Teaching Children with

Attention Deficit
Hyperactivity Disorder:
Instructional Strategies and Practices
200
This report was produced under U.S. Department of Education Contract No. HS97017002 with the merican
!nstitutes for "esearch under the direction of Stephanie #ac$son. %e&&' Henderson ser(ed as technica& representati(e
for this pro)ect.
U.S. Department of Education
"od *ai+e
Secretary
Office of Special Education and Rehabilitative Services
Tro' ". #ustesen
Acting Deputy Assistant Secretary
Office of Special Education Programs
Stephanie ,ee
Director
Research to Practice Division
,ouis C. Danie&son
Director
-e.ruar' 200/
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Education and "eha.i&itati(e Ser(ices2 4ffice of Specia& Education *ro+rams2 Teaching Children with Attention
Deficit Hyperactivity Disorder: Instructional Strategies and Practices, 1ashin+ton2 D.C.2 200/.
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Contents
Introduction......................................................................................................................................1
Identifying Children with ADHD................................................................................................1
An Overall Strategy for the Successful Instruction of Children
with ADHD..................................................................................................................................3
How to Implement the Strategy !hree Components of Successful "rograms for Children with
ADHD..............................................................................................................................................3
Academic Instruction...................................................................................................................#
Introducing $essons.................................................................................................................#
Conducting $essons.................................................................................................................%
Concluding $essons.................................................................................................................&
Individuali'ing Instructional "ractices....................................................................................&
Organi'ational and Study S(ills )seful for Academic Instruction of Children
with ADHD............................................................................................................................1*
+ehavioral Interventions............................................................................................................13
,ffective +ehavioral Intervention !echni-ues......................................................................1#
Classroom Accommodations.....................................................................................................1&
Special Classroom Seating Arrangements for ADHD Students............................................1&
Instructional !ools and the "hysical $earning ,nvironment.................................................1.
Conclusion.....................................................................................................................................1/
0eferences......................................................................................................................................*1
iii
Teaching Children with Attention Deficit Hyperactivity
Disorder: Instructional Strategies and Practices
Introduction
!nattention2 h'peracti(it'2 and impu&si(it' are the core s'mptoms of ttention Deficit
H'peracti(it' Disorder =DHD>. chi&dCs academic success is often dependent on his or her
a.i&it' to attend to tas$s and teacher and c&assroom e6pectations with minima& distraction. Such
s$i&& ena.&es a student to ac<uire necessar' information2 comp&ete assi+nments2 and participate in
c&assroom acti(ities and discussions =-orness E %a(a&e2 2001>. 1hen a chi&d e6hi.its .eha(iors
associated with DHD2 conse<uences ma' inc&ude difficu&ties with academics and with formin+
re&ationships with his or her peers if appropriate instructiona& methodo&o+ies and inter(entions
are not imp&emented.
Identifying Children with ADHD
There are an estimated 1./D to 2./D mi&&ion chi&dren with DHD in the United States; to+ether
these chi&dren constitute 7F@ percent of the student popu&ation =Ste(ens2 1997; merican
*s'chiatric ssociation2 199/>. 9ore .o's than +ir&s are dia+nosed with DHD; most research
su++ests that the condition is dia+nosed four to nine times more often in .o's than in +ir&s
=5ender2 1997; Ha&&owe&&2 199/; "ief2 1997>. &thou+h for 'ears it was assumed to .e a
chi&dhood disorder that .ecame (isi.&e as ear&' as a+e 7 and then disappeared with the ad(ent of
ado&escence2 the condition is not &imited to chi&dren. !t is now $nown that whi&e the s'mptoms of
the disorders ma' chan+e as a chi&d a+es2 man' chi&dren with DHD do not +row out of it
=9annu00a2 %&ein2 5ess&er2 9a&&o'2 E ,a*adu&a2 1998>.
The .eha(iors associated with DHD chan+e as chi&dren +row o&der. -or e6amp&e2 a preschoo&
chi&d ma' show +ross motor o(eracti(it'a&wa's runnin+ or c&im.in+ and fre<uent&' shiftin+
from one acti(it' to another. 4&der chi&dren ma' .e rest&ess and fid+et in their seats or p&a' with
their chairs and des$s. The' fre<uent&' fai& to finish their schoo&wor$2 or the' wor$ care&ess&'.
do&escents with DHD tend to .e more withdrawn and &ess communicati(e. The' are often
impu&si(e2 reactin+ spontaneous&' without re+ard to pre(ious p&ans or necessar' tas$s and
homewor$.
ccordin+ to the fourth edition of the Diagnostic Statistical Manual of Mental Disorders DSM!
I"# of the merican *s'chiatric ssociation =*> =199/>2 DHD can .e defined .' .eha(iors
e6hi.ited. !ndi(idua&s with DHD e6hi.it com.inations of the fo&&owin+ .eha(iors3
-id+etin+ with hands or feet or s<uirmin+ in their seat =ado&escents with DHD ma' appear
rest&ess>;
Difficu&t' remainin+ seated when re<uired to do so;
Difficu&t' sustainin+ attention and waitin+ for a turn in tas$s2 +ames2 or +roup situations;
5&urtin+ out answers to <uestions .efore the <uestions ha(e .een comp&eted;
Difficu&t' fo&&owin+ throu+h on instructions and in or+ani0in+ tas$s;
Shiftin+ from one unfinished acti(it' to another;
-ai&in+ to +i(e c&ose attention to detai&s and a(oidin+ care&ess mista$es;
,osin+ thin+s necessar' for tas$s or acti(ities;
Difficu&t' in &istenin+ to others without .ein+ distracted or interruptin+;
1ide ran+es in mood swin+s; and
Great difficu&t' in de&a'in+ +ratification.
Chi&dren with DHD show different com.inations of these .eha(iors and t'pica&&' e6hi.it
.eha(ior that is c&assified into two main cate+ories3 poor sustained attention and h'peracti(it':
impu&si(eness. Three su.t'pes of the disorder ha(e .een descri.ed in the DSM!I"3
predominant&' inattenti(e2 predominant&' h'peracti(e:impu&si(e2 and com.ined t'pes =merican
*s'chiatric ssociation H*I as cited in 5ar$&e'2 1997>. -or instance2 chi&dren with DHD2
without h'peracti(it' and impu&si(it'2 do not show e6cessi(e acti(it' or fid+etin+ .ut instead
ma' da'dream2 act &ethar+ic or rest&ess2 and fre<uent&' do not finish their academic wor$. Not a&&
of these .eha(iors appear in a&& situations. chi&d with DHD ma' .e a.&e to focus when he or
she is recei(in+ fre<uent reinforcement or is under (er' strict contro&. The a.i&it' to focus is a&so
common in new settin+s or whi&e interactin+ one:on:one. 1hi&e other chi&dren ma' occasiona&&'
show some si+ns of these .eha(iors2 in chi&dren with DHD the s'mptoms are more fre<uent
and more se(ere than in other chi&dren of the same a+e.
&thou+h man' chi&dren ha(e on&' DHD2 others ha(e additiona& academic or .eha(iora&
dia+noses. -or instance2 it has .een documented that appro6imate&' a <uarter to one:third of a&&
chi&dren with DHD a&so ha(e &earnin+ disa.i&ities =-orness E %a(a&e2 2001; "o.e&ia2 1997;
Schi&&er2 199D>2 with studies findin+ popu&ations where the comor.idit' ran+es from 7 to 92
percent =Du*au& E Stoner2 199/; 4sman2 2000>. ,i$ewise2 chi&dren with DHD ha(e coe6istin+
ps'chiatric disorders at a much hi+her rate. cross studies2 the rate of conduct or oppositiona&
defiant disorders (aried from /7 to 97 percent and an6iet' or mood disorders from 17 to @1
percent =5urt2 %rue+er2 9cGue2 E !acono2 2001; -orness2 %a(a&e2 E San 9i+ue&2 1998; #ensen2
9artin2 E Cantwe&&2 1997; #ensen2 Shert(ette2 Jena$is2 E "itchters2 1997>. Nationa& data on
chi&dren who recei(e specia& education confirm this co:mor.idit' with other identified
disa.i&ities. mon+ parents of chi&dren a+e DF17 'ears who ha(e an emotiona& distur.ance2
D@ percent report their chi&dren a&so ha(e DHD. *arents of 28 percent of chi&dren with &earnin+
disa.i&ities report their chi&dren a&so ha(e DHD =1a+ner E 5&ac$or.'2 2002>.
1hen se&ectin+ and imp&ementin+ successfu& instructiona& strate+ies and practices2 it is
imperati(e to understand the characteristics of the chi&d2 inc&udin+ those pertainin+ to disa.i&ities
or dia+noses. This $now&ed+e wi&& .e usefu& in the e(a&uation and imp&ementation of successfu&
practices2 which are often the same practices that .enefit students without DHD.
An Overall Strategy for the Successful Instruction of Children
with ADHD
Teachers who are successfu& in educatin+ chi&dren with DHD use a three:pron+ed strate+'.
The' .e+in .' identif'in+ the uni<ue needs of the chi&d. -or e6amp&e2 the teacher determines
how2 when2 and wh' the chi&d is inattenti(e2 impu&si(e2 and h'peracti(e. The teacher then se&ects
different educationa& practices associated with academic instruction2 .eha(iora& inter(entions2
and c&assroom accommodations that are appropriate to meet that chi&dCs needs. -ina&&'2 the
teacher com.ines these practices into an indi(idua&i0ed educationa& pro+ram =!E*> or other
indi(idua&i0ed p&an and inte+rates this pro+ram with educationa& acti(ities pro(ided to other
chi&dren in the c&ass. The three:pron+ed strate+'2 in summar'2 is as fo&&ows3
Evaluate the childs individual needs and strengths. ssess the uni<ue educationa& needs
and stren+ths of a chi&d with DHD in the c&ass. 1or$in+ with a mu&tidiscip&inar' team and
the chi&dCs parents2 consider .oth academic and .eha(iora& needs2 usin+ forma& dia+nostic
assessments and informa& c&assroom o.ser(ations. ssessments2 such as &earnin+ st'&e
in(entories2 can .e used to determine chi&drenCs stren+ths and ena.&e instruction to .ui&d on
their e6istin+ a.i&ities. The settin+s and conte6ts in which cha&&en+in+ .eha(iors occur shou&d
.e considered in the e(a&uation.
Select appropriate instructional practices. Determine which instructiona& practices wi&&
meet the academic and .eha(iora& needs identified for the chi&d. Se&ect practices that fit the
content2 are a+e appropriate2 and +ain the attention of the chi&d.
!or children receiving special education services" integrate appropriate practices within
an #EP. !n consu&tation with other educators and parents2 an !E* shou&d .e created to ref&ect
annua& +oa&s and the specia& education:re&ated ser(ices2 a&on+ with supp&ementar' aids and
ser(ices necessar' for attainin+ those +oa&s. *&an how to inte+rate the educationa& acti(ities
pro(ided to other chi&dren in 'our c&ass with those se&ected for the chi&d with DHD.
5ecause no two chi&dren with DHD are a&i$e2 it is important to $eep in mind that no sin+&e
educationa& pro+ram2 practice2 or settin+ wi&& .e .est for a&& chi&dren.
How to I!ple!ent the Strategy: Three Co!ponents of Successful
Progra!s for Children with ADHD
Successfu& pro+rams for chi&dren with DHD inte+rate the fo&&owin+ three components3
cademic !nstruction;
5eha(iora& !nter(entions; and
C&assroom ccommodations.
The remainder of this document descri.es how to inte+rate a pro+ram usin+ these three
components and pro(ides su++estions for practices that can he&p chi&dren with DHD in a
c&assroom settin+. !t shou&d .e emphasi0ed that man' of the techni<ues su++ested ha(e the
additiona& .enefit of enhancin+ the &earnin+ of other chi&dren in the c&assroom who do not ha(e
DHD. !n addition2 whi&e the' ha(e .een used most wide&' with chi&dren at the e&ementar'
&e(e&2 the fo&&owin+ practices are usefu& for o&der students as we&&.
Academic Instruction
The first ma)or component of the most effecti(e instruction for chi&dren with DHD is effecti(e
academic instruction. Teachers can he&p prepare their students with DHD to achie(e .'
app&'in+ the princip&es of effecti(e teachin+ when the' introduce2 conduct2 and conc&ude each
&esson. The discussion and techni<ues that fo&&ow pertain to the instructiona& process in +enera&
=across su.)ect areas>; strate+ies for specific su.)ect areas appear in the su.se<uent su.section
K!ndi(idua&i0in+ !nstructiona& *ractices.L
Introducing "essons
Students with DHD &earn .est with a carefu&&' structured academic &essonone where the
teacher e6p&ains what he or she wants chi&dren to &earn in the current &esson and p&aces these
s$i&&s and $now&ed+e in the conte6t of pre(ious &essons. Effecti(e teachers pre(iew their
e6pectations a.out what students wi&& &earn and how the' shou&d .eha(e durin+ the &esson.
num.er of teachin+:re&ated practices ha(e .een found especia&&' usefu& in faci&itatin+ this
process3
Provide an advance organi$er. *repare students for the da'Cs &esson .' <uic$&'
summari0in+ the order of (arious acti(ities p&anned. E6p&ain2 for e6amp&e2 that a re(iew of
the pre(ious &esson wi&& .e fo&&owed .' new information and that .oth +roup and independent
wor$ wi&& .e e6pected.
Review previous lessons. "e(iew information a.out pre(ious &essons on this topic. -or
e6amp&e2 remind chi&dren that 'esterda'Cs &esson focused on &earnin+ how to re+roup in
su.traction. "e(iew se(era& pro.&ems .efore descri.in+ the current &esson.
Set learning expectations. State what students are e6pected to &earn durin+ the &esson. -or
e6amp&e2 e6p&ain to students that a &an+ua+e arts &esson wi&& in(o&(e readin+ a stor' a.out
*au& 5un'an and identif'in+ new (oca.u&ar' words in the stor'.
Set behavioral expectations. Descri.e how students are e6pected to .eha(e durin+ the
&esson. -or e6amp&e2 te&& chi&dren that the' ma' ta&$ <uiet&' to their nei+h.ors as the' do their
seatwor$ or the' ma' raise their hands to +et 'our attention.
State needed materials. !dentif' a&& materia&s that the chi&dren wi&& need durin+ the &esson2
rather than &ea(in+ them to fi+ure out on their own the materia&s re<uired. -or e6amp&e2
specif' that chi&dren need their )ourna&s and penci&s for )ourna& writin+ or their cra'ons2
scissors2 and co&ored paper for an art pro)ect.
Explain additional resources. Te&& students how to o.tain he&p in masterin+ the &esson. -or
e6amp&e2 refer chi&dren to a particu&ar pa+e in the te6t.oo$ for +uidance on comp&etin+ a
wor$sheet.
Simplif% instructions" choices" and scheduling. The simp&er the e6pectations
communicated to an DHD student2 the more &i$e&' it is that he or she wi&& comprehend and
comp&ete them in a time&' and producti(e manner.
Conducting "essons
!n order to conduct the most producti(e &essons for chi&dren with DHD2 effecti(e teachers
periodica&&' <uestion chi&drenCs understandin+ of the materia&2 pro.e for correct answers .efore
ca&&in+ on other students2 and identif' which students need additiona& assistance. Teachers shou&d
$eep in mind that transitions from one &esson or c&ass to another are particu&ar&' difficu&t for
students with DHD. 1hen the' are prepared for transitions2 these chi&dren are more &i$e&' to
respond and to sta' on tas$. The fo&&owin+ set of strate+ies ma' assist teachers in conductin+
effecti(e &essons3
&e predictable. Structure and consistenc' are (er' important for chi&dren with DHD; man'
do not dea& we&& with chan+e. 9inima& ru&es and minima& choices are .est for these chi&dren.
The' need to understand c&ear&' what is e6pected of them2 as we&& as the conse<uences for
not adherin+ to e6pectations.
Support the students participation in the classroom. *ro(ide students with DHD with
pri(ate2 discreet cues to sta' on tas$ and ad(ance warnin+ that the' wi&& .e ca&&ed upon
short&'. (oid .rin+in+ attention to differences .etween DHD students and their
c&assmates. t a&& times2 a(oid the use of sarcasm and criticism.
Use audiovisual materials. Use a (ariet' of audio(isua& materia&s to present academic
&essons. -or e6amp&e2 use an o(erhead pro)ector to demonstrate how to so&(e an addition
pro.&em re<uirin+ re+roupin+. The students can wor$ on the pro.&em at their des$s whi&e 'ou
manipu&ate counters on the pro)ector screen.
'hec( student performance. Muestion indi(idua& students to assess their master' of the
&esson. -or e6amp&e2 'ou can as$ students doin+ seatwor$ =i.e.2 &essons comp&eted .'
students at their des$s in the c&assroom> to demonstrate how the' arri(ed at the answer to a
pro.&em2 or 'ou can as$ indi(idua& students to state2 in their own words2 how the main
character fe&t at the end of the stor'.
)s( probing *uestions. *ro.e for the correct answer after a&&owin+ a chi&d sufficient time to
wor$ out the answer to a <uestion. Count at &east 1@ seconds .efore +i(in+ the answer or
ca&&in+ on another student. s$ fo&&owup <uestions that +i(e chi&dren an opportunit' to
demonstrate what the' $now.
Perform ongoing student evaluation. !dentif' students who need additiona& assistance.
1atch for si+ns of &ac$ of comprehension2 such as da'dreamin+ or (isua& or (er.a&
indications of frustration. *ro(ide these chi&dren with e6tra e6p&anations2 or as$ another
student to ser(e as a peer tutor for the &esson.
+elp students correct their own mista(es. Descri.e how students can identif' and correct
their own mista$es. -or e6amp&e2 remind students that the' shou&d chec$ their ca&cu&ations in
math pro.&ems and reiterate how the' can chec$ their ca&cu&ations; remind students of
particu&ar&' difficu&t spe&&in+ ru&es and how students can watch out for eas':to:ma$e errors.
+elp students focus. "emind students to $eep wor$in+ and to focus on their assi+ned tas$.
-or e6amp&e2 'ou can pro(ide fo&&ow:up directions or assi+n &earnin+ partners. These
practices can .e directed at indi(idua& chi&dren or at the entire c&ass.
!ollow-up directions. Effecti(e teachers of chi&dren with DHD a&so +uide them with
fo&&ow:up directions3
$ral directions. fter +i(in+ directions to the c&ass as a who&e2 pro(ide additiona& ora&
directions for a chi&d with DHD. -or e6amp&e2 as$ the chi&d if he or she understood the
directions and repeat the directions to+ether.
%ritten directions. *ro(ide fo&&ow:up directions in writin+. -or e6amp&e2 write the pa+e
num.er for an assi+nment on the cha&$.oard and remind the chi&d to &oo$ at the
cha&$.oard if he or she for+ets the assi+nment.
,ower noise level. 9onitor the noise &e(e& in the c&assroom2 and pro(ide correcti(e
feed.ac$2 as needed. !f the noise &e(e& e6ceeds the &e(e& appropriate for the t'pe of &esson2
remind a&& studentsor indi(idua& studentsa.out the .eha(iora& ru&es stated at the
.e+innin+ of the &esson.
Divide wor( into smaller units. 5rea$ down assi+nments into sma&&er2 &ess comp&e6 tas$s.
-or e6amp&e2 a&&ow students to comp&ete fi(e math pro.&ems .efore presentin+ them with the
remainin+ fi(e pro.&ems.
+ighlight (e% points. Hi+h&i+ht $e' words in the instructions on wor$sheets to he&p the
chi&d with DHD focus on the directions. *repare the wor$sheet .efore the &esson .e+ins2 or
under&ine $e' words as 'ou and the chi&d read the directions to+ether. 1hen readin+2 show
chi&dren how to identif' and hi+h&i+ht a $e' sentence2 or ha(e them write it on a separate
piece of paper2 .efore as$in+ for a summar' of the entire .oo$. !n math2 show chi&dren how
to under&ine the important facts and operations; in K9ar' has two app&es2 and #ohn has
three2L under&ine Ktwo2L Kand2L and Kthree.L
Eliminate or reduce fre*uenc% of timed tests. Tests that are timed ma' not a&&ow chi&dren
with DHD to demonstrate what the' tru&' $now due to their potentia& preoccupation with
e&apsed time. &&ow students with DHD more time to comp&ete <ui00es and tests in order to
e&iminate Ktest an6iet'2L and pro(ide them with other opportunities2 methods2 or test formats
to demonstrate their $now&ed+e.
Use cooperative learning strategies. Ha(e students wor$ to+ether in sma&& +roups to
ma6imi0e their own and each otherCs &earnin+. Use strate+ies such as Thin$:*air:Share
where teachers as$ students to thin$ a.out a topic2 pair with a partner to discuss it2 and share
ideas with the +roup. =S&a(in2 2002>.
Use assistive technolog%. && students2 and those with DHD in particu&ar2 can .enefit from
the use of techno&o+' =such as computers and pro)ector screens>2 which ma$es instruction
more (isua& and a&&ows students to participate acti(e&'.
Concluding "essons
Effecti(e teachers conc&ude their &essons .' pro(idin+ ad(ance warnin+ that the &esson is a.out
to end2 chec$in+ the comp&eted assi+nments of at &east some of the students with DHD2 and
instructin+ students how to .e+in preparin+ for the ne6t acti(it'.
Provide advance warnings. *ro(ide ad(ance warnin+ that a &esson is a.out to end.
nnounce @ or 10 minutes .efore the end of the &esson =particu&ar&' for seatwor$ and +roup
pro)ects> how much time remains. Aou ma' a&so want to te&& students at the .e+innin+ of the
&esson how much time the' wi&& ha(e to comp&ete it.
'hec( assignments. Chec$ comp&eted assi+nments for at &east some students. "e(iew what
the' ha(e &earned durin+ the &esson to +et a sense of how read' the c&ass was for the &esson
and how to p&an the ne6t &esson.
Preview the next lesson. !nstruct students on how to .e+in preparin+ for the ne6t &esson. -or
e6amp&e2 inform chi&dren that the' need to put awa' their te6t.oo$s and come to the front of
the room for a &ar+e:+roup spe&&in+ &esson.
Individuali#ing Instructional Practices
!n addition to the +enera& strate+ies &isted a.o(e for introducin+2 conductin+2 and conc&udin+
their &essons2 effecti(e teachers of students with DHD a&so indi(idua&i0e their instructiona&
practices in accordance with different academic su.)ects and the needs of their students within
each area. This is .ecause chi&dren with DHD ha(e different wa's of &earnin+ and retainin+
information2 not a&& of which in(o&(e traditiona& readin+ and &istenin+. Effecti(e teachers first
identif' areas in which each chi&d re<uires e6tra assistance and then use specia& strate+ies to
pro(ide structured opportunities for the chi&d to re(iew and master an academic &esson that was
pre(ious&' presented to the entire c&ass. Strate+ies that ma' he&p faci&itate this +oa& inc&ude the
fo&&owin+ =+rouped .' su.)ect area>3
,anguage )rts and Reading 'omprehension
To he&p chi&dren with DHD who are poor readers impro(e their readin+ comprehension s$i&&s2
tr' the fo&&owin+ instructiona& practices3
Silent reading time. Esta.&ish a fi6ed time each da' for si&ent readin+ =e.+.2 D.E..".3 Drop
E(er'thin+ and "ead and Sustained Si&ent "eadin+ H9an0o E Jehr2 1998 and Ho&t E
4CTue&2 1989I>.
!ollow-along reading. s$ the chi&d to read a stor' si&ent&' whi&e &istenin+ to other students
or the teacher read the stor' a&oud to the entire c&ass.
Partner reading activities. *air the chi&d with DHD with another student partner who is a
stron+ reader. The partners ta$e turns readin+ ora&&' and &istenin+ to each other.
Stor%boards. s$ the chi&d to ma$e stor'.oards that i&&ustrate the se<uence of main e(ents
in a stor'.
Stor%telling. Schedu&e stor'te&&in+ sessions where the chi&d can rete&& a stor' that he or she
has read recent&'.
Pla%acting. Schedu&e p&a'actin+ sessions where the chi&d can ro&e:p&a' different characters
in a fa(orite stor'.
-ord ban(. %eep a word .an$ or dictionar' of new or Khard:to:readL si+ht:(oca.u&ar'
words.
&oard games for reading comprehension. *&a' .oard +ames that pro(ide practice with
tar+et readin+:comprehension s$i&&s or si+ht:(oca.u&ar' words.
'omputer games for reading comprehension. Schedu&e computer time for the chi&d to
ha(e dri&&:and:practice with si+ht (oca.u&ar' words.
Recorded boo(s. These materia&s2 a(ai&a.&e from man' &i.raries2 can stimu&ate interest in
traditiona& readin+ and can .e used to reinforce and comp&ement readin+ &essons.
.&ac(up/ materials for home use. 9a$e a(ai&a.&e to students a second set of .oo$s and
materia&s that the' can use at home.
Summar% materials. &&ow and encoura+e students to use pu.&ished .oo$ summaries2
s'nopses2 and di+ests of ma)or readin+ assi+nments to re(iew =not rep&ace> readin+
assi+nments.
Phonics
To he&p chi&dren with DHD master ru&es of phonics2 the fo&&owin+ are effecti(e3
0nemonics for phonics. Teach the chi&d mnemonics that pro(ide reminders a.out hard:to:
&earn phonics ru&es =e.+.2 Kwhen two (owe&s +o wa&$in+2 the first does the ta&$in+L> =Scru++s
E 9astropieri2 2000>.
-ord families. Teach the chi&d to reco+ni0e and read word fami&ies that i&&ustrate particu&ar
phonetic concepts =e.+.2 KphL sounds2 Kat:.at:catL>.
&oard games for phonics. Ha(e students p&a' .oard +ames2 such as .in+o2 that a&&ow them
to practice phonetica&&' irre+u&ar words.
'omputer games for phonics. Use a computer to pro(ide opportunities for students to dri&&
and practice with phonics or +rammar &essons.
Picture-letter charts. Use these for chi&dren who $now sounds .ut do not $now the &etters
that +o with them.
-riting
!n composin+ stories or other writin+ assi+nments2 chi&dren with DHD .enefit from the
fo&&owin+ practices3
Standards for writing assignments. !dentif' and teach the chi&d c&assroom standards for
accepta.&e written wor$2 such as format and st'&e.
Recogni$ing parts of a stor%. Teach the student how to descri.e the ma)or parts of a stor'
=e.+.2 p&ot2 main characters2 settin+2 conf&ict2 and reso&ution>. Use a stor'.oard with parts
&isted for this purpose.
Post office. Esta.&ish a post office in the c&assroom2 and pro(ide students with opportunities
to write2 mai&2 and recei(e &etters to and from their c&assmates and teacher.
1isuali$e compositions. s$ the chi&d to c&ose his or her e'es and (isua&i0e a para+raph that
the teacher reads a&oud. nother (ariation of this techni<ue is to as$ a student to descri.e a
recent e(ent whi&e the other students c&ose their e'es and (isua&i0e what is .ein+ said as a
written para+raph.
Proofread compositions. "e<uire that the chi&d proofread his or her wor$ .efore turnin+ in
written assi+nments. *ro(ide the chi&d with a &ist of items to chec$ when proofreadin+ his or
her own wor$.
2ape recorders. s$ the student to dictate writin+ assi+nments into a tape recorder2 as an
a&ternati(e to writin+ them.
Dictate writing assignments. Ha(e the teacher or another student write down a stor' to&d .'
a chi&d with DHD.
Spelling
To he&p chi&dren with DHD who are poor spe&&ers2 the fo&&owin+ techni<ues ha(e .een found to
.e he&pfu&3
Ever%da% examples of hard-to-spell words. Ta$e ad(anta+e of e(er'da' e(ents to teach
difficu&t spe&&in+ words in conte6t. -or e6amp&e2 as$ a chi&d eatin+ a cheese sandwich to spe&&
Ksandwich.L
!re*uentl% used words. ssi+n spe&&in+ words that the chi&d routine&' uses in his or her
speech each da'.
Dictionar% of misspelled words. s$ the chi&d to $eep a persona& dictionar' of fre<uent&'
misspe&&ed words.
Partner spelling activities. *air the chi&d with another student. s$ the partners to <ui0 each
other on the spe&&in+ of new words. Encoura+e .oth students to +uess the correct spe&&in+.
0anipulatives. Use cutout &etters or other manipu&ati(es to spe&& out hard:to:&earn words.
'olor-coded letters. Co&or code different &etters in hard:to:spe&& words =e.+.2 KreceiptL>.
0ovement activities. Com.ine mo(ement acti(ities with spe&&in+ &essons =e.+.2 )ump rope
whi&e spe&&in+ words out &oud>.
-ord ban(s. Use 7N 6 @N inde6 cards of fre<uent&' misspe&&ed words sorted a&pha.etica&&'.
+andwriting
Students with DHD who ha(e difficu&t' with manuscript or cursi(e writin+ ma' we&& .enefit
from their teacherCs use of the fo&&owin+ instructiona& practices3
#ndividual chal(boards. s$ the chi&d to practice cop'in+ and erasin+ the tar+et words on a
sma&&2 indi(idua& cha&$.oard. Two chi&dren can .e paired to practice their tar+et words
to+ether.
3uiet places for handwriting. *ro(ide the chi&d with a specia& K<uiet p&aceL =e.+.2 a ta.&e
outside the c&assroom> to comp&ete his or her handwritin+ assi+nments.
Spacing words on a page. Teach the chi&d to use his or her fin+er to measure how much
space to &ea(e .etween each word in a written assi+nment.
Special writing paper. s$ the chi&d to use specia& paper with (ertica& &ines to &earn to space
&etters and words on a pa+e.
Structured programs for handwriting. Teach handwritin+ s$i&&s throu+h a structured
pro+ram2 such as #an 4&senCs Handwritin+ 1ithout Tears pro+ram =4&sen2 2007>.
0ath 'omputation
Numerous indi(idua&i0ed instructiona& practices can he&p chi&dren with DHD impro(e their
.asic computation s$i&&s. The fo&&owin+ are )ust a few3
Patterns in math. Teach the student to reco+ni0e patterns when addin+2 su.tractin+2
mu&tip&'in+2 or di(idin+ who&e num.ers. =e.+.2 the di+its of num.ers which are mu&tip&es of 9
H182 272 7D . . . I add up to 9>.
Partnering for math activities. *air a chi&d with DHD with another student and pro(ide
opportunities for the partners to <ui0 each other a.out .asic computation s$i&&s.
0aster% of math s%mbols. !f chi&dren do not understand the s'm.o&s used in math2 the' wi&&
not .e a.&e to do the wor$. -or instance2 do the' understand that the Kp&usL in 1 O 7 means to
add and that the KminusL in @ F 7 means to ta$e awa'P
0nemonics for basic computation. Teach the chi&d mnemonics that descri.e .asic steps in
computin+ who&e num.ers. -or e6amp&e2 KDonQt 9iss SusieCs 5oatL can .e used to he&p the
student reca&& the .asic steps in &on+ di(ision =i.e.2 di(ide2 mu&tip&'2 su.tract2 and .rin+
down>.
Real-life examples of mone% s(ills. *ro(ide the chi&d with rea&:&ife opportunities to practice
tar+et mone' s$i&&s. -or e6amp&e2 as$ the chi&d to ca&cu&ate his or her chan+e when pa'in+ for
&unch in the schoo& cafeteria2 or set up a c&ass store where chi&dren can practice ca&cu&atin+
chan+e.
'olor coding arithmetic s%mbols. Co&or code .asic arithmetic s'm.o&s2 such as O2 F2 and R2
to pro(ide (isua& cues for chi&dren when the' are computin+ who&e num.ers.
'alculators to chec( basic computation. s$ the chi&d to use a ca&cu&ator to chec$ addition2
su.traction2 mu&tip&ication2 or di(ision.
&oard games for basic computation. s$ the chi&d to p&a' .oard +ames to practice addin+2
su.tractin+2 mu&tip&'in+2 and di(idin+ who&e num.ers.
'omputer games for basic computation. Schedu&e computer time for the chi&d to dri&& and
practice .asic computations2 usin+ appropriate +ames.
.0agic minute/ drills. Ha(e students perform a <uic$ =D0:second> dri&& e(er' da' to
practice .asic computation of math facts2 and ha(e chi&dren trac$ their own performance.
Solving 0ath -ord Problems
To he&p chi&dren with DHD impro(e their s$i&& in so&(in+ word pro.&ems in mathematics2 tr'
the fo&&owin+3
Reread the problem. Teach the chi&d to read a word pro.&em two ti&es .efore .e+innin+ to
compute the answer.
'lue words. Teach the chi&d c&ue words that identif' which operation to use when so&(in+
word pro.&ems. -or e6amp&e2 words such as Ksum2L Ktota&2L or Ka&& to+etherL ma' indicate an
addition operation.
4uiding *uestions for word problems. Teach students to as$ +uidin+ <uestions in so&(in+
word pro.&ems. -or e6amp&e3 1hat is the <uestion as$ed in the pro.&emP 1hat information
do 'ou need to fi+ure out the answerP 1hat operation shou&d 'ou use to compute the answerP
Real-life examples of word problems. s$ the student to create and so&(e word pro.&ems
that pro(ide practice with specific tar+et operations2 such as addition2 su.traction2
mu&tip&ication2 or di(ision. These pro.&ems can .e .ased on recent2 rea&:&ife e(ents in the
chi&dCs &ife.
'alculators to chec( word problems. s$ the student to use a ca&cu&ator to chec$
computations made in answerin+ assi+ned word pro.&ems.
Use of Special 0aterials in 0ath
Some chi&dren with DHD .enefit from usin+ specia& materia&s to he&p them comp&ete their
math assi+nments2 inc&udin+3
5umber lines. *ro(ide num.er &ines for the chi&d to use when computin+ who&e num.ers.
0anipulatives. Use manipu&ati(es to he&p students +ain .asic computation s$i&&s2 such as
countin+ po$er chips when addin+ sin+&e:di+it num.ers.
4raph paper. s$ the chi&d to use +raph paper to he&p or+ani0e co&umns when addin+2
su.tractin+2 mu&tip&'in+2 or di(idin+ who&e num.ers.
$rgani#ational and Study S%ills &seful for Acade!ic Instruction of Children
with ADHD
9an' students with DHD are easi&' distracted and ha(e difficu&t' focusin+ their attention on
assi+ned tas$s. Howe(er2 the fo&&owin+ practices can he&p chi&dren with DHD impro(e their
or+ani0ation of homewor$ and other dai&' assi+nments3
Designate one teacher as the students advisor or coordinator. This teacher wi&& re+u&ar&'
re(iew the studentCs pro+ress throu+h pro+ress reports su.mitted .' other teachers and wi&&
act as the &iaison .etween home and schoo&. *ermit the student to meet with this ad(isor on a
re+u&ar .asis =e.+.2 9onda' mornin+> to p&an and or+ani0e for the wee$ and to re(iew
pro+ress and pro.&ems from the past wee$.
)ssignment noteboo(s. *ro(ide the chi&d with an assi+nment note.oo$ to he&p or+ani0e
homewor$ and other seatwor$.
'olor-coded folders. *ro(ide the chi&d with co&or:coded fo&ders to he&p or+ani0e
assi+nments for different academic su.)ects =e.+.2 readin+2 mathematics2 socia& science2 and
science>.
-or( with a homewor( partner. ssi+n the chi&d a partner to he&p record homewor$ and
other seatwor$ in the assi+nment note.oo$ and fi&e wor$ sheets and other papers in the
proper fo&ders.
'lean out des(s and boo( bags. s$ the chi&d to periodica&&' sort throu+h and c&ean out his
or her des$2 .oo$ .a+2 and other specia& p&aces where written assi+nments are stored.
1isual aids as reminders of sub6ect material. Use .anners2 charts2 &ists2 pie +raphs2 and
dia+rams situated throu+hout the c&assroom to remind students of the su.)ect materia& .ein+
&earned.
)ssisting Students with )D+D with 2ime 0anagement
Chi&dren with DHD often ha(e difficu&t' finishin+ their assi+nments on time and can thus
.enefit from specia& materia&s and practices that he&p them to impro(e their time mana+ement
s$i&&s2 inc&udin+3
Use a cloc( or wristwatch. Teach the chi&d how to read and use a c&oc$ or wristwatch to
mana+e time when comp&etin+ assi+ned wor$.
Use a calendar. Teach the chi&d how to read and use a ca&endar to schedu&e assi+nments.
Practice se*uencing activities. *ro(ide the chi&d with super(ised opportunities to .rea$
down a &on+ assi+nment into a se<uence of short2 interre&ated acti(ities.
'reate a dail% activit% schedule. Tape a schedu&e of p&anned dai&' acti(ities to the chi&dCs
des$.
+elpful Stud% S(ills for Students with )D+D
Chi&dren with DHD often ha(e difficu&t' in &earnin+ how to stud' effecti(e&' on their own. The
fo&&owin+ strate+ies ma' assist DHD students in de(e&opin+ the stud' s$i&&s necessar' for
academic success3
)dapt wor(sheets. Teach a chi&d how to adapt instructiona& wor$sheets. -or e6amp&e2 he&p a
chi&d fo&d his or her readin+ wor$sheet to re(ea& on&' one <uestion at a time. The chi&d can
a&so use a .&an$ piece of paper to co(er the other <uestions on the pa+e.
1enn diagrams. Teach a chi&d how to use Senn dia+rams to he&p i&&ustrate and or+ani0e $e'
concepts in readin+2 mathematics2 or other academic su.)ects.
5ote-ta(ing s(ills. Teach a chi&d with DHD how to ta$e notes when or+ani0in+ $e'
academic concepts that he or she has &earned2 perhaps with the use of a pro+ram such as
nita rcherCs S$i&&s for Schoo& Success =rcher E G&eason2 2002>.
'hec(list of fre*uent mista(es. *ro(ide the chi&d with a chec$&ist of mista$es that he or she
fre<uent&' ma$es in written assi+nments =e.+.2 punctuation or capita&i0ation errors>2
mathematics =e.+.2 addition or su.traction errors>2 or other academic su.)ects. Teach the chi&d
how to use this &ist when proofreadin+ his or her wor$ at home and schoo&.
'hec(list of homewor( supplies. *ro(ide the chi&d with a chec$&ist that identifies cate+ories
of items needed for homewor$ assi+nments =e.+.2 .oo$s2 penci&s2 and homewor$ assi+nment
sheets>.
Uncluttered wor(space. Teach a chi&d with DHD how to prepare an unc&uttered
wor$space to comp&ete assi+nments. -or e6amp&e2 instruct the chi&d to c&ear awa'
unnecessar' .oo$s or other materia&s 'efore .e+innin+ his or her seatwor$.
0onitor homewor( assignments. %eep trac$ of how we&& 'our students with DHD
comp&ete their assi+ned homewor$. Discuss and reso&(e with them and their parents an'
pro.&ems in comp&etin+ these assi+nments. -or e6amp&e2 e(a&uate the difficu&t' of the
assi+nments and how &on+ the chi&dren spend on their homewor$ each ni+ht. %eep in mind
that the (uality2 rather than the (uantity2 of homewor$ assi+ned is the most important issue.
1hi&e doin+ homewor$ is an important part of de(e&opin+ stud' s$i&&s2 it shou&d .e used to
reinforce s$i&&s and to re(iew materia& &earned in c&ass2 rather than to present2 in ad(ance2
&ar+e amounts of materia& that is new to the student.
Behavioral Interventions
The second ma)or component of effecti(e instruction for chi&dren with DHD in(o&(es the use
of 'ehavioral interventions. E6hi.itin+ .eha(ior that resem.&es that of 'oun+er chi&dren2
chi&dren with DHD often act immature&' and ha(e difficu&t' &earnin+ how to contro& their
impu&si(eness and h'peracti(it'. The' ma' ha(e pro.&ems formin+ friendships with other
chi&dren in the c&ass and ma' ha(e difficu&t' thin$in+ throu+h the socia& conse<uences of their
actions.
The purpose of .eha(iora& inter(entions is to assist students in disp&a'in+ the .eha(iors that are
most conduci(e to their own &earnin+ and that of c&assmates. 1e&&:mana+ed c&assrooms pre(ent
man' discip&inar' pro.&ems and pro(ide an en(ironment that is most fa(ora.&e for &earnin+.
1hen a teacherCs time must .e spent interactin+ with students whose .eha(iors are not focused
on the &esson .ein+ presented2 &ess time is a(ai&a.&e for assistin+ other students. 5eha(iora&
inter(entions shou&d .e (iewed as an opportunit' for teachin+ in the most effecti(e and efficient
manner2 rather than as an opportunit' for punishment.
'ffective (ehavioral Intervention Techni)ues
Effecti(e teachers use a num.er of .eha(iora& inter(ention techni<ues to he&p students &earn how
to contro& their .eha(ior. *erhaps the most important and effecti(e of these is verbal
reinforcement of appropriate .eha(ior. The most common form of (er.a& reinforcement is
praise +i(en to a student when he or she .e+ins and comp&etes an acti(it' or e6hi.its a particu&ar
desired .eha(ior. Simp&e phrases such as K+ood )o.L encoura+e a chi&d to act appropriate&'.
Effecti(e teachers praise chi&dren with DHD fre<uent&' and &oo$ for a .eha(ior to praise
.efore2 and not after2 a chi&d +ets off tas$. The fo&&owin+ strate+ies pro(ide some +uidance
re+ardin+ the use of praise3
Define the appropriate behavior while giving praise. *raise shou&d .e specific for the
positi(e .eha(ior disp&a'ed .' the student3 The comments shou&d focus on what the student
did ri+ht and shou&d inc&ude e6act&' what part=s> of the studentCs .eha(ior was desira.&e.
"ather than praisin+ a student for not distur.in+ the c&ass2 for e6amp&e2 a teacher shou&d
praise him or her for <uiet&' comp&etin+ a math &esson on time.
4ive praise immediatel%. The sooner that appro(a& is +i(en re+ardin+ appropriate .eha(ior2
the more &i$e&' the student wi&& repeat it.
1ar% the statements given as praise. The comments used .' teachers to praise appropriate
.eha(ior shou&d (ar'; when students hear the same praise statement repeated o(er and o(er2
it ma' &ose its (a&ue.
&e consistent and sincere with praise. ppropriate .eha(ior shou&d recei(e consistent
praise. Consistenc' amon+ teachers with respect to desired .eha(ior is important in order to
a(oid confusion on the part of students with DHD. Simi&ar&'2 students wi&& notice when
teachers +i(e insincere praise2 and this insincerit' wi&& ma$e praise &ess effecti(e.
!t is important to $eep in mind that the most effecti(e teachers focus their .eha(iora& inter(ention
strate+ies on praise rather than on punish&ent. Ne+ati(e conse<uences ma' temporari&' chan+e
.eha(ior2 .ut the' rare&' chan+e attitudes and ma' actua&&' increase the fre<uenc' and intensit'
of inappropriate .eha(ior .' rewardin+ mis.eha(in+ students with attention. 9oreo(er2
punishment ma' on&' teach chi&dren what not to do; it does not pro(ide chi&dren with the s$i&&s
that the' need to do what is e6pected. *ositi(e reinforcement produces the chan+es in attitudes
that wi&& shape a studentCs .eha(ior o(er the &on+ term.
!n addition to (er.a& reinforcement2 the fo&&owin+ set of +enera&i0ed .eha(iora& inter(ention
techni<ues has pro(en he&pfu& with students with DHD as we&&3
Selectivel% ignore inappropriate behavior. !t is sometimes he&pfu& for teachers to
se&ecti(e&' i+nore inappropriate .eha(ior. This techni<ue is particu&ar&' usefu& when the
.eha(ior is unintentiona& or un&i$e&' to recur or is intended so&e&' to +ain the attention of
teachers or c&assmates without disruptin+ the c&assroom or interferin+ with the &earnin+ of
others.
Remove nuisance items. Teachers often find that certain o.)ects =such as ru..er .ands and
to's> distract the attention of students with DHD in the c&assroom. The remo(a& of nuisance
items is +enera&&' most effecti(e after the student has .een +i(en the choice of puttin+ it
awa' immediate&' and then fai&s to do so.
Provide calming manipulatives. 1hi&e some to's and other o.)ects can .e distractin+ for
.oth the students with DHD and peers in the c&assroom2 some chi&dren with DHD can
.enefit from ha(in+ access to o.)ects that can .e manipu&ated <uiet&'. 9anipu&ati(es ma'
he&p chi&dren +ain some needed sensor' input whi&e sti&& attendin+ to the &esson.
)llow for .escape valve/ outlets. *ermittin+ students with DHD to &ea(e c&ass for a
moment2 perhaps on an errand =such as returnin+ a .oo$ to the &i.rar'>2 can .e an effecti(e
means of sett&in+ them down and a&&owin+ them to return to the room read' to concentrate.
)ctivit% reinforcement. Students recei(e acti(it' reinforcement when the' are encoura+ed
to perform a &ess desira.&e .eha(ior .efore a preferred one.
+urdle helping. Teachers can offer encoura+ement2 support2 and assistance to pre(ent
students from .ecomin+ frustrated with an assi+nment. This he&p can ta$e man' forms2 from
en&istin+ a peer for support to supp&'in+ additiona& materia&s or information.
Parent conferences. *arents ha(e a critica& ro&e in the education of students2 and this a6iom
ma' .e particu&ar&' true for those with DHD. s such2 parents must .e inc&uded as partners
in p&annin+ for the studentCs success. *artnerin+ with parents entai&s inc&udin+ parenta& input
in .eha(iora& inter(ention strate+ies2 maintainin+ fre<uent communication .etween parents
and teachers2 and co&&a.oratin+ in monitorin+ the studentCs pro+ress.
Peer mediation. 9em.ers of a studentCs peer +roup can positi(e&' impact the .eha(ior of
students with DHD. 9an' schoo&s now ha(e forma&i0ed peer mediation pro+rams2 in which
students recei(e trainin+ in order to mana+e disputes in(o&(in+ their c&assmates.
Effecti(e teachers a&so use 'ehavioral pro&pts with their students. These prompts he&p remind
students a.out e6pectations for their &earnin+ and .eha(ior in the c&assroom. Three2 which ma'
.e particu&ar&' he&pfu&2 are the fo&&owin+3
1isual cues. Esta.&ish simp&e2 nonintrusi(e (isua& cues to remind the chi&d to remain on tas$.
-or e6amp&e2 'ou can point at the chi&d whi&e &oo$in+ him or her in the e'e2 or 'ou can ho&d
out 'our hand2 pa&m down2 near the chi&d.
Proximit% control. 1hen ta&$in+ to a chi&d2 mo(e to where the chi&d is standin+ or sittin+.
Aour ph'sica& pro6imit' to the chi&d wi&& he&p the chi&d to focus and pa' attention to what
'ou are sa'in+.
+and gestures. Use hand si+na&s to communicate pri(ate&' with a chi&d with DHD. -or
e6amp&e2 as$ the chi&d to raise his or her hand e(er' time 'ou as$ a <uestion. c&osed fist
can si+na& that the chi&d $nows the answer; an open pa&m can si+na& that he or she does not
$now the answer. Aou wou&d ca&& on the chi&d to answer on&' when he or she ma$es a fist.
!n some instances2 chi&dren with DHD .enefit from instruction desi+ned to he&p students &earn
how to mana+e their own .eha(ior3
Social s(ills classes. Teach chi&dren with DHD appropriate socia& s$i&&s usin+ a structured
c&ass. -or e6amp&e2 'ou can as$ the chi&dren to ro&e:p&a' and mode& different so&utions to
common socia& pro.&ems. !t is critica& to pro(ide for the +enera&i0ation of these s$i&&s2
inc&udin+ structured opportunities for the chi&dren to use the socia& s$i&&s that the' &earn.
4fferin+ such c&asses2 or e6periences2 to the +enera& schoo& popu&ation can positi(e&' affect
the schoo& c&imate.
Problem solving sessions. Discuss how to reso&(e socia& conf&icts. Conduct impromptu
discussions with one student or with a sma&& +roup of students where the conf&ict arises. !n
this settin+2 as$ two chi&dren who are ar+uin+ a.out a +ame to discuss how to sett&e their
differences. Encoura+e the chi&dren to reso&(e their pro.&em .' ta&$in+ to each other in a
super(ised settin+.
-or man' chi&dren with DHD2 functional 'ehavioral assess&ents and positive 'ehavioral
interventions and supports2 inc&udin+ .eha(iora& contracts and mana+ement p&ans2 tan+i.&e
rewards2 or to$en econom' s'stems2 are he&pfu& in teachin+ them how to mana+e their own
.eha(ior. 5ecause studentsC indi(idua& needs are different2 it is important for teachers2 a&on+ with
the fami&' and other in(o&(ed professiona&s2 to e(a&uate whether these practices are appropriate
for their c&assrooms. E6amp&es of these techni<ues2 a&on+ with steps to fo&&ow when usin+ them2
inc&ude the fo&&owin+3
!unctional &ehavioral )ssessment 7!&)8. -5 is a s'stematic process for descri.in+
pro.&em .eha(ior and identif'in+ the en(ironmenta& factors and surroundin+ e(ents
associated with pro.&em .eha(ior. The team that wor$s c&ose&' with the chi&d e6hi.itin+
pro.&em .eha(ior =1> o.ser(es the .eha(ior and identifies and defines its pro.&ematic
characteristics2 =2> identifies which actions or e(ents precede and fo&&ow the .eha(ior2 and
=7> determines how often the .eha(ior occurs. The resu&ts of the -5 shou&d .e used to
de(e&op an effecti(e and efficient inter(ention and support p&an. =Ga.&e2 et a&.2 1997>
Positive &ehavioral #nterventions and Supports 7P&#S8. This method is an app&ication of a
.eha(iora&&' .ased s'stems approach that is +rounded in research re+ardin+ .eha(ior in the
conte6t of the settin+s in which it occurs. Usin+ this method2 schoo&s2 fami&ies2 and
communities wor$ to desi+n effecti(e en(ironments to impro(e .eha(ior. The +oa& of *5!S
is to e&iminate pro.&em .eha(ior2 to rep&ace it with more appropriate .eha(ior2 and to
increase a personCs s$i&&s and opportunities for an enhanced <ua&it' of &ife =Todd2 Horner2
Su+ai2 E Spra+ue2 1999>.
&ehavioral contracts and management plans. !dentif' specific academic or .eha(iora&
+oa&s for the chi&d with DHD2 a&on+ with .eha(ior that needs to chan+e and strate+ies for
respondin+ to inappropriate .eha(ior. 1or$ with the chi&d to cooperati(e&' identif'
appropriate +oa&s2 such as comp&etin+ homewor$ assi+nments on time and o.e'in+ safet'
ru&es on the schoo& p&a'+round. Ta$e the time to ensure that the chi&d a+rees that his or her
+oa&s are important to master. 5eha(iora& contracts and mana+ement p&ans are t'pica&&' used
with indi(idua& chi&dren2 as opposed to entire c&asses2 and shou&d .e prepared with input from
parents.
2angible rewards. Use tan+i.&e rewards to reinforce appropriate .eha(ior. These rewards
can inc&ude stic$ers2 such as Khapp' facesL or sports team em.&ems2 or pri(i&e+es2 such as
e6tra time on the computer or &unch with the teacher. Chi&dren shou&d .e in(o&(ed in the
se&ection of the reward. !f chi&dren are in(ested in the reward2 the' are more &i$e&' to wor$
for it.
2o(en econom% s%stems. Use to$en econom' s'stems to moti(ate a chi&d to achie(e a +oa&
identified in a .eha(iora& contract =5ar$&e'2 1990>. -or e6amp&e2 a chi&d can earn points for
each homewor$ assi+nment comp&eted on time. !n some cases2 students a&so &ose points for
each homewor$ assi+nment not comp&eted on time. fter earnin+ a specified num.er of
points2 the student recei(es a tan+i.&e reward2 such as e6tra time on a computer or a KfreeL
period on -rida' afternoon. To$en econom' s'stems are often used for entire c&assrooms2 as
opposed to so&e&' for indi(idua& students.
Self-management s%stems. Train students to monitor and e(a&uate their own .eha(ior
without constant feed.ac$ from the teacher. !n a t'pica& se&f:mana+ement s'stem2 the teacher
identifies .eha(iors that wi&& .e mana+ed .' a student and pro(ides a written ratin+ sca&e that
inc&udes the performance criteria for each ratin+. The teacher and student separate&' rate
student .eha(ior durin+ an acti(it' and compare ratin+s. The student earns points if the
ratin+s match or are within one point and recei(es no points if ratin+s are more than one
point apart; points are e6chan+ed for pri(i&e+es. 1ith time2 the teacher in(o&(ement is
remo(ed2 and the student .ecomes responsi.&e for se&f:monitorin+ =Du*au& E Stoner as cited
in Shinn2 1a&$er2 E Stoner2 2002>.
Classroom Accommodations
The third component of a strate+' for effecti(e&' educatin+ chi&dren with DHD in(o&(es
ph'sica& classroo& acco&&odations. Chi&dren with DHD often ha(e difficu&t' ad)ustin+ to the
structured en(ironment of a c&assroom2 determinin+ what is important2 and focusin+ on their
assi+ned wor$. The' are easi&' distracted .' other chi&dren or .' near.' acti(ities in the
c&assroom. s a resu&t2 man' chi&dren with DHD .enefit from accommodations that reduce
distractions in the c&assroom en(ironment and he&p them to sta' on tas$ and &earn. Certain
accommodations within the ph'sica& and &earnin+ en(ironments of the c&assroom can .enefit
chi&dren with DHD.
Special Classroo! Seating Arrange!ents for ADHD Students
4ne of the most common accommodations that can .e made to the ph'sica& en(ironment of the
c&assroom in(o&(es determinin+ where a chi&d with DHD wi&& sit. Three specia& seatin+
assi+nments ma' .e especia&&' usefu&3
Seat the child near the teacher. ssi+n the chi&d a seat near 'our des$ or the front of the
room. This seatin+ assi+nment pro(ides opportunities for 'ou to monitor and reinforce the
chi&dCs on:tas$ .eha(ior.
Seat the child near a student role model. ssi+n the chi&d a seat near a student ro&e mode&.
This seat arran+ement pro(ides opportunit' for chi&dren to wor$ cooperati(e&' and to &earn
from their peers in the c&ass.
Provide low-distraction wor( areas. s space permits2 teachers shou&d ma$e a(ai&a.&e a
<uiet2 distraction:free room or area for <uiet stud' time and test ta$in+. Students shou&d .e
directed to this room or area pri(ate&' and discreet&' in order to a(oid the appearance of
punishment.
Instructional Tools and the Physical "earning 'nviron!ent
S$i&&ed teachers use specia& instructiona& too&s to modif' the c&assroom &earnin+ en(ironment and
accommodate the specia& needs of their students with DHD. The' a&so monitor the ph'sica&
en(ironment2 $eepin+ in mind the needs of these chi&dren. The fo&&owin+ too&s and techni<ues
ma' .e he&pfu&3
Pointers. Teach the chi&d to use a pointer to he&p (isua&&' trac$ written words on a pa+e. -or
e6amp&e2 pro(ide the chi&d with a .oo$mar$ to he&p him or her fo&&ow a&on+ when students
are ta$in+ turns readin+ a&oud.
Egg timers. Note for the chi&dren the time at which the &esson is startin+ and the time at
which it wi&& conc&ude. Set a timer to indicate to chi&dren how much time remains in the
&esson and p&ace the timer at the front of the c&assroom; the chi&dren can chec$ the timer to
see how much time remains. !nterim prompts can .e used as we&&. -or instance2 chi&dren can
monitor their own pro+ress durin+ a 70:minute &esson if the timer is set for 10 minutes three
times.
'lassroom lights. Turnin+ the c&assroom &i+hts on and off prompts chi&dren that the noise
&e(e& in the room is too hi+h and the' shou&d .e <uiet. This practice can a&so .e used to si+na&
that it is time to .e+in preparin+ for the ne6t &esson.
0usic. *&a' music on a tape recorder or chords on a piano to prompt chi&dren that the' are
too nois'. !n addition2 p&a'in+ different t'pes of music on a tape recorder communicates to
chi&dren what &e(e& of acti(it' is appropriate for a particu&ar &esson. -or e6amp&e2 p&a' <uiet
c&assica& music for <uiet acti(ities done independent&' and )a00 for acti(e +roup acti(ities.
Proper use of furniture. The des$ and chair used .' chi&dren with DHD need to .e the
ri+ht si0e; if the' are not2 the chi&d wi&& .e more inc&ined to s<uirm and fid+et. +enera& ru&e
of thum. is that a chi&d shou&d .e a.&e to put his or her e&.ows on the surface of the des$ and
ha(e his or her chin fit comforta.&' in the pa&m of the hand.
Conclusion
This +uide has out&ined a series of instructiona& strate+ies that ha(e pro(en to .e successfu& in
educatin+ chi&dren with DHD. Howe(er2 it shou&d .e emphasi0ed a+ain that these techni<ues
are a&so hi+h&' usefu& for all chi&dren. The three main components of a successfu& strate+' for
educatin+ chi&dren with DHD are acade&ic instruction2 'ehavioral interventions2 and
classroo& acco&&odations. 5' incorporatin+ techni<ues from these three areas into their
e(er'da' instructiona& and c&assroom mana+ement practices2 teachers wi&& .e empowered to
impro(e .oth the academic performance and the .eha(ior of their students with DHD. !n doin+
so2 teachers wi&& create an enhanced &earnin+ en(ironment for a&& students.
This +uide is the second in a series of three pu.&ications that address issues re&ated to the
instruction of chi&dren with DHD. The first is Identifying and Treating Attention Deficit
Hyperactivity Disorder: A )esource for School and Ho&e. Comin+ soon is A )esource
Directory for ADHD. Teachers and others are encoura+ed to consu&t these pu.&ications and to
use them in con)unction with Teaching Children with Attention Deficit Disorders: Instructional
Strategies and Practices. s the documents .ecome a(ai&a.&e2 the' wi&& .e &isted on the 4ffice
of Specia& Education and "eha.i&itati(e Ser(icesB4ffice of Specia& Education *ro+rams 1e. site
=http3BBwww.ed.+o(Ba.outB officesB&istBosersBosepBinde6.htm&>.
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