Advice on ADD student?

[alraydo]

Hey all --

I was hoping someone could give me a few tips on dealing with students with ADHD.

I have a student who is eight years old who was diagnosed a few years ago.  Her mother said she thought it would be a good idea to have her take piano lessons to help her learn to focus (I suggested drums, but she was rather against the idea ).  I wish I knew what I was getting into....

After two years of lessons, she is just now completing the second book of the course.  She still reads very slowly, has no sense of time, and has the most inventive fingering I've ever seen.  She absolutely refuses to let me explain anything to her, and cuts me off saying "I know I know I know!" (then proceeds to do it wrong, wrong, wrong).

This is really just the tip of the iceberg -- I could go on for pages with all I've had to deal with. 

So, here are my choices:
  Suggest to her mom that we should stop lessons because improvement is nearly non-existent
  Continue lessons on the basis that it is helping her focus a little bit (with help from the meds)

HELP!   

[ludwig]

Hi Alraydo,

I'm also having trouble with students with ADD....(https://www.pianoforum.net/smf/index.php/topic,9022.0.html)

The trouble with my student is she hasn't been diagnosed yet, but there is a huge concerntration problem and I have done special ed and she shows all the symptoms for it.... I've tried numerous activities, (can't do too much physical ones, i.e clapping, walking around and away from the piano... because she gets even more hyped and restless), I try to explain things to her but she cuts me off completely too, the problem is also that her mum sits in on her lessons and don't think there's a problem with this... She doesn't really care at what pace I'm moving the lesson or her playing....

I don't think you should stop the lessons though, sometimes ADD is further enhanced by the child's diet, i.e too much junk food and sugar intake obviously.... I know the girl I'm teaching gets whatever she wants if she behaves for like 5 minutes.... But I think that the lessons will do your student some good, I know it means sacrifices and frustrations on your behalf but perhaps there are things you can do to make it easier?? Which is why I'm seeking advice too....Help anyone??

[possom46]

My 8 year old son has ADHD but I can't get him anywhere near a piano!!!

From my experience it's a case of having really strict boundaries for them. This is initially really difficult to enforce but worth it so much in the long run. These children seem as if they need space than "normal" children, but I believe they get more security from stricter boundaries. I would stick to a routine by the minute every lesson, no deviation. It's hard to start with but so worth it when they get the idea after a few weeks. Remember you are in charge so if she keeps saying "I know", then calmly explain that if they do it your way they will be much better and stick to it. I know it sounds really difficult but i've had to be a solid rock who doesn't sway on anything to cope with my child and it's really made a difference.

Good luck 

[i_m_robot]

violence might work

or pills

or getter drums


heck letter go loose and freestyle

[whynot]

I've had some students like this, and a few autistic children as well.  Obviously very different! but some similarities in that both are easily over-stimulated, need close boundaries, and get easily sidetracked.  A teacher friend suggested a few things that helped me.  She said it would be most productive to give them specific things to do rather than saying what not to do or telling them to stop what they're doing, which can be really difficult for certain children if there's no instruction for a replacement activity, and also to say their name a lot.  When Billy keeps playing while I'm talking, I don't say, "stop," or "don't play while I'm talking".  I say, "Billy, put your hands in your lap."   And "look at my hand," or "look at my face so I can tell you something."  This was hard for me at first because I'm not used to giving direct orders, but I just did it cheerfully and, as others have said, the students did seem more comfortable and responsive.  But still, it is REALLY difficult.  It can take a long time to get anything done, and I've had to rethink all my ideas about goals and what's important to teach and learn.  Perhaps the greatest benefit many difficult students get from lessons is just having a pleasant relationship with an adult.   Many kids with problems are always in trouble at school or home.  A grownup who is patient and cheerful and doesn't have to divide attention onto other students can be a special person in a child's life.  That and just enjoying sort of kicking around on an instrument.  I think sometimes it's okay if they don't get far musically at all, if there's a reason for it, as long as it's okay with all parties involved.

[i_m_robot]

where's the fun in that

[whynot]

Well, for many people it's just fun to learn how to do something new, even if it's not at a high level.  Beginners find playing fun and exciting, even if it's Twinkle Twinkle Little Star.  Many children who study music will never get terribly advanced with it, but they can learn to play sounds that are beautiful or interesting in some way to them.   Students with serious attention problems or difficulties relating to people are pretty likely to be in the category that won't get to advanced playing.  But if they can learn enough to sit down and play a few things they like, plus receive kind attention from a patient adult, it could be a special experience that they mightn't get any other way.   

[galonia]

I used to have a few students with concentration problems and learning difficulties at school.  I myself had concentration problems at school, and still do - every technique works with some children and not with others.

I agree with whynot that telling them to do something specific helps - "look at me" before you give a short instruction.

The other thing is, games help a lot - not walking around or active games (I was always worried these children would lose control and hurt themselves by running into a wall or some piece of furniture) - one boy loved playing Memory with cards - luckily I had access to playing cards with musical symbols on them.  I would have to sort the cards and take out the things he hadn't learnt yet, but as he learnt more symbols and terms, the game would get bigger!

Flash cards are old-fashioned, but help create a quick break from whatever other activity with which they are getting bored.

If you have access to a computer, you could try to find some appropriate software and let them use the computer for a few minutes in some lessons.

Lots of praise - if they have done something right then you need to behave as though they just gave you a million dollars, if they have done something wrong then you just give them encouragement and assure them that you have confidence in their ability to get it right soon!

It's a matter of teaching them the same stuff over and over again, without them realising they are being made the repeat it.

[stephane]

I think sometimes it's okay if they don't get far musically at all, if there's a reason for it, as long as it's okay with all parties involved.

I agree with this.
Also a lot of kids with ADHD either completely get rid of ADHD either progress to ADD (still attention problems but less hyperactive) or they find medication/technique that keep the problems under control, this when getting older.
When such a former ADHD-kid wants to pick up piano again as a grown up, at least he has learned some technique, his absolute or relative pitch might have developped...

So I really think it is worth investing in ADHD kids, even if they don't progress fast.

Of course it must be manageable. If the kids ONLY runs around, he won't learn anything and then he'd better go to a playground.

Best regards,

Stephane

[vivace]

Wow, lots of good advice above. I'm definitely going to give these ideas a try on one of my students.

I'll add another tip (I accidentally figured this out recently ) : Pay attention to your manner of speaking. Mainly, speak softer. This not only forces the student to pay more attention so he/she can hear you, but it may also produce a more "calming" enviroment.

I'd keep continuing with a student like this. I've already seen a few "suprises" with my own. As a somewhat new teacher, myself, I am beginning to believe it's just a matter of approach (and cases like this, an approach that is not always immediately obvious!)