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A child with Reactive Attachment Disorder (RAD) or strongly suspected of having an Attachment Disorder is enrolled in your classroom or on your caseload. Among your multitude of duties, you are now being asked to address this child\u2019s specialized learning needs with little or no information about this disorder.<\/p>\n
This child may be excessively polite or superficially charming leading you to wonder, \u201cThis child has a behavior disorder? No way! You should meet the rest of my students!\u201d Conversely this child may be aggressive, manipulative, or highly controlling and you may be thinking, \u201cWhat an awful child! It must be those parents!\u201d Attachment is defined as a reciprocal process by which an emotional connection develops between a baby and the primary caretaker. This connection influences the child\u2019s physical, neurological, cognitive, and psychological development. It becomes the foundation for the development of basic trust or mistrust, and shapes how the child will relate to the world, learn and form relationships throughout life (ATTACh, 2004).<\/p>\n
This affectionate tie begins prenatally and continues primarily during the first 36-months of life. As we know, infants are helpless and defenseless and rely entirely upon the willingness and\/or ability of their caretakers to meet their basic needs. The language of babies is their behavior. Their cries signal the caretaker that a need must be met. When caretakers meet their needs time and time again, a bond is established between the infant and the caretaker and the basis of trust has been established. In addition, this cycle promotes the development of cause and effect thinking which is the basis of all problem solving.<\/p>\n
In order for children with Reactive Attachment Disorder to learn in school and grow into responsible adults with consciences, it is vital that all those who interact with them work as a collaborative Team. Children who do not feel safe in school will take it out on their parents though aggressive acts of violence or passive acts of resistance. In other cases, children will run away from home, abuse drugs, and\/or adoptions will disrupt. Educators play an important role in the healing of children with Reactive Attachment Disorder.<\/p>\n
CLASSROOM\/THERAPEUTIC ACCOMODATIONS FOR\u00a0<\/strong>CHILDREN DIAGNOSED WITH REACTIVE ATTACHMENT DISORDER<\/strong><\/p>\n It takes a team to educate and heal a child with Reactive Attachment Disorder. All children with special needs require a coordinated and collaborative Team effort. Because children with Reactive Attachment Disorder have experienced severe trauma in the first 36-months of life, they believe that they must control all aspects of their life or that they will literally die. A Team effort is therefore vital so that the child with Reactive Attachment Disorder feels safe enough to learn. Many of the strategies that work with children with Reactive Attachment Disorder are counterintuitive and in direct contradiction to behavioral interventions practiced by many educators.<\/p>\n References<\/strong><\/p>\n Association for Treatment and Training in the Attachment of Children (2004). ATTACh Hornyak, C. (undated). Fact sheet for Educators. [On-line]. Available: Nelson, J. (2000, September). Positive discipline: Developing respect and responsibility. Thomas, N. (2004, March). Strategies for attachment and bonding. Worcester, MA<\/p>\n","protected":false},"excerpt":{"rendered":" A child with Reactive Attachment Disorder (RAD) or strongly suspected of having an Attachment Disorder is enrolled in your classroom or on your caseload. Among your multitude of duties, you are now being asked to address this child\u2019s specialized learning…<\/span><\/p>\n\n
\ninto sneakiness (Nelson, 2000). The child with Reactive Attachment Disorder has
\nsuffered so much that a week of missed recess is meaningless. State consequences in a
\npositive way. Rather than using a loud voice to say, \u201cYou did not complete your reading
\nwork again! You have to miss computers to complete it\u201d, state, \u201cHow sad for you that
\nyou did not do your reading work. You are so lucky that you have an awesome teacher
\nwho will give you the chance to practice reading during computer time!\u201d<\/li>\n
\nthe consequences often do (Hornyak, undated). Slowly decrease the structure when the
\nchild demonstrates the ability to be respectful and responsible.<\/li>\n
\n-Conditional positive: \u201cI noticed\/I see that you passed in your homework today.\u201d
\n-Reverse positive: \u201cI see that you did both homework assignments! Did you get aliens to
\nhelp you?\u201d (Thomas, 2004)
\nAvoid
\n-Unconditional negative: \u201cYou never study!\u201d
\n-Unconditional positive: \u201cYou are so smart!!!\u201d
\n-Conditional negative: \u201cYou did not study for the test!\u201d<\/li>\n
\nconsequences or logical consequences of their poor choices.<\/strong>\u00a0An example of a natural
\nconsequence is that if they refuse to wear a jacket out to recess in the cold weather, they
\nwill be cold. An example of a logical consequence is that if they do not study for a test,
\nthey may get an \u201cF\u201d. Consequences for inappropriate behaviors must be given
\nWITHOUT anger. Avoid lectures, sarcasm, and comments such as \u201cI hope you learned
\nyour lesson\u201d. Provide them with genuine empathy for their poor choices. \u201cOh you must
\nhave been cold today at recess\u201d or \u201cHow sad. You got an F on your test but don\u2019t worry.
\nWe will have another spelling test this Friday. Good luck!\u201d<\/li>\n
\nchances and warnings are perceived as threats by children with Reactive Attachment
\nDisorder and can result in a fight or flight response and\/or an escalation of negative
\nbehavior. Avoid warnings and reminders also avoid behavior modification strategies that
\nimplement reward programs because they tend to be less effective with these children.
\n(Thomas, 2004).<\/li>\n
\nInterrupting
\nAsking the teacher to repeat something that was said. (\u201cHuh\u201d?)
\nAsking to use the bathroom an excessive number of times.
\nAsking to get an excessive number of drinks.
\nGetting out of his\/her seat.
\nTipping the chair.
\nWalking ahead of the teacher\/other students in the hallway.
\nMumbling or using unclear speech when the child\u2019s speech is clear in other situations
\n(e.g., swearing).
\nIgnoring the teacher\u2019s questions or directives.
\nHitting others\/the teacher.
\nNot turning in work. (Great! One less paper to correct!)
\nRefusing to put forth effort (pretending his\/her academic level is lower than it really is).
\nStealing from the teacher\/other students
\nTelling lies.<\/li>\n
\ninformation about the child\u2019s strength and areas of need. Utilize this resource. In
\naddition, the child with Reactive Attachment Disorder will often attempt to maintain
\ncontrol by creating chaos through triangulating all individuals who have contact with the
\nchild (e.g., \u201cMy mom said that I did not have to do my homework\u201d or my \u201cMom would
\nnot let me study for the test. I had to wash the floors and clean the bathrooms\u201d). Check
\nwith the child\u2019s parents, other educators, coaches, etc. before believing what the child
\nsays.<\/li>\n
\nadult<\/strong>. The child with Reactive Attachment Disorder dislikes eye contact and will try to
\navoid it except when he\/she is lying or trying to manipulate others. Avoid bending down
\nto establish eye gaze with the student (Thomas, 2004).<\/li>\n<\/ul>\n
\nAccepted definitions. [On-line], Available: www.attach.org<\/p>\n
\nwww.attachmentcenterwest.com\/%Educators.pdf<\/p>\n
\nSpringfield, MA<\/p>\n