Gambling Disorder

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

A diagnosable condition via the Diagnostic and Statistical Manual, 5th Edition (DSM-v), and an area of student need involving persistent problematic gambling within a 12-month period, resulting in distress with at least four of the following:

1. Gambles with increasing amounts of money to achieve the desired excitement.
2. Restless/irritable when attempting to cut down or stop gambling.
3. Repeated unsuccessful efforts to cut back or stop gambling.
4. Preoccupied thoughts of gambling.
5. Often gambles when feeling distressed.
6. After losing money, often returns to recoup losses.
7. Lies to conceal the extent of gambling.
8. Gambling has jeopardized a significant relationship, job or education.
9. Relies on others for money to relieve financial situations caused by gambling.

Strategies

• Alert all school staff that work with the student to the situation, discuss at the Student Success Meeting in secondary

• Be honest with the student about concerns/observations

• Consider establishing a special role for the student, like a class helper or a helper with younger students, in communication with parents/guardians

• Observe the student and communicate regularly with parents/guardians

• Connect student with available in-school supports (e.g.: Child and Youth Worker, Social Worker, Psychologist, Guidance Counsellor)

• Connect student and family with out of school supports (e.g.: local counselling agencies)

• Connect the student and family with available resources from the school library and/or websites

• Consider the development of Alternative Programming to help develop more positive coping and/or replacement behaviours

• Closely monitor time out of class, use of technology and peer interactions

Teaching Strategies

Instructional

• Reduce number of expectations
• Advance notice of changes to routine, to reduce stress
• Provide prompts to being and stay on task
• Provide 1:1 check in’s to ensure understanding of instructions
• Chunk tasks into parts
• Provide frequent feedback, especially positive
• Consider establishing a helper role for the student

Environmental

• Prearrange a safe location in the school for the student to go if/when feeling stressed to calm

• Offer preferred seating near supportive peers and/or near teacher

• Support healthy eating

• Encourage physical activity

• Carefully monitor peer interactions and use of technology to ensure on task (not gambling)

Assessment

• Consult with parents/guardians and support staff on what is reasonable to expect from the student during this time

• Give advance notice for tests/assignments/presentations/projects

• Provide a study sheet/materials to prepare for assessment

• Reduce number of items/quantity to be assessed

• Prompts to return the student’s attention to the task

• Check in’s to ensure understanding of the questions/task

• Breaks during the assessment

• Extended time limits

• Presentations made to just the teacher and/or small group instead of full class

Teaching Strategies for Associated Student Needs:
• Aggression Management
• Anger/Frustration Management
• Anxiety Management
• Attendance Strategies
• Attention Skills
• Bullying Management Skills
• Depression/Sadness Management
• Disengagement/Motivation Strategies
• Emotional Regulation
• Executive Function
• Grief Management
• Mental Health Strategies
• Organizational Skills
• Personal Safety
• Self-Advocacy Skills
• Self-Esteem
• Self-Harm/Suicide Management
• Social Skills
• Substance Abuse Strategies
• Task Initiation

Resources

• Kids’ Health Gambling Addiction Information	• Ontario Ministry of Education’s Supporting Minds See pages 113-120
• Talking to Children About Gambling Addiction	• Tips for Kids Addicted to Video Games
• Youth Gambling Addiction Handbook

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