Strategies for Helping the ADHD Child
in the Classroom and at Home

Walter B. Branch, Ph.D.
Coastal Psychology
Savannah, Georgia

The following suggestions are just that, suggestions. Since the symptoms of ADHD may vary from one child to the next, so should the classroom intervention. Try several of the suggestions. If they help, continue with them. If they don't, try others. Also, the school RTI team may be a good source for additional help.

Personality Issues

1. Sometimes the only contact ADHD children have with adults is negative in nature. Unfortunately, conflict situations are part of many ADHD children's everyday routine. Always try to take a calm approach with ADHD child. Shouting never does any good and only presents the adult as an immature, inappropriate role model. Do not threaten the student, especially with threats which you will not, or can not, follow through with. If you tell the child that you will throw him "through the window" if he doesn't sit down you had better be prepared to do it, otherwise you lose face and credibility when he does not sit down and the only thing that gets taught to the student is the belief that adults are not good for their promises. Behaving calmly allows the ADHD child to interact with an adult in a positive manner. Never use sarcasm or ridicule the child.

2. Be firm, but realize that engaging in a power struggle in which you intend to win is not the same thing as being firm. If you tell Johnny that he will miss recess because he misbehaves, then don't argue with the child. Many parents and teachers find that it helps to be "matter of fact," or unemotional, in their approach to disciplining.

3. Don't always take the actions of the ADHD child personally. Impulsive behavior on the child's part may simply just be that, impulsive behavior, not an indictment of your teaching or parenting style or effectiveness, or your personality.

Physical Arrangement of the Classroom

1. Some teachers seat the ADHD child near the teacher's desk. If possible, locate the child's seat away from the door, hallway, or windows to minimize visual distractions. Try to keep a clear line of sight between the student and the teacher. Alternatively, keep part of the room free of unnecessary visual distractors such as objects dangling from the ceiling and seat the ADHD child in this area.

3. Desk dividers and/or study carrels have also been found to be effective in reducing the number of visual distractors that reach the ADHD student. The use of a study carrel must be presented to the ADHD student in the proper context. Use the carrel as a "privilege" rather than as a form of punishment.

Organization and Structure

Teachers of ADHD children will have to take extra steps to provide the structure and support the child needs.

1. Establish and maintain a daily classroom routine and schedule. Children with ADHD often have difficulty making transitions from one activity to another. This may include activities within a classroom or going from one class to the next. Structure means, "I want you here, with your feet here, hands here, eyes on me, and listening."

2. Allow five to ten minutes at the beginning and end of each day for the ADHD child to organize his/her desks, writing folders, work centers, prepare homework to take home, etc.

3. Use individual assignment charts or daily homework charts that can be signed by the child's parents.

4. Develop a reward system or token economy for the completion of school work and/or homework.

5. Provide due dates for assignments each day.

6. Tape a checklist to the child's desk or put one in the child's subject folder or notebook that summarizes the directions or one that the child can check to be sure an assignment is completed.

7. Make sure you have the child's attention before beginning instruction. Stand next to the child, place your hand on his/her shoulder, maintain eye contact, and frequently ask specific questions to make sure the child understands. When in doubt, ask the child to repeat instructions. Present directions precisely and simply. Try not to present directions in an "if-then" format, especially for younger children. Do not ask the ADHD child to "organize your materials to go home." Tell the child to "check to make sure you have your math book, homework assignment, and notebook." Some adults will say that this does not promote the development of responsibility but keep in mind that the ADHD child needs extra organization.

8. Set a reasonable time limit for completion of each task. A common kitchen timer may be especially helpful because ADHD children often have a poor concept of time. Adjust time limits as appropriate.

9. Keep verbal commands short, clear, and concise. Be sure you have the child's attention before giving him a directive or making a request of him. Give give several single step directions or commands rather than multiple step ones. Ask the child to repeat what you have asked of him so that you can correct any misperceptions.

10. Many children with ADHD have difficulty with fine-motor control and, subsequently, with copying from the board. Give shorter written assignments, or provide a written copy of the board work so that she/he can copy from the paper rather than from the board. Seat the child near the front of the room to minimize distractions. On tests that are copied from the board, have the student write only the answers.

11. Help the child develop good problem solving skills. This is particularly important for older ADHD students. Teach the child:

a. What are the important points that tell me what the problem is?

b. What are some possible solutions to the problem? (brainstorming)

c. Which solution will work best and why?

d. Try out the chosen solution.

e. Evaluate how effective the solution was in solving the problem.

12. The student's desk or homework table should be free of all material except what it necessary at the time.

13. Channel the child's excessive energy into acceptable activities whenever possible. When appropriate, assign him duties to perform such as taking care of plants, handing out supplies, gathering papers, and erasing the board.

14. Use variety when giving instructions. Be sure to highlight important aspects of instructions by using a louder or quieter voice, or by using different colored markers when writing instructions on the board. Underline or star key sentences. Use a highlight marker to identify key words, phrases, or sentences in the students reading material.

15. Reinforce the child's good performance as often as possible. ADHD children tend to internalize criticism and need praise and reinforcement frequently and consistently. Call attention to the child's good points as much as possible. If the child has problems with self-esteem, try marking items on child's paper which are right, which tends to emphasize success, rather than just marking items wrong, which emphasized mistakes.

16. Encourage the child to use a computer for learning skills. Research indicates the immediate reinforcement provided by a computer helps ADHD children learn better.

17. Teacher's and parents sometimes make the mistake of targeting the wrong behavior for changing. We used to feel that if we could decrease the ADHD child's overactivity and increase his or her attention span, then an improvement in academic and/or social skills would naturally and automatically follow. Actually this is not so. What we need to focus on is the child's academic and social development. Reinforce the child for improving the quality or quantity of work completed, or improving social behaviors, not for paying attention, sitting still, etc.

18. A tap on the student's desk or a hand on the shoulder may be an effective signal to tell the child to monitor his or her behavior when he or she is off task.

19. Overtly reinforce those students in the classroom who demonstrate self-control.

26. Interact frequently with the ADHD student in order to maintain his/her attention to the activity. For example, ask the student questions, ask his/her opinions, stand next to the student, etc. The interaction should be of a positive nature.

Lesson Presentation

1. For middle school and high school students, provide an outline, key concepts, "advance organizer" or new vocabulary words prior to presenting the lesson.

2. Make lessons or doing homework brief or break the lesson down into smaller lessens. Do not overwhelm the ADHD child with large assignments. For example, if the ADHD child has 20 math problems to solve give him/her the first 5 or 10. After these are completed, give verbal praise and the next 5 or 10 problems.

3. Whenever, use role playing to act out historical events, social studies occurrences, etc. When using cooperative activities, assign each child in a group a specific role or piece of information that is to be shared with the group. Develop clear signals and procedures for how students are to transition from one learning center to another.

4. Write personal notes to the student about key elements of the lessen.

5. Provide peer tutoring when appropriate. This may also aid in developing the ADHD child's social skill development.

8. For those ADHD children on medication, plan to start the most difficult part of the child's day about 30 to 45 minutes after he or she receives their medicine.

9. Use positive social reinforcement to encourage the ADHD child to ask questions when he or she is confused.

Tests and Worksheets

1. Give frequent short quizzes and avoid long tests. Provide practice tests the day before a major test.

2. Provide a place outside the classroom for test-taking such as an empty classroom, a corner in the library, etc.

3. Whenever possible and appropriate, give the ADHD student oral examinations.

4. If the student can demonstrate adequate mastery of a concept with 10 or 20 questions or problems don't give 30 or 40.

5. Break tasks down into smaller units. Cut worksheets in half or fold them over. Complete one segment at a time. Long sequences of directions are difficult for the ADHD child. Giving assignments one page at a time, or giving instructions one step at a time can be very helpful. Children with ADHD often have trouble even starting worksheets and it is often beneficial to do the first problem for the ADHD child while explaining it them him/her to get them started.

Behavior

1. Many times, the ADHD child engages in inappropriate behavior because he/she is not aware that their actions affect others. In other words, they act as though they are oblivious to the feelings of their fellow students and their teachers. In addition to punishing inappropriate behavior, for the purpose of decreasing it, the teacher should attempt to demonstrate appropriate behavior. In other words, don't just tell the ADHD child what not to do, show him or her what to do, through demonstration, modeling, role playing, etc.

2. Provide immediate feedback. More so than any other student, the ADHD student needs immediate positive and negative feedback. Don't delay.

3. Use plenty of positive reinforcement. Keep in mind that reinforcers differ among children. How do you know what is reinforcing to the ADHD child? Questions might include, "what is your favorite subject", "if you had fifteen minutes alone at home or at school, what would you do", "what games do you like". When carrying out a newly devised behavior management plan, some teachers and parents complain that the plan is not working because the child never earns the reinforcer. Keep in mind that often the ADHD child may not receive positive reinforcement as often as other, non-ADHD children.

4. In the classroom, set limits and be consistent in following them. Post the classroom rules on a chart where the child can see them. Every so often, ask the ADHD child to re-state the rules which govern certain situation's. For example, just before going to lunch, periodically ask the child to re-state the rules and expectations to be followed in the lunchroom. When a child begins breaking a rule, let him or her know which rule is being broken and what the consequences will be if he or she continues to break the rule. Keep classroom behavior rules clear and simple.

5. If necessary, review the classroom rules on a daily basis.

6. Develop behavioral contracts between the student and teacher or between the student, teacher, and parent that clearly list the behaviors to be expected, the consequences for inappropriate behavior, and the consequences for appropriate behavior.

7. Depending upon the needs of the student, set hourly, daily, or weekly behavioral goals and provide frequent feedback on the student's progress in meeting these goals. Reinforce the student immediately when the goal is met.

8. In school refer the child to the school counselor for social skills training and development. This is best accomplished in a group setting with other students.

9. Always praise specific behaviors. It's better to say, for example, "I like the way you completed your math problems", rather than simply saying, "good job".

10. To get the student's attention, turn the classroom lights on and off when needed.

14. Some ADHD students can become quite oppositional when faced with negative consequences (such as time-out) for misbehavior. Rather than argue with the student and if the student is very young, set a kitchen timer for two minutes and tell the child that he or she can decide whether he or she will go to time-out willingly, or if a more serious consequence must be imposed. This may remove some stress from the situation and give both the student and teacher time to cool off. Be prepared to follow-up if the student refuses to go to time-out.