Management of Children Management of Children with ADHD in the with ADHD in the

classroomclassroom

Some practical Some practical ideasideas

What difficulties do children What difficulties do children with ADHD have in the with ADHD have in the

classroom?classroom?Difficulties listening to, taking in and Difficulties listening to, taking in and acting acting on instructions on instructions

Rarely ready to start work and often fail Rarely ready to start work and often fail to to complete work setcomplete work set

Problems concentrating, are easily Problems concentrating, are easily distracted distracted and are disorganised and forgetfuland are disorganised and forgetful

Other behaviours include calling out, Other behaviours include calling out, interrupting and butting into interrupting and butting into conversations conversations

What difficulties do children What difficulties do children with ADHD have in the with ADHD have in the

classroom? -2classroom? -2 Hyperactivity may be particularly obvious Hyperactivity may be particularly obvious

in younger children so they have in younger children so they have difficulties staying in their seats – they can difficulties staying in their seats – they can even fall out of their seats!!even fall out of their seats!!

Older children appear more restless and Older children appear more restless and fidgety, often fiddling dangerously with fidgety, often fiddling dangerously with equipment.equipment.

Children with ADHD are frequently Children with ADHD are frequently unpopular with other children because of unpopular with other children because of their unpredictable and irritating behaviourtheir unpredictable and irritating behaviour

Successful programmes for Successful programmes for children with ADHD integrate the children with ADHD integrate the

following three components:following three components:

Classroom OrganisationClassroom Organisation

Structure of the learning task Structure of the learning task

Behavioural InterventionsBehavioural Interventions

ActivityActivity

Consider:Consider:

Classroom OrganisationClassroom Organisation Structure of the learning taskStructure of the learning task Behavioural InterventionsBehavioural Interventions

Come up with one idea, strategy, activity, Come up with one idea, strategy, activity, approach etc under each heading above that approach etc under each heading above that you have successfully used for a child with you have successfully used for a child with ADHD ADHD

Write it down on a post it Write it down on a post it

Stick under the appropriate headingStick under the appropriate heading

All pupil learning is enhanced by All pupil learning is enhanced by increased attention to task so the increased attention to task so the following strategies could well benefit a following strategies could well benefit a whole class not just the child with ADHD.whole class not just the child with ADHD.

Many of the following suggestions will Many of the following suggestions will

already be in the repertoire of class already be in the repertoire of class teachers but will probably need to be teachers but will probably need to be more prominent in the management of more prominent in the management of children with ADHD children with ADHD

Classroom organisation Classroom organisation Place the child in the least distracting Place the child in the least distracting

place – not near a window or door.place – not near a window or door. Seat children near the front and between Seat children near the front and between

good role models in a position where good good role models in a position where good eye contact can be maintained. eye contact can be maintained.

Working in pairs rather than groups.Working in pairs rather than groups. Access to a separate work place.Access to a separate work place. Use a visual time table.Use a visual time table.

Classroom organisation - 2Classroom organisation - 2 Clearly defined rules: few in number and Clearly defined rules: few in number and

frequently rehearsed.frequently rehearsed.

Use consistent routines. Model and teach Use consistent routines. Model and teach routines – turn taking, sharing equipment.routines – turn taking, sharing equipment.

Give warnings for beginnings and ending Give warnings for beginnings and ending of lessons/activities.of lessons/activities.

Prepare for transition – children with Prepare for transition – children with ADHD have difficulty in re-focussing their ADHD have difficulty in re-focussing their attention Moving from one activity to attention Moving from one activity to another. another.

Classroom organisation - 3Classroom organisation - 3 Prepare pupils for changes to the timetable Prepare pupils for changes to the timetable

if known in advance – supply teachers.if known in advance – supply teachers.

Ensure that all materials and equipment are Ensure that all materials and equipment are readily available and prepared beforehand.readily available and prepared beforehand.

Keep classroom interruptions to the Keep classroom interruptions to the minimum.minimum.

Treat each day as anew beginning. Do not Treat each day as anew beginning. Do not dwell on previous failings. dwell on previous failings.

Structuring the learning Structuring the learning task task

Give clear concise instructions having Give clear concise instructions having established eye contact – ‘effective established eye contact – ‘effective language patterns’. Ask the pupil to language patterns’. Ask the pupil to repeat directions back to the teacher.repeat directions back to the teacher.

Break tasks into smaller ‘chunks’. Break tasks into smaller ‘chunks’. Initially short and when mastered Initially short and when mastered gradually increased in complexity. gradually increased in complexity.

Incorporate short breaks for physical Incorporate short breaks for physical activity into lessons.activity into lessons.

Structuring the learning Structuring the learning task - 2task - 2

Support written/visual instructions Support written/visual instructions with oral instructions. with oral instructions.

Give regular feedback as children with Give regular feedback as children with ADHD respond to ADHD respond to FREQUENTFREQUENT positive positive reinforcement.reinforcement.

Provide alternative methods of Provide alternative methods of presenting work – ICT, scribe, presenting work – ICT, scribe, drawings etc.drawings etc.

Help organisation through the use of Help organisation through the use of lists, daily task sheets, charts and lists, daily task sheets, charts and report cards. report cards.

Use highlighter pens to focus attention Use highlighter pens to focus attention on key words and instructions. on key words and instructions.

Use cooker timers for work completion, Use cooker timers for work completion, changing time on task etc.changing time on task etc.

Structuring the learning Structuring the learning task - 3task - 3

StrategiesStrategies for managing for managing behaviour behaviour

The child with ADHD is not intending The child with ADHD is not intending to irritate teachers or peers, although to irritate teachers or peers, although it might seem so. They are unable not it might seem so. They are unable not unwilling to work. Pupils with ADHD unwilling to work. Pupils with ADHD need help in managing their need help in managing their behaviour if they are to take behaviour if they are to take advantage of the learning advantage of the learning experiences of the classroom. experiences of the classroom.

Strategies for managing Strategies for managing behaviour - 2behaviour - 2

Frequent use of rewards. These Frequent use of rewards. These should be given immediately – a should be given immediately – a more positive response to immediate more positive response to immediate rather than delayed rewards.rather than delayed rewards.

Reprimands should be brief and Reprimands should be brief and given calmly. They should be specific given calmly. They should be specific and involve a reminder of the task or and involve a reminder of the task or behaviour required. Avoid sarcasm, behaviour required. Avoid sarcasm, anger and arguments. anger and arguments.

Strategies for managing Strategies for managing behaviour - 3behaviour - 3

Minor disruptions are best ignored.Minor disruptions are best ignored.

Involve the child in his/her own Involve the child in his/her own management plan – empowerment.management plan – empowerment.

Transition times as well as less Transition times as well as less structured times should be closely structured times should be closely monitored. monitored.

Teach children to self monitor. This is Teach children to self monitor. This is very effective in reducing unwanted very effective in reducing unwanted behaviours and is an important skill for behaviours and is an important skill for children with ADHD to acquire. children with ADHD to acquire.

Strategies for managing Strategies for managing behaviour - 4behaviour - 4

Identify specific problem situations and specific Identify specific problem situations and specific behaviour. Use of the TOAD.behaviour. Use of the TOAD.

Praise appropriate behaviour at every opportunity.Praise appropriate behaviour at every opportunity.

Use choices and distractions to avoid confrontations.Use choices and distractions to avoid confrontations.

Be alert to incidental opportunities for social skills Be alert to incidental opportunities for social skills training e.g. joining in conversations, making training e.g. joining in conversations, making requests, paying and receiving compliments.requests, paying and receiving compliments.

And if all else And if all else fails………………fails………………