front is better as the child must physically turn around to check out the class happenings. Also there are fewer children to watch. Sitting outwardly distracted kids in an “office or study carrel” typically helps if placed at the extreme side or back of the room. BE SURE the child can see the teacher during instruction and visa versa. Place the outwardly distracted student out of the flow of traffic to the trash can, pencil sharpener, turn in your work area, teachers desk, etc. This student needs a lack of movement and noise in order to concentrate. Seat placement NEXT TO TEACHER’S DESK is probably the WORST if classmates approach teacher’s desk frequently. Being seated near windows, open doors, classroom pets or aquariums are taboo. It is important to seek to locate the outwardly distracted student in a place so lacking in stimulation that the assignment becomes attention-grabbing. Some ADDers have EXTREME difficulty ignoring interesting sounds and movements. If this is the case, a seating arrangement probably won’t help as much as allowing for movement, -- standing and working perhaps -- or frequent physical breaks (about once every 10 minutes) to dissipate energy.
INWARDLY distracted students behaviors are extremely difficult to modify by virtue of a seating assignment. In my opinion, it really doesn’t make much difference where this student sits. She will drift off at inopportune times seated just about anyplace. The secret is to closely monitor the child and bring her back to task with a signal, light touch or simply moving into her space, causing her to tune back in. A number of teachers have success by seating the inwardly distractible student near task oriented peers but that doesn’t always work.
FIRST ROW HAZARDS
Some ADD/ADHD/LD students should NEVER placed in the first row of a classroom where rows are traditionally set up. Those that are the highly impulsive are apt to revile with the attention they can draw to themselves as a first row occupant. They appear to enjoy the stimulation they receive when the rest of the class becomes their audience. They create havoc, distracting all students seated behind them causing teachers constant migraine headaches.
HOW COMFORTABLE?
This is a pet peeve of mine. When I was in elementary school, great care was given in fitting the desk to the child. We all had desks adjusted to our individual height. This is VERY important to the ADD/ADHD/LD student. The student must be able to sit comfortably with both feet flat on the floor. The writing surface must be at an appropriate level. I’ve seen many students who’s chairs are so short, they actually appear to be writing with their arms uncomfortably raised to almost shoulder level in order to reach the writing surface. Ergonomics in furniture for classrooms needs to be explored, in my opinion. I frequently ask our physical therapist to evaluate seating and desk heights for my students. My idea of the optimum chair/desk set up for students is frequently not correct.
IT'S YOUR CHOICE
In my opinion, preferential seating must be thoughtfully considered and deliberately designed for each child having this accommodation mentioned as a possible accommodation for an ADD/ADHD/LD child.
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DISCLAIMER
This information is for educational purposes only. Much of the information is from classes and workshops I've taken AND GIVEN during my 30+ years of working with ADD & ADHD students - sprinkled with my own comments, thoughts and insights.
Some information is acquired from the INTERNET. Be aware that not all information on the WWW is accurate. Use your own judgment. This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child's (or your own) doctor for additional input.
Editor: BJ Madewell
Wichita, KS area
316-733-9532
FAX not available
Email ADDchoices@aol.com or ADDchoices@yahoo.com
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BJ Madewell
