Not all of these behaviors appear in all situations. A child with ADHD may be able to focus when he or she is receiving frequent reinforcement or is under very strict control.
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The ability to focus is also common in new settings or while interacting one-on-one. While other children may occasionally show some signs of these behaviors, in children with ADHD the symptoms are more frequent and more severe than in other children of the same age. Although many children have only ADHD, others have additional academic or behavioral diagnoses. Likewise, children with ADHD have coexisting psychiatric disorders at a much higher rate.
National data on children who receive special education confirm this co-morbidity with other identified disabilities. When selecting and implementing successful instructional strategies and practices, it is imperative to understand the characteristics of the child, including those pertaining to disabilities or diagnoses.
This knowledge will be useful in the evaluation and implementation of successful practices, which are often the same practices that benefit students without ADHD. Teachers who are successful in educating children with ADHD use a three-pronged strategy. They begin by identifying the unique needs of the child. For example, the teacher determines how, when, and why the child is inattentive, impulsive, and hyperactive.
The teacher then selects different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that are appropriate to meet that child's needs. Finally, the teacher combines these practices into an individualized educational program IEP or other individualized plan and integrates this program with educational activities provided to other children in the class.
The three-pronged strategy, in summary, is as follows:.
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Because no two children with ADHD are alike, it is important to keep in mind that no single educational program, practice, or setting will be best for all children. Successful programs for children with ADHD integrate the following three components:. The remainder of this document describes how to integrate a program using these three components and provides suggestions for practices that can help children with ADHD in a classroom setting. It should be emphasized that many of the techniques suggested have the additional benefit of enhancing the learning of other children in the classroom who do not have ADHD.
In addition, while they have been used most widely with children at the elementary level, the following practices are useful for older students as well. The first major component of the most effective instruction for children with ADHD is effective academic instruction. Teachers can help prepare their students with ADHD to achieve by applying the principles of effective teaching when they introduce, conduct, and conclude each lesson.
The discussion and techniques that follow pertain to the instructional process in general across subject areas ; strategies for specific subject areas appear in the subsequent subsection "Individualizing Instructional Practices.
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Students with ADHD learn best with a carefully structured academic lesson — one where the teacher explains what he or she wants children to learn in the current lesson and places these skills and knowledge in the context of previous lessons. Effective teachers preview their expectations about what students will learn and how they should behave during the lesson. A number of teaching-related practices have been found especially useful in facilitating this process:.
In order to conduct the most productive lessons for children with ADHD, effective teachers periodically question children's understanding of the material, probe for correct answers before calling on other students, and identify which students need additional assistance.
Teachers should keep in mind that transitions from one lesson or class to another are particularly difficult for students with ADHD. When they are prepared for transitions, these children are more likely to respond and to stay on task. The following set of strategies may assist teachers in conducting effective lessons:. Effective teachers conclude their lessons by providing advance warning that the lesson is about to end, checking the completed assignments of at least some of the students with ADHD, and instructing students how to begin preparing for the next activity.
In addition to the general strategies listed above for introducing, conducting, and concluding their lessons, effective teachers of students with ADHD also individualize their instructional practices in accordance with different academic subjects and the needs of their students within each area. This is because children with ADHD have different ways of learning and retaining information, not all of which involve traditional reading and listening.
Effective teachers first identify areas in which each child requires extra assistance and then use special strategies to provide structured opportunities for the child to review and master an academic lesson that was previously presented to the entire class. Strategies that may help facilitate this goal include the following grouped by subject area:. To help children with ADHD who are poor readers improve their reading comprehension skills, try the following instructional practices:. To help children with ADHD master rules of phonics, the following are effective:.
In composing stories or other writing assignments, children with ADHD benefit from the following practices:. To help children with ADHD who are poor spellers, the following techniques have been found to be helpful:. Students with ADHD who have difficulty with manuscript or cursive writing may well benefit from their teacher's use of the following instructional practices:.
Numerous individualized instructional practices can help children with ADHD improve their basic computation skills. The following are just a few:. To help children with ADHD improve their skill in solving word problems in mathematics, try the following:. Some children with ADHD benefit from using special materials to help them complete their math assignments, including:. Many students with ADHD are easily distracted and have difficulty focusing their attention on assigned tasks. However, the following practices can help children with ADHD improve their organization of homework and other daily assignments:.
Children with ADHD often have difficulty finishing their assignments on time and can thus benefit from special materials and practices that help them to improve their time management skills, including:. Children with ADHD often have difficulty in learning how to study effectively on their own. The following strategies may assist ADHD students in developing the study skills necessary for academic success:.
The second major component of effective instruction for children with ADHD involves the use of behavioral interventions.
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Exhibiting behavior that resembles that of younger children, children with ADHD often act immaturely and have difficulty learning how to control their impulsiveness and hyperactivity. They may have problems forming friendships with other children in the class and may have difficulty thinking through the social consequences of their actions.
The purpose of behavioral interventions is to assist students in displaying the behaviors that are most conducive to their own learning and that of classmates. Well-managed classrooms prevent many disciplinary problems and provide an environment that is most favorable for learning. When a teacher's time must be spent interacting with students whose behaviors are not focused on the lesson being presented, less time is available for assisting other students.
Behavioral interventions should be viewed as an opportunity for teaching in the most effective and efficient manner, rather than as an opportunity for punishment. Kindle Edition , pages. Published November 23rd by Lanie Dills Publishing. To see what your friends thought of this book, please sign up.
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