Classroom Strategies to Help ADHD Kids

Provide a structured setting. Children with ADHD function more successfully with well defined routines.

These children very often fall apart if their routine is suddenly changed or interrupted. Nowhere is this more apparent than when the class has a substitute teacher. In fact, we often find it necessary and helpful to define within a child's IEP what supports will go into place when there's a substitute teacher. It's helpful to assign an inhouse adult who knows the child to inform the substitute of any special needs and to assist when necessary.

Structure shouldn't be at the expense of novelty and innovative teaching techniques. A child with ADHD craves novelty and new ways to learn. Repetition can be extremely difficult to impossible, i.e. worksheets and writing spelling words over and over.

Give a warning shortly before a change of activity will take place. Since they can hyperfocus on an activity of interest, they can be easily frustrated when pulled away suddenly without warning. They often have difficulty transitioning from subject-to-subject.

If you use a reward system, stickers and charts are most likely meaningless to this child. Children with ADHD seem to be born entrepreneurs. A tangible reward, something the individual child enjoys, is much more successful. One team was horrified to learn a teacher had been giving a child a candy bar twice a week as part of working with unacceptable behaviors. The mom just laughed and said "she'll do anything for chocolate, good going!" You see, the teacher's carefully chosen reward was meaningful to the child and had resulted in turning around some really negative habits over the course of that semester.

Children with ADHD are particularly vulnerable to overexcitement and lack of structure at times of transition between classes, at lunchtime, and before or after school. It may be necessary for such a child to pass at a different time, have close supervision, and be redirected if off-task. These are peak times for them to get in trouble for shoving, shouting, speaking out of turn, etc. They don't do well with waiting in line due to both impulsivity and/or hyperactivity. There are creative ways to work around such problem times, but the team needs to brainstorm together on the setting, the time of the repeated problems, and what personnel need to be involved to provide supports.

Children with repetitive behavior issues could be considered for a positive behavior plan and possibly an alternative discipline plan. Through such interventions, they're most likely to learn more appropriate behaviors. These plans can also prevent arbitrary and often unconstructive punishments handed down by personnel not knowledgeable about the child. Write in specific responses for common behavior issues.

Don't ever depend on a child with ADHD to independently ask you for help. They're usually very, very painfully aware of their shortcomings and want to hide them, not showcase them by physically approaching a teacher to ask for assistance. However, if you approach them discreetly, they're most likely to be very grateful for help. A visual cue understood by teacher and student can be helpful.

Children with ADHD often only process about 30% of what they hear. Repeat, repeat repeat. Say it, write it, draw it, sing it, whatever you can think of to present instructions in varying ways. Ask to have the student repeat what he hear you say.

Timed tests can be counterproductive for the child with ADHD who is easily distracted and who doesn't have a built-in sense of time. Frequently, uch tests don't allow this child to demonstrate what he or she actually knows.

More Classroom Tips for Teachers

This child craves praise and encouragement more than the average child. Even if the successes are small, encouragement pays off in higher self-esteem and self-confidence.

Help discover the hidden talents and strengths of the child. Building on the strengths in childhood can build a great foundation for work and leisure in the adult years.

Be aware that the typical child with ADHD has poor social skills and doesn't read nonverbal communication well. They can easily misread a situation. Role playing after the fact can help this child see how a situation might have played out. Asking, "How do you think you might do things differently next time?" can lead to improved problem solving skills as well as improved social skills. This is an excellent exercise for both home and school.

Work with the parents to establish consistent rules and similar rewards. This also demonstrates to the child that you're working with the parents and communicating with them.

Pairing an ADHD child with another student can sometimes assist concentration and organization. Peer tutoring can work wonders helping the child with ADHD stay focused. Sometimes just the nearby presence of a successful student assigned to help can make all the difference in the world. This also encourages the development of social skills.

Passing out a prewritten assignment list can help not only the ADHD child but also children with other disabilities to successfully complete homework. Emphasis on responsibility is shifted to the actual assignment rather than on poor organizational skills, visual perceptual skills, or dysgraphia, (a handwriting disability).