ADHD Teaching Strategies

ADHD Teaching Strategies

adhd teaching strategies

The following are suggestions and strategies to use when working with students who have attention deficit disorder. Effective classroom teaching requires knowledge about ADHD, a solid grounding in behavioral management, skill in instructional design, and an awareness of the disorder’s medical components. The resources below will assist you in modifying instruction, and successfully communicating with a student’s family.

Children with ADHD are individuals and have diverse learning needs as all other class members. So there is no single educational practices that can be applied universally. There are three core areas in the implementation of ADHD teaching strategies:

Academic Instruction for ADHD teaching strategies

To make the most productive lessons for children with ADHD, effective teachers periodically question children’s understanding of the material, probe for correct answers before asking other students, and identify which students need extra help.

Teachers should remember that the transition from one class or another class is very difficult for students with ADHD. When they are ready to transition, children are more likely to respond and to stay on task. The following set of ADHD teaching strategies to assist teachers in implementing effective learning:

  • Set the learning expectations: State what students are expected to learn during the lesson.
  • Set behavior expectations: Describe how students are expected to behave during the lesson. For example, tell children that they can talk quietly to their neighbors as they work at their desks, or they may raise their hands to get your attention.
  • Be predictable: Structure and consistency are very important for children with ADHD, many of which do not deal well with change. Minimal rules and minimal choices are best for these children. They need to understand clearly what is expected of them, as well as the consequences for not after the expectations.
  • Support the participation of students in class: Avoid bringing attention to the difference between ADHD students and their classmates. At the time of all to avoid the use of sarcasm and criticism.
  • Help students correct their own mistakes: Explain how students can identify and correct their own mistakes.
  • Use audiovisual materials: Use a variety of audiovisual materials to present academic lessons. All students can benefit from the use of technology (such as computers and projector screens) which makes instruction more visual and allows students to actively participate.
  • Lower levels of noise: Monitor the level of noise in the classroom, and provide corrective feedback, as needed.
  • Divide the work into smaller units: Break the task into smaller, less complex tasks.
  • Highlight important points: Highlight key words in the instructions on worksheets to help children with ADHD to focus on direction. Prepare the worksheet before the lesson begins, or underline key words that you and your child read the directions together.
  • Concluding the lesson: When concluding the lesson, providing advanced warning about how much time remains; examine the learning task is completed and checked; see the next lesson with clear instructions.
Behavioural intervention in ADHD teaching strategies

Behavior children with ADHD often act immaturely and have difficulty learning how to control impulsiveness and hyperactivity. The goal of behavioral interventions is to assist students in displaying behaviors most conducive to learning their own and classmates.

Here are some effective behavioral interventions techniques for ADHD teaching strategies :

  • Verbal reinforcement of appropriate behavior: This is probably the most important techniques and effective. Praise should be given to the student when he was starting and completing an activity or demonstrate a particular desired behavior.
  • Selectively ignore inappropriate behavior: It is very useful when the behavior is unintentional or not likely to recur or is intended to get your attention or ‘classmates without disrupting the class.
  • Create an “escape valve” outlets: Permitting students with ADHD to leave class for a moment, perhaps on an errand (such as returning books to the library), it can be an effective means to resolve them and allow them to return to the room ready to concentrate.
  • Hand movements: Use hand signals to communicate privately with children with ADHD. For example, ask the child to improve every time you ask a question of his hand. A closed fist can signal that the child knows the answer, a palm can signal that he does not know the answer. You will ask the child to answer only when he makes a fist.
Classroom Organization in ADHD teaching strategies

Children with ADHD often have difficulty adjusting to the structured environment of the classroom, determine what is important, and focus on their assigned work. They are easily distracted by other children or by nearby activities in the classroom. As a result, many children with ADHD benefit from the arrangement that reduces disruption in the classroom environment and help them to stay on task and learning.

Three special seating arrangements can be very useful in ADHD teaching strategies:

  1. Child seat in front of the class: Distractions tend to happen here. Task seating also provides an opportunity for you to monitor and strengthen the child on-task behavior.
  2. Child seat near a student role model: Assign the children to sit near a model student. Seating arrangement provides an opportunity for children to work together and learn from their peers in the classroom.
  3. Provide low-distraction work areas: As space permits, teachers should make available a quiet, distraction-free room or area for quiet study time and test taking. Students should be directed to this room or area privately and discreetly in order to avoid the appearance of punishment.

The success of ADHD teaching strategies, and a classroom behavioral management program can be enhanced by the family. Enable students to become better organized about their homework assignments,  and provides a space where the student indicates whether the homework was completed. Parents are expected to review and sign off on the sheets. Moreover, parents agree that incomplete homework will be completed at school, even if it means that they have to furnish transportation home after school hours.

Although students with attention deficit disorder might challenge your patience and cause momentary despair, helping them succeed can be especially rewarding. The modifications, alterations, and accommodations you make in ADHD teaching strategies today may have a lasting effect on the lives of these students in the future.