ADHDCLASSROOMINTERVENTIONS

Thesearestrategiesdesignedtooccuracrossandbetweenschool,healthcareproviderandhome.
ManychildrenwithADHDdonotrequirespecialeducationandrelatedservicesbutdorequire
specificadaptationsandaccommodationstotheirgeneraleducationprogram.
EachstudentwithADHDisanindividualwithuniquecharacteristics.Effectiveeducationalprograms
arebasedonindividualstudentsbehavioralandacademicneedsratherthanonpresumed
characteristicsofthegroupofindividualswithADHD.Realisticexpectationsshouldbesetforeach
student,andthoseinterventionsandstrategiesthatwillallowthestudentthebestchanceofsuccess
shouldbeimplemented.
Thesestrategiescanbeusedwithanystudentwhoisdemonstratingabehaviorlistedincolumnarea
ofconcern.

AREAOFCONCERN

Teacher/StudentMatch

Parent/Student/Teacher
Communications

INTERVENTIONS
Seekagoodfitbetweenstudentslearning
styleandteachersstyle.
Assignstudenttostructuredbutflexible
teachers.

Developdaily/weeklyjournal.
Maintainparent/studentschoolcontacts.
Notifyparentsimmediatelyofmissingorin
completeassignments.
Providedailyorweeklyprogressreports.
Useemailforhomeworkassignments
Providesetoftextsforhomeuseifstudenthas
troublerememberingtobringbookshomefor
schoolwork.
Scheduleperiodicparentmeetings.

StaffCommunications

Identifystaffresources&resourcestaff.
Scheduleteammeetingsasnecessary.

InstructionalDay/ClassSchedule

Allowstudentmorepassingtime.
Alternatelessons/classesthatrequiregreater
auditoryattentionwiththosethataremore
visualoractive.
Modifyclassschedule.
Schedulemoredemandingclassesearlierin
theday.
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AREAOFCONCERN

INTERVENTIONS

Allowstudent5minutesatendofclassto
Difficultysequencingandcompletingsteps organizebooks,paperetc.
Breakuptaskintoworkableandobtainable
tospecifictasks(writingabookreport,termpaper,
steps.
organizedparagraphs,divisionproblems )
Colorcodestudentsmaterialstohelp
studentkeeporganized.
Haveamoreorganizedstudenttakenotes
oncarbonpaperorduplicatehis/hernotes.
Provideexamplesandspecificstepsto
accomplishtask.
Showorganizationisimportantby
modelingit.
Needforreinforcers.

Increasefrequencyofrewardsandfines.
Provideaccesstorewardsseveraltimesa
day.
Usetokensystems.
Increaseimmediacyofconsequences
Increasemagnitudeorpowerofrewards.
Haveparentssendinpreferredtoysor
games.
Havecomputergames/activitiesforreward.
Usehomebasedrewardprograms.

Shiftingfromoneuncompletedactivityto
anotherwithoutclosure.

Definetherequirementsofacompleted
activity(e.g.Yourmathisfinishedwhenallsix
problemsarecompleteandcorrected.Donot
beginonthenexttaskuntilyourmathis
finished.)

Difficultyfollowingthroughon
instructionsfromothers.

Gainstudentsattentionbeforegiving
instructions.
Usebothoralandwritteninstructions.
Giveoneinstructionatatime.Quietly
repeatdirectionstothestudentaftertheyhave
beengiventotherestoftheclass.
Checkforunderstandingbyhavingthe
studentrepeattheinstructions.
Placegeneralmethodsofoperationand
expectationsonchartsdisplayedaroundthe
roomand/oronsheetstobeincludedin
studentsnotebook.
Prioritizeassignmentsandactivities.
Provideamodeltohelpstudents.
Postprioritymodelandrefertoitoften.

Difficultyprioritizingfrommosttoleast
important.

AREAOFCONCERN

Difficultycompletingassignments

Difficultysustainingeffortandaccuracy
overtime.

INTERVENTIONS
Arrangeforstudenttohaveastudy
buddywithphone#ineachsubjectarea.
Listand/orpostallstepsnecessaryto
completeeachassignment.
Makefrequentchecksforwork/assignment
completion.
Reducetheassignmentintomanageable
sectionswithspecificduedates.
Usecalendartoplanlongterm
assignments.
Usedailyorweeklyassignmentsheetsor
notebook.
Decreaseworkloadtofitchildsattention
capacity:
#Smallerquotasforproductivity.
#Morefrequentbutshorterworkperiods.
#Loweraccuracyquotasthatincreaseover
timewithchildssuccess.
#Dontsendunfinishedclassworkhome.
#Eliminatehighappealdistracters.
#Acceptareasonablelimittotheamountof
timethestudentwillspendeachnighton
homework.
Developdiscretecuestoletstudentknow
whenshe/heisofftask.
Increasethefrequencyofpositive
reinforcementandencouragement.
Reduceassignmentlengthandstrivefor
qualityratherthanquantity.
Seeifstudentbenefitsfromcooperative
learninggroupsorpeertutoring.
Teachproblemsolvingbehaviorandtime
managementstrategies.
Settimelimitsforworkcompletion.
Usetimerifpossibleforexternaltime
references.
Usetaperecordedprompts.

Difficultywithanytaskthatrequires
memory.

Combineseeing,saying,writing,anddoing
studentmayneedtosubvocalizetoremember.
Teachmemorytechniquesasastudy
strategy(e.g.mnemonics,visualization,oral
rehearsal,numerousrepetitions.)
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AREAOFCONCERN

Confusionfromnonverbalcues(misreads
bodylanguage,etc.)

Difficultywithtakingtests.

Confusionfromspokenmaterial,lectures
andaudiovisualmaterial(difficultyfinding
mainideafrompresentation,attributesgreater
importancetominordetails.)

INTERVENTIONS

Modelandhavestudentpracticereading
nonverbalcuesinasafesetting.
Directlyteach/tellwhatnonverbalcues
mean.

Allowextratimefortesttaking.
Teachtesttakingskillsandstrategies.
Alloworalandoruntimedtests.
Allowstudenttotypetestsoruseword
processor.
Givemorewaittime.
Permitbreaksduringtests.
Useclear,readable,andunclutteredtest
forms.
Usetestformatwithwhichstudentismost
comfortable.Allowamplespaceforstudent
response.Havelinedanswerspacesforessay
orshortanswerquestions.
Whenimpulsivityonmultiplechoicetests
meansthestudentwillnotreadallchoices,
havethestudenteliminateallincorrect
responses,ratherthanchooseonecorrect
answer.
Allowpeerstosharenotesfrom
presentation.(Havestudentcompareownnotes
withcopyofpeernotes.)
Encourageuseoftaperecorder.
Provideframedoutlinesofpresentations.
(Introducingvisualandauditorycuestoimportant
information.)
Providestudentwithcopyofpresentation
notes.
Teachandemphasizekeywords.(The
following,themostimportantetc.)

AREAOFCONCERN

INTERVENTIONS

Difficultywithfluencyinhandwriting(e.g.
goodletter/wordproductionbutveryslowand
laborious.)

Allowalternatemethodsofproduction
scribe,computer,oralpresentationetc.
Allowforshorterassignments(qualityvs.
quantity.)

Poorhandwriting(oftenmixingcursive&
manuscript&capitalswithlowercaseletters.)

Allowforascribe,guideforcontent,not
handwriting.
Allowuseofacomputer/wordprocessor.
Consideralternativemethodsforstudent
response(e.g.taperecorder,oralreports,etc.)
Allowstudenttomixcursiveandmanuscript
(allowanymethodofproduction).

Difficultysustainingattentiontotasksor
otheractivities(easilydistractedbyextraneous
stimuli.)

Avoidopenclassroomsettings.
Createastructuredenvironmentwith
predictableroutines.
Sitthestudentclosetoteacher.
Postclassrulesinprominentplace.
Prepareastimulireducedareaavailableto
allstudentse.g.astudycarrel,cubicle,orstall.
Rewardattention.Breakupactivitiesinto
small units.
Rewardfortimelyaccomplishments.
Seatatindividualdesksratherthantables.
Consideruseofindividualheadphonesto
playsoftmusictoblockotherauditory
distracters.Introduceheadphonesasa
privilegeorpairappropriateusewith
reinforcement.
Seatawayfromauditorydistractionssuch
asheaters,fans,airconditioners,etc.
Seatnearappropriatestudentrolemodels.
Seatwheremostvisualdistractionsare
behindstudent.
Surroundbymodelstudents.
Useproximity&touchtocueattention.

AREAOFCONCERN

Confusionfromwritten
material(difficultyfindingmainfroma
paragraph,findsgreaterimportanceinminor
details.)

Poorlydevelopedstudyskills.

INTERVENTIONS

Provideadvanceorganizerssuchasmaps,
charts,outlinesetc.
Provideoutlineofimportantpointsfrom
readingmaterial.
Providetapeoftext/chapter.
Teachoutlining,mainidea/detailsconcept.

Studentcanbepartofcooperativestudy
groupthatcomposesunitstudyguidesor
questionsforclass.
Teachstudyskillsspecifictosubject:
assignmentcalendar,testbookreading,note
takingmappingskimmingsummarizing.
Useanalogies,metaphors,outlinesand
mappingstrategies.

Difficultyparticipatinginclasswithout Rewardappropriatebehaviorcatchstudent
beinggood.
beingdisruptivedifficultyworkingquietly.
Seatstudentincloseproximitytoteacher.
Usestudycarrelifappropriate.

Frequentmessinessorsloppiness
poororganization.

Arrangeforpeerhelperfororganizing.
Assiststudenttokeepmaterialsinaspecific
place.
Repeatexpectationsasnecessary.
Giverewardpointsfornotebookchecksand
properpaperformat.
Besurestudenthasdaily,weekly,and
assignmentsheetslistofmaterialsneeded
dailyandconsistentformatforwrittenwork.
Haveaconsistentwayforstudentstoturn
inandreceiveback papers.
Usegraphpaperforhandwritingandmath
problems.

AREAOFCONCERN

Poorselfmonitoring(carelesserrorsin
spelling,math,&reading.)

Frequentfidgetingwithhands,feet,or
objectssquirminginseat.

INTERVENTIONS

Allowuseofcalculatorsasappropriate.
Havestudentproofreadworkwhenitis
cold.
Teachspecificmethodsofselfmonitoring,
e.g. stoplooklisten.
Usechecklistswhennecessaryoutline
directions,steps,orprocedurestobefollowed.

Allowalternativemovementwhenpossible.
Breaktasksdowntosmallincrementsand
givefrequentpositivereinforcementfor
accomplishments.(Squirming&fidgetingis
oftenduetofrustration.)

Seatstudentincloseproximitytoteacherfor
Inappropriateresponsesinclassoften
blurtedoutanswersgiventoquestionsbefore visualandphysicalmonitoring.
Statebehaviorthatyouwant.
theyhavebeencompleted.

Difficultyrememberingtofollowrules.

Apparentinattention(underactive,day
dreaming,notthere.)

Providecardsondeskwithrulesfor
individualdeskwork.
Periodicallyaskchildtorestaterules.
Teachchildtouseselfinstructionduring
work.
Havechildreciterulestootherchildren
beforeworkperiod.
Provideposterswithrulesforvariouswork
periods.
Usetaperecordercuesorreminders.

Attempttoinvolvestudentactivelyinlesson.
Getstudentsattentionbeforegiving
directions,tellstudenthowtopayattention.
(LookatmewhileItalkwatchmyeyeswhileI
speak.)
Askstudenttorepeatdirections.

AREAOFCONCERN
Agitationunderpressure&
competition. (Athleticoracademic.)

Difficultyremainingseatedorina
particularpositionwhenrequired.

Inappropriateseekingofattention.
(Clownsaroundexhibitsloud,excessiveor
exaggeratedmovementasattentionseeking
behavior,interrupts,interfereswithother
studentsactivities,teasesothers.)

Frequent/excessivetalking.

Pooruseoftime(staringoffintospace,
doodling,notworkingonassignedtask.)

INTERVENTIONS
Putstressoneffort&enjoymentforself,
ratherthancompetitionwithothers.
Minimizetimedactivitiesstructureclassfor
teameffort&cooperation.

Givestudentfrequentopportunitiestoget
upandmovearound.
Allow/providespaceformovement.

Catchwhenappropriate&reinforcethat
goodbehavior.
Provideconflictresolutionactivitiesor
training.
Providesocialskillstraining.
Showstudentmodelhowtogetanother
personsattentionappropriately.
Avoidlengthyreasoningwithstudentover
misbehavior.

Makesurestudentiscalleduponwhenitis
appropriateandreinforcelistening.
Teachstudenthandsignalsandusetotell
studentwhentoandwhennottospeak.

Givetimelimitforsmallunitsofworkwith
positivereinforcementforaccuratecompletion
Teachremindercues(touchonshoulder,
handsignaletc.)
Tellyourexpectationofwhatitmeansto
payattention.Youlooklikeyourpaying
attentionwhen..

AREAOFCONCERN
Difficultymakingtransitions(from
activitytoactivityorclasstoclass).
Takesanexcessiveamountoftimeto
findschoolsupplies,givesup,refusestoleave
previoustask,appearsagitatedduringchange.

Frequentselfputdowns,poorpersonal
careandposture,negativecommentsabout
selfandothers,lowselfesteem.

Frequentinvolvementinhighrisk/
dangerousactivitieswithoutconsidering
possibleconsequences.

INTERVENTIONS
Allowextratimeforstudenttoorganize
books&papersfromlastclassbefore
beginningnextclass.
Allowstudenttoleaveclassearlytogoto
his/herlockerforsuppliesbeforehallways
becomecrowdedanddistracting.
Arrangeforanorganizedpeerhelper.
Havespecificlocationsforallmaterials
(pencilspouches,tabsinnotebooksetc.)
Programstudentfortransitions.Give
advancewarningofwhenatransitionisgoing
totakeplace(Nowwearecompletingthe
worksheetnextwewill.)andthe
expectationsforthetransitions(andyou
willneed.)
Specificallynameanddisplaylistsof
materialsneededuntilaroutineispossible.
Liststepsnecessarytocompleteeach
assignment.

Allowopportunitiesforthestudenttoshow
his/herstrengths.
Givepositiverecognition.
Helpstudentidentifyanddevelopstrengths
andaffinities.
Trainstudentforselfmonitoring,reinforce
improvements,teachselfquestioning
strategies.(WhatamIdoing?Howisthatgoing
toaffectothers?)

StressStopLookListenstrategies.
Anticipatedangeroussituations&plan.
Pairwithresponsiblepeer.(Rotatepeer
helperssotheydontwearout.)

AREAOFCONCERN

INTERVENTIONS

Inappropriatebehaviorsinateamorlarge Givestudentaresponsiblejob(e.g.team
groupsportorathleticactivity(difficultywaitng captain,care&distributionofequipment,score
turningamesorgroupsituations.)
keeping,etc.) consideraleadershiprole.
Havestudentincloseproximitytoteacher.

Pooradultinteractionsdefiesauthority
constantlyseeksadultapprovalclings.

Difficultyusingunstructuredtimerecess,
hallways,lunchroom,library.Assembly.

Provide/Planforpositiveattention.
Talkwithstudentindividuallyaboutthe
inappropriatebehavior(Whatyouaredoing
is.Abettorwayofgettingwhatyou
needorwantis.
Teachselfmonitoringactivitytostudent.

Allowstudenttoassistcustodianorworkin
cafeteria,assistlibrarian,officeaide,ortodo
helpfulerrandsforteachers.
Allowstudenttoeatlunchwithafriend
awayfromthecafeteriaarea,andinaquiet
lessstimulatingenvironment.
Encourageparticipationingroupgames.
Providestudentwithadefinitepurpose
duringunstructuredactivities(/Thepurposeof
goingtothelibraryistofind&check
outthepurposeof
isto

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