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\n “text”: “Tous les jours, mais bri\u00e8vement. C’est la r\u00e9gularit\u00e9 qui installe les rep\u00e8res, pas la dur\u00e9e ni la vari\u00e9t\u00e9. Mieux vaut trois rituels courts tenus chaque jour \u2014 une m\u00e9t\u00e9o des \u00e9motions le matin, un minuteur de d\u00e9marrage, un tableau de r\u00e9ussites le soir \u2014 qu’un grand dispositif ambitieux appliqu\u00e9 une fois par semaine puis abandonn\u00e9. Choisissez deux ou trois outils, ancrez-les \u00e0 des moments fixes de la journ\u00e9e, et laissez-les tourner plusieurs semaines avant d’en ajouter d’autres. La constance de tous les adultes autour de l’\u00e9l\u00e8ve compte plus que la richesse de la panoplie.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Combien de temps doit durer une s\u00e9quence de travail ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Plus court qu’on ne le croit. Pour la plupart des \u00e9l\u00e8ves TDAH, une s\u00e9quence de travail soutenu tient mieux sur cinq \u00e0 quinze minutes, entrecoup\u00e9e de pauses motrices. Le rep\u00e8re utile n’est pas une dur\u00e9e id\u00e9ale valable pour tous, mais le temps r\u00e9ellement atteignable par cet enfant-l\u00e0, qu’on allonge ensuite par petits paliers avec le d\u00e9fi \u00ab dix minutes chrono \u00bb. L’objectif est qu’il termine la s\u00e9quence avec un sentiment de r\u00e9ussite, pas qu’il tienne le temps pr\u00e9vu au prix d’un d\u00e9crochage complet \u00e0 la fin.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Comment maintenir la motivation dans la dur\u00e9e ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “En rendant les progr\u00e8s visibles et en valorisant l’effort plut\u00f4t que le r\u00e9sultat. Le tableau de r\u00e9ussites, avec un ou deux objectifs concrets et atteignables, fonctionne mieux que les encouragements g\u00e9n\u00e9raux : l’enfant voit ce qu’il a r\u00e9ussi. On valorise souvent, tout de suite, et sur des comportements pr\u00e9cis (\u00ab tu as attendu ton tour \u00bb). On \u00e9vite absolument de retirer les points gagn\u00e9s pour punir, ce qui d\u00e9truit l’outil. Enfin, le fait de battre son propre score, sans comparaison avec les autres \u00e9l\u00e8ves, prot\u00e8ge l’estime de soi, souvent fragile chez ces enfants.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “Faut-il du mat\u00e9riel co\u00fbteux ou sp\u00e9cialis\u00e9 ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Non. La quasi-totalit\u00e9 des activit\u00e9s pr\u00e9sent\u00e9es repose sur du mat\u00e9riel simple : un minuteur visuel, des cartes plastifi\u00e9es, une balle \u00e0 triturer, un casque anti-bruit, des fiches imprim\u00e9es gratuitement. L’investissement principal n’est pas financier, il est organisationnel : choisir les bons outils, les installer \u00e0 des moments fixes et faire en sorte que tous les adultes les utilisent de la m\u00eame fa\u00e7on. Les supports gratuits DYNSEO et l’application COCO couvrent l’essentiel des besoins ; le reste tient dans une trousse et une routine.”
\n }
\n },
\n {
\n “@type”: “Question”,
\n “name”: “\u00c0 partir de quel \u00e2ge ces outils sont-ils adapt\u00e9s ?”,
\n “acceptedAnswer”: {
\n “@type”: “Answer”,
\n “text”: “Le principe s’adapte \u00e0 tout \u00e2ge, le format change. Pour les plus jeunes, on privil\u00e9gie l’image, la manipulation et les jeux courts ; l’application COCO vise justement les enfants d’environ cinq \u00e0 dix ans. Avec les plus grands et les adolescents, on garde les m\u00eames leviers \u2014 temps visible, d\u00e9coupage des t\u00e2ches, environnement \u00e9pur\u00e9 \u2014 mais on associe davantage l’\u00e9l\u00e8ve au choix de ses strat\u00e9gies et \u00e0 son auto-\u00e9valuation, et l’application JOE prend le relais. Dans tous les cas, tout signe de souffrance persistante justifie l’avis d’un m\u00e9decin ou d’un psychologue.”
\n }
\n }
\n ]
\n }
\n ]
\n}<\/p>\n

<\/p>\n
\n
\n Professionnels \u00b7 TDAH<\/span><\/p>\n

El\u00e8ve TDAH : activit\u00e9s, supports et am\u00e9nagements concrets \u00e0 mettre en place<\/h1>\n\u00ab Il sait faire, mais il ne s’y met pas ; et d\u00e8s qu’il s’y met, il d\u00e9croche. \u00bb C’est la phrase qui revient le plus souvent au sujet d’un \u00e9l\u00e8ve TDAH<\/strong>, et elle contient d\u00e9j\u00e0 la solution : le probl\u00e8me n’est presque jamais la comp\u00e9tence, c’est le d\u00e9marrage, le maintien de l’attention et la r\u00e9gulation de l’impulsivit\u00e9. Cet article rassemble des activit\u00e9s, des outils et des am\u00e9nagements concrets<\/strong> pour l’\u00e9l\u00e8ve TDAH, applicables d\u00e8s demain, sans mat\u00e9riel co\u00fbteux et sans allonger la journ\u00e9e de classe.<\/pee>\n