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Symptoms |
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Strategies |
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Difficulty in accurate diagnosis. |
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Need accurate
diagnosis to treat effectively; requires TEAM approach:
educational, pediatric, psychological. This all needs to be
coordinated. |
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Provide careful
education remediation of the specific deficit (usually ADHD
accompanied by learning disability). |
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Hyperactive, can't
sit still, fidgets.
Is always "on the go", acts as if "driven by a motor".
Has difficulty staying seated. |
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Keep the learning atmosphere very
relaxed at the same time as structured. |
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Look the student straight in the eye
when communicating. |
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Create assignments that require as much
activity on student's part as possible (these students dislike
too many dittos and endless seatwork). |
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Run an absolutely predictable and
organized classroom. |
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Provide immediate and consistent
feedback (consequences) regarding behavior. |
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Maintain an interest in the student as
a person with interests, fears, and joys - even after a trying
day. |
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Have an abundance of patience. |
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Have a sense of humor. |
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Impulsive, acts before thinking.
Shifts excessively from one activity to another.
Needs a lot of supervision. |
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Tough as nails about rules, but always calm and positive. |
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Ingenious about modifying teaching strategies and materials in
order to match student's learning style. |
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Develop a private signal system with student to gently notify
him/her when he's/she's off task or acting inappropriately. |
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Do not set up the student for failure in terms of asking him/her
to do things in the classroom that may cause embarrassment if
he/she cannot do them well. |
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Ignore minor distractions, know how to choose battles. |
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Inattentive, easily
distracted.
Can't
concentrate; fails to finish
assignments; lack of skills for
organization. |
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Develop times of the day where various
strategies, organizational skills, and keeping track of
belongings and information can be set up. |
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Teach organizational skills. Use simple
format for assignment sheets. |
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Break up assigned tasks and homework
into small steps. |
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Keep daily checklist of tasks. |
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Avoid lengthy oral directions; give
short written directions. |
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Go over directions with the student in
simple terms or perhaps walk the student through the first
couple of questions or problems. |
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Isn't into homework in a major way. |
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Modify appropriately amount of homework
and written work in classroom and accept a shorter number of
problems, especially if the child knows how to do them. (If they
can do 6, they can do 106) |
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Establish homework notebook on which
each page indicates the assignment, when it should be completed,
and when it should be turned in, as well as the necessary
materials to complete the assignment. |
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Ask for homework assignments when they
are "not" turned in. |
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Be willing to call or meet with parents
frequently to keep in step with student's progress. |
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Experiences difficulty in taking tests. |
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Help the student develop strategies that will help him/her not
answer test questions too quickly. (Especially with multiple
choice tests.) (Teach student to be more reflective and
systematic when taking a test.) |
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Level of frustration peaks easily in students
with ADHD. |
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Reward progress that the student might be making. |
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Encourage the student to perform in the areas of strengths
rather than weaknesses. |
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Tailor academic material to suit student's abilities and
skills. |
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Difficulty
relating to others. |
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Work on improving social relationships and encourage proper
social feedback in situations involving other students. |
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Never humiliate the student in the classroom by ridicule or by
setting comparison against other students. |
