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Modifications should be made in the classroom setting to allow a child with AD/HD to better succeed. Additionally, these modifications help to teach the child with AD/HD coping mechanisms which they can self-employ in the future. Not every child with AD/HD will require all of the adjustments listed below. Please pick the most appropriate modifications for the individual child. There is no reason that every child in the class should have an identical assignment or teaching approach, as long as the appropriate learning of the concept or principle takes place.
Environmental Adjustments
- Seat the child close to the teacher.
- Provide a structured classroom with clear expectations.
- Limit open spaces which may encourage hyperactive behaviors (e.g. running).
- Reduce distracting stimuli.
Children with AD/HD often have difficulties following instructions.
- Keep oral instructions brief and repeat as necessary.
- Provide written instructions (reviewed orally) for multi-step processes.
- Break up tasks and homework into small steps.
Focus upon success.
- Reduce homework/written classwork to the limits of ability and attention.
- Allow untimed tests.
- Provide formal feedback (e.g. star charts) to reinforce positive behaviors.
- Reward progress even if achievement does not meet standard requirements.
Help the child learn to ORGANIZE!
- Establish daily check lists.
- Help the child utilize a homework notebook.
- List homework assignments with due date and text books/supplies needed.
- Remind the child to consult his notebook at the end of the day to ensure he/she takes home the needed supplies.
Many children with AD/HD have difficulty with handwriting.
- Limit written work.
- Allow dictation of reports.
- Encourage computer usage by the older child.
- De-emphasize untidiness/spelling errors and focus upon content.
- Consider special focused help with hand writing skills.
Help the child control his impulses.
- Remind the child to slow down when completing answers.
- Redirect the child to recheck his work before turning it in.
Maintain Self-esteem.
- Encourage performance in a child’s area of strength.
- Provide feedback privately.
- Do not ask a child to perform a task publicly which is too difficult.
- Focus upon positive reinforcement rather than negative responses.
- Consider referral for social skills training.
Design a specific behavior program.
- Target a few unacceptable behaviors with clear consistent consequences. These should be explained privately to the child.
- Consequences should not be publicly humiliating.
- Hand signals are one way of privately warning a child that his behavior is becoming inappropriate before full consequences are needed. Hand signals can also be used to provide positive feedback for appropriate behaviors.
Teach the child to be an active learner.
- Encourage visual aids and hands on experiences.
- Teach active reading (underlining), active listening (note taking), reading for detail, and subvocalization (whispering) as an aid to memorization.
Remember, children with AD/HD have a higher incidence of information processing problems (e.g. learning disabilies).
- Provide remedial help in short sessions to accommodate attention span.
- Maintain a low threshold for referal to the child study team.
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