ADHD is the #2 genetically inherited condition in the world, 80%. If one or more of the parents have ADHD and don’t learn how to manage it properly, there will be worse outcomes for the child and will make the teacher’s job even harder. Here’s Harvard’s 5 minute Adult ADHD Screener test.
Ethnographic study of 10 school districts with over 500 teachers and responders to the question: “What teachers say helps students with ADD achieve success in school”.
This compilation is the prioritized consensus of their most effective classroom accommodations (finding drawn from data collection).
Organized by physical, instructional and behavioural accommodations for ADHD students.
The ADHD researcher’s researcher. He goes over 9 principals followed by his detailed management recommendations. This includes increasing incentives, self awareness training, how to make rules and time obvious and in physical form, and possible punishment methods
Taking Charge of ADHD, Revised Edition: The Complete, Authoritative Guide for Parents
Your Defiant Child: Eight Steps to Better Behavior, 2nd Edition
Edward M. Hallowell, MD and John J. Ratey MD. Authors of several books on Attention Deficit Disorder.
By Keath Low at ADD.About.com Goes over what is a 504 accommodation plan, how to developing a 504 accommodation Plan, and specific accommodations Available to Qualified Students With ADHD
Covers instructional accommodations, environmental accommodations, adaptive equipment, and assessment accommodations.
Lists examples of these different interventions that may impact the success of the ADHD student. In planning a program, remember to try and catch the student doing well or behaving well. Ignore minor inappropriate behaviours. Remember, behaviour is the result of a need not being met.
Harvey C. Parker, Ph.D. Clinical Psychologist. Author of The ADD Hyperactivity Workbook for Parents, Teachers, and Kids and The ADD Hyperactivity Handbook for Schools. Lists examples of accommodations which teachers can make to adapt to the needs of students with Attention Deficit Disorder. They are grouped below according to areas of difficulty: inattention, impulsivity, motor activity, mood, academic skills, organizational planning, compliance, and socialization.
From the Teach ADHD website. Describes how to differentiate instruction for students with ADHD. The planning process involves five key components. It goes over these 5 components in detail
1. Focus on the curriculum: Analyzing curriculum content and classroom learning tasks
2. Developing a student profile: Specifying a student’s behaviour and academic strengths and weaknesses in the curriculum (for example, prior knowledge, academic skills)
3. Setting goals: Determining indicators of improved classroom performance
4. Developing an action plan: Prioritizing two or three achievable goals by using a range of instructional choices and management strategies
5. Monitoring progress: Ongoing classroom-based assessment of action plan effectiveness
Sandra Rief, author of The ADD/ADHD Checklist: An Easy Reference for Parents and Teachers. Lists ideas for getting ADHD students’ attention, focusing students’ attention, maintaining students’ attention, and keeping students on-task during seat work.
Gives practical suggestions for dealing with ADHD students in these areas:
- Finding the right spot
- The “good neighbor”
- Time limits and schedules
- Dealing with disorganization
- Controlling distractions
- Avoiding social problems.
By Rick Lavoie. School is quite literally a stacked deck for the child with ADD. Often, teachers will invest significant time and effort in attempting to change the child. Their time might be better spent trying to change the policies, practices, and procedures that they are using with the child.
The expectations of the classroom are in direct conflict with the limitations of the ADHD student. Lists the classroom expectations and the ADHD symptoms that interfere with those expectations.
Provides many specific teaching strategies that may foster the ADHD student’s motivation.
Avoid attributing moral or judgmental reasons for the child’s inconsistency and impulsivity. Remember that these behaviors occur through no fault or choice of the child’s. Accusatory feedback is counterproductive. Don’t blame the victim.Avoid attributing moral or judgmental reasons for the child’s inconsistency and impulsivity. Remember that these behaviors occur through no fault or choice of the child’s. Accusatory feedback is counterproductive. Don’t blame the victim.
Encouraging Compliance and Managing Non-Compliance at School
Dr. Russell Barkley, an expert in child behavior, encourages teachers to examine compliance and non-compliance in light of four factors: 1) the nature of the student, 2) the nature of teachers and care-givers, 3) the effectiveness of child management methods, and 4) the student’s environment and related stress.
Solicit a student’s input when creating any strategy. Better to have them in the role of engineer rather than demolition expert.
Never forget it is the student’s job to test limits. Never lose sight of the fact that the strong-willed student can change the world as a strong-willed adult.
Teacher to Teacher. Classroom Interventions for the Student with ADHD. Full Day Workshop by CHADD USA
Identifies common ADHD-related learning problems plus practical classroom techniques, interventions, and the latest research to enhance school success for students with ADHD. Designed for mainstream classroom teachers, Teacher to Teacher will provide best practice strategies in an interactive, hands-on format.
Attendees will have the opportunity to discuss solutions to common academic and behavioral problems in a “case-based” format.
From the National Resource Center on ADHD. Compares and contrasts the two federal laws that guarantee a free appropriate public education (FAPE) and provide services or accommodations to eligible students with disabilities in the U.S. They are:
1. Section 504 of the Rehabilitation Act of 1973 (called Section 504), as amended
2. Individuals with Disabilities Education Act (called IDEA)
Also gives tips on working with the school.
Provides a “one-stop shop” for resources related to IDEA and its implementing regulations. Many resources here.
Covers the interrelationship of IDEA and section 504, protected students, evaluation, placement, procedural safeguards, terminology
Talks about the physical environment of the classroom for children with Attention Deficit Disorder.
by Stephen E. Brock, NCSP & Lodi (CA) Unified School District. Lists specific strategies for teaching kids with ADHD
Lists four categories that should be considered by the IEP team and gives examples in each. Timing/Scheduling Accommodations, Setting Accommodations; Presentation Accommodations; Response Accommodations.
Has general ideas for ADHD children in the classroom, strategies for cognitively impulsive children and lists 35 problem behaviours and gives different accommodations to manage each one.
By N. Mather and Sam Goldstein. Talks about different aspects of behavior modification such as methods, techniques, consequences and reinforcements.