In a previous blog on scaffolding, we discussed the origins of scaffolding and how it can be helpful for children. Today, let’s take a look at how to implement scaffolding with adolescents and pre-teens. First, let’s recap what scaffolding is and is not. Scaffolding provides children the “what” and “how” support in order for them to achieve goals that they did not previously have the skills to achieve. Scaffolding is NOT a crutch! The intent is to allow them to reach goals with abilities that they already possess and build on them with skills from a knowledgeable person. Scaffolding is a process because it allows children to engage in small steps at a time to feel successful versus giving them large goals in a small amount of time that will most likely lead them to fail and lose motivation. This concept can be utilized with all ages. Allowing a person to reach small goals naturally increases their ability to feel capable and then triggers their reward system—dopamine, which is especially vital for people with ADHD.
Let’s take a look at how you can support your adolescents or pre-teens by utilizing the scaffolding method:
- Take some time to sit down with them and learn about the areas in their life that they feel are difficult. Something that I ask both parents and kids are what is currently working and what is not working. When I ask what is working, we are able to distinguish the skills that they have and how they are thriving in that area by utilizing their strengths. When we take a look at what is not working, we are able to notice common themes and what they find difficult about the tasks or activities. Sitting down and talking to your kiddos also creates a collaborative environment where they feel supported and believe that you actually care and want to help them.
- Follow up by asking if they want to change the areas that are difficult or are they ok with them being the same. This is important because you need their buy-in to engage in the scaffolding system and this will create initial motivation. During this time, you can also share what you have noticed about their struggles. If you point it out first it could seem discouraging and critical.
- Out of all the areas of difficulties named, pick one that is either very important to them or is easiest. An important challenge will provide motivation and an easy one will lead to feelings of capability, which in turn will provide motivation. If the one picked is the most difficult, suggest starting with another one first and then working up to that one.
- Identify each area of the task that is difficult. Have them write out why they want to change these areas.
- Problem-solve ways to provide support in each area. Make the supports very specific and the efforts consistent. Try it for one week and then check in for feedback and to see if there are areas which are still very difficult for them.
One common and simple example is cleaning a room. Kiddos with ADHD struggle so much with organization. Cleaning a room takes so many executive functioning skills, initiation, time management, organization, and task completion. You can support your kid by walking into the room and showing them where to start, explaining why they are starting there, and demonstrating how to organize for 20 minutes. Then you can take a break and either pick back up after a while or pick back up the next day. You can continue this process until the room is clean. This process teaches your kiddo where to start (initiation), why to start there (problem solving), a system for cleaning/organizing (organization), breaks when feeling overwhelmed (time management and emotional regulation), and a system to finish the task (task completion). This could look like you showing your kiddo the first time all the way through or showing them and then having them complete small similar tasks during the cleaning process with you and overtime you stepping back to let him initiate then work together and complete the task. Another option is doing the entire task together for several weeks then watching them complete the process with you present and supporting and eventually having them initiate and complete the task without any suggestions or support. This would be the ultimate goal: finally having them initiate and complete the task without your supervision. So this gives you an example of how it varies with an individual and can be done in different ways.
- During the process abundantly offer praise and encouragement. Acknowledge areas that are difficult for them and remind them of the supports in place and that they can ask for help! Share areas that they have improved since beginning the process. Be specific! Ask them about areas that they feel that they have improved upon.
- If they become emotionally dysregulated or resistant to the process, tap in to see if they are fatigued. Working on areas that are weaker require a lot of energy especially for those that have ADHD. Encourage breaks and remind them of the end goal to increase their motivation. Refer back to their why that they wrote down.
Be consistent with how you are going to practice these skills to achieve the goal.