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T IPS FOR
TEACHERS
OF ADHD
CHILDREN
Some hints for managing ADD-related behaviors in the classroom
have been gathered from various resources: the majority are from a handout of
the Anchorage, Alaska school district; some are from The University of North
Texas, Attention Deficit Hyperactivity Disorder Parent Training Manual
(1991); others are taken from an information handout compiled by Debby Waddell,
Handouts Editor, National Association of School Psychologists; the internet was
another source; and some are tips we’ve just learned over the years. We hope you
will find these suggestions helpful, and would love to hear of others that have
worked for you.
1. Difficulty following through on plans:
¨ Break the goal into realistic parts.
¨ Use a questioning strategy. Ask,
"What do you need to be able to do this? Keep asking that question until the
student has reached an obtainable goal.
¨ Have student set clear timelines of
what he/she needs to do to accomplish each step and monitor progress
frequently.
2. Difficulty sequencing and completing steps to accomplish specific tasks
(e.g. writing a book report, term paper, organizing paragraphs, division
problems, etc.):
¨ Break up task into workable and
obtainable steps.
¨ Provide examples and specific steps
to accomplish task..
¨ Give directions one step at a time.
This eliminates giving constant reminders and provides an opportunity for the
child to experience success repeatedly throughout the day.
3. Shifting from one uncompleted activity to another without closure:
¨ Define the requirements of a
completed activity (e.g. your math is finished when all six problems are
complete and corrected; do not begin on the next task until it is finished).
4. Difficulty following through on instructions from others:
¨ Gain student’s attention before
giving directions. Use alerting cues. Accompany oral with written directions.
¨ Give one direction at a time. Quietly
repeat directions to the student after they have been given to the rest of the
class. Check understanding by establishing eye contact and having the student
repeat the directions.
¨ Place general methods of operation
and expectations on charts displayed around the room and/or sheets to be
included in student’s notebook.
5. Difficulty sustaining effort and accuracy over time:
¨ Reduce assignment length and strive
for quality (rather than quantity). Find the workload that is compatible with
the child’s ability.
¨ Increase the frequency of positive
reinforcements (catch the student doing it right and let him know).
¨ Allow the child to have some physical
activity between tasks.
6. Difficulty prioritizing from most to least important:
¨ Prioritize assignments and
activities.
¨ Provide a model to help students.
Post the model and refer to often.
7. Difficulty completing assignments:
¨ List and/or post (and say) all steps
necessary to complete each assignment.
¨ Pair assignments with a checklist on
the child’s desk which can be checked off as tasks are completed. After
teaching child how to make the checklist, provide blank sheets for the child
to fill out each day.
¨ Reduce the assignment into workable
sections with specific due dates.
¨ Make frequent checks for assignment
completion.
¨ Arrange for the student to have a
buddy with phone number in each subject area.
8. Difficulty with any task that requires memory:
¨ Combine seeing, saying, writing, and
doing; student may need to subvocalize to remember.
¨ Teach memory techniques as a study
strategy (e.g. mnemonics, visualization, oral rehearsal, numerous
repetitions).
9. Difficulty with test taking:
¨ Allow extra time for testing, teach
test-taking skills and strategies, and allow student to be tested orally.
¨ Use clear, readable and uncluttered
test forms. Use test format that the student is most comfortable with. Allow
ample space for student response. Consider having lined answer spaces for
essay or short answer tests.
10. Confusion from non-verbal cues (misreads body language, etc.):
¨ Directly teach (tell the student)
what non-verbal cues mean. Model and have the student practice reading cues in
a safe setting.
11. Confusion from spoken material, lectures and A.V. material (difficulty
finding main data from presentation, attributes greater importance to minor
details):
¨ Provide student with a copy of
presentation notes.
¨ Allow peers to share carbon-copy
notes from presentation (have student compare own notes with copy of peer’s
notes).
¨ Provide framed outlines of
presentations (introducing visual and auditory cues in important information).
¨ Encourage use of tape recorder.
¨ Teach and emphasize key words (the
following...the most important point...etc.).
12. Difficulty with fluency in handwriting, (e.g. good letter/word
production but very slow and laborious):
¨ Allow for shorter assignments
(quality vs. Quantity).
¨ Allow alternate method of production
(computer, scribe, oral presentation, etc.).
13. Poorly developed study skills:
¨ Teach study skills specific to the
subject area - organization (e.g., assignment calendar), textbook reading,
notetaking (including main idea/detail, mapping, outlining, skimming, and
summarizing).
14. Frequent messiness or sloppiness:
¨ Teach organization skills. Be sure
student has daily, weekly, and/or monthly assignment sheets, list of materials
needed daily, and consistent format for papers.
¨ Have a consistent way for students to
turn in and receive back papers; reduce distractions.
¨ Give reward points for notebook
checks and proper paper format.
¨ Provide clear copies of worksheets
and handouts and consistent format to worksheets.
¨ Establish a daily routine; provide
models for what you want the student to do.
¨ Arrange for a peer who will help him
with organization.
¨ Assist student to keep materials in a
specific place (e.g. pencils and pens in pouch).
¨ Be willing to repeat expectations.
15. Poor handwriting (often mixing cursive with manuscript and capitals
with lower-case letters):
¨ Allow for a scribe and grade for
content, not handwriting. Allow for use of a computer or typewriter.
¨ Consider alternative methods for
student response (e.g. tape recorder, oral reports, etc.)
¨ Don’t penalize student for mixing
cursive and manuscript (accept any method of production).
16. Confusion from written material (difficulty finding main idea from a
paragraph; attributes greater importance to minor details):
¨ Provide student with copy of reading
material with main ideas underlined or highlighted.
¨ Provide an outline of important
points from reading material.
¨ Teach outlining, main idea and
details concepts.
¨ Provide tape of text/chapter.
17. Difficulty sustaining attention to tasks or other activities (easily
distracted by extraneous stimuli):
¨ Reward attention. Break up activities
into small units. Reward for timely accomplishments.
¨ Use physical proximity and touch. Use
earphones and/or study carrels, quiet place, or preferential seating.
¨ Allow the child to sit in front of
the room; avoid placing child too close to windows, bulletin boards, air
conditioners, hall doorway, etc.
18. Poor self-monitoring (careless errors in spelling, arithmetic,
reading):
¨ Teach specific methods of
self-monitoring (e.g. stop-look-listen).
¨ Have student proofread finished work.
19. Inappropriate seeking of attention (clowns around, exhibits loud
excessive or exaggerated movement as attention-seeking behavior,
interrupts, butts into other children’s activities, needles others).
¨0 Show student (model) how to gain
other’s attention appropriately.
¨1 Catch the student when appropriate
and reinforce.
20. Difficulty participating in class without being interruptive;
difficulty working quietly:
¨ Seat student in close proximity to
the teacher.
¨ Reward appropriate behavior (catch
student "being good").
¨ Use study carrel if appropriate.
¨ Allow frequent physical activity with
quiet return to assigned tasks.
21. Apparent inattention (underactive , daydreaming, not there):
¨ Get student’s attention before giving
directions (tell student how to pay attention: "Look at me while I talk",
"Watch my eyes while I speak.". Ask student to repeat directions).
¨ Attempt to actively involve student
in lesson (e.g. cooperative learning).
¨ Consider whether child should be
moved to a less distracting area in the classroom.
¨ Child may need to be under brighter
lighting to be more "present" in the classroom.
22. Low fluency or production of written material (takes hours on a
10-minute assignment):
¨ Allow for alternative method for
completing assignment (oral presentation, taped report, visual presentation,
graphs, maps, pictures, etc., with reduced written requirements).
¨ Allow for alternative method of
writing (e.g. typewriter, computer, cursive or printing, or a scribe).
¨ If a child can show understanding and
utility of a concept, consider reducing amount of repetitive work.
23. Inappropriate behavior in a team or large group sport or athletic
activity (difficulty waiting turn in games or group situations).
¨ Give student a responsible job (e.g.
team captain, care and distribution of balls, score keeping, etc.); consider
leadership role.
¨ Have student in close proximity to
teacher.
¨ Again, catch the student behaving
appropriately and reinforce that behavior.
24. Difficulty making transitions (from activity to activity or class to
class); takes an excessive amount of time to find pencil, gives up, refuses to
leave previous task; appears agitated during change:
¨ Program child for transitions. Give
advance warning of when a transition is going to take place ("Now we are
completing the worksheet; next we will...") and the expectations for the
transition (..."and you will need...").
¨ Specifically say and display lists of
materials needed until a routine is possible. List steps necessary to complete
each assignment.
¨ Have specific locations for all
materials (pencil pouches, tabs in notebooks, etc.).
¨ Arrange for an organized helper,
(peer).
25. Frequent fidgeting with hands, feet or objects; squirming in seat:
¨ Break tasks down to small increments
and give frequent positive reinforcement for accomplishments (this type of
behavior is often due to frustration).
¨ Allow alternative movement when
possible.
¨2 Another reason for
teacher-sanctioned frequent opportunities to get up and move around. (Having
to be still when one is hyperactive can be extremely uncomfortable and
stressful.)
26. Difficulty remaining seated or in a particular position when required
to remain seated:
¨ Give student frequent opportunities
to get up and move around. Allow space for movement.
¨ Place a circle of adhesive tape
around student’s chair, explaining the area student is to remain within and
the times that restriction is not in effect (going to restroom with
permission, library time, recess, any teacher-directed permission, etc.).
27. Inappropriate responses in class often blurted out; answers given to
questions before they have been completed:
¨ Seat student in close proximity to
teacher so that visual and physical monitoring of student behavior can be done
by the teacher.
¨ State behavior that you do want (tell
the student how you expect him/her to behave).
28. Agitation under pressure and competition (athletic or academic):
¨ Stress effort and enjoyment for self,
rather than competition with others.
¨ Minimize timed activities; structure
class for team effort and cooperation.
29. Frequent excessive talking:
¨ Teach student hand signals and use to
tell student when and when not to talk.
¨ Make sure student is called on when
it is appropriate and reinforce listening.
30. Frequent involvement in physically dangerous activities without
considering possible consequences:
¨ Anticipate dangerous situations and
plan for in advance.
¨ Stress Stop! Look! Listen!
¨ Pair with responsible peer (rotate
responsible students so that they don’t wear out!).
31. Poor adult interactions. Defies authority. Sucks up. Hangs on.
¨ Provide positive attention.
¨ Talk with student individually about
the inappropriate behavior ("What you are doing is..." "A better way of
getting what you need or want is...").
32. Frequent self-put-downs, poor personal care and posture, negative
comments about self and others, low self-esteem.
¨ Structure for success.
¨ Train student for self-monitoring,
reinforce improvements, teach self-questioning strategies ("What am I doing?"
"How is that going to affect others?").
¨ Allow opportunities for the student
to show his strength.
¨ Give positive recognition.
33. Difficulty using unstructured time: recess, hallways, lunchroom,
locker room, library, assembly).
¨ Provide student with a definite
purpose during unstructured activities ("The purpose of going to the library
is to check out..." "The purpose of ...is...").
¨ Encourage group games and
participation (organized school clubs and activities).
34. Poor use of time (sitting, staring off into space, doodling, not
working on task at hand).
¨ Teach reminder cues (a gentle touch
on the shoulder, hand signal, etc..).
¨ Tell the student your expectations of
what paying attention looks like ("You look like you are paying attention
when...).
¨ Give student a time limit for a small
unit of work with positive reinforcement for accurate completion.
¨ Use a contract, timer, etc.., for
self-monitoring.
35. Losing things necessary for tasks or activities at school or at home
(e.g. pencils, books, assignments before, during and after completion of a given
task).
¨ Help students organize. Teach student
how to use a divided notebook.
¨ Frequently monitor notebook and
dividers, pencil, pouch, locker, book bag, desks. (A place for everything and
everything in its place.)
¨ Provide positive reinforcement for
good organization. Provide student with a list of needed materials and their
locations.
¨ Use a checklist of what to take home
from school each night.
36. Inadequate task completion.
¨ Be sure child knows what is expected.
Expectations should be geared to child’s ability.
¨ Consequences for failure to meet
expectations should be decided ahead of time and with the child’s assistance.
37. Poor follow through with homework assignments.
¨ Instigate a "home note" program to
open a way for parents to help their child follow through and to feel
connection in a positive way with the school.
¨ Provide helpful information to
parents as to ways to encourage their child to do homework.
¨ Let parents know any positive
insights you have regarding their child.
¨ Positive reinforcements to the
parents will also benefit the child.
38. Child seems disconnected or fearful.
¨ Help the child see you as
supportive...as a resource. Encourage child to seek your assistance in
appropriate ways.
¨ If child seems in distress, refer
him/her to your school counselor for evaluation of needs.
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