| Thank you to all of our professional educators | | | | reinforcers on a consistent basis has a good |
| who dedicate themselves to our children! We | | | | chance of success. Consequences and |
| know how difficult it can be working with ADHD | | | | reinforcement should be as immediate as possible. |
| children, so here are your teacher tips for the | | | | Changing the reward periodically is usually |
| week, brought to you by the ADHD Information | | | | necessary. A major consideration in forming an |
| Library and This is a sampling of over 500 | | | | effective behavioral plan is assessing what is |
| classroom interventions for your use at Here are | | | | workable for the classroom teacher on a regular |
| some tips on Improving Consistency of | | | | basis. Some plans that require extensive charting |
| Performance: Computers are great for 1 on 1 | | | | do not succeed because the teacher can not |
| work and immediate feedback. Use them | | | | follow through effectively within the context of |
| whenever possible. Establish routines and notify | | | | the daily classroom demands. Keeping the plan |
| the child well ahead of time if there are to be | | | | simple and flexible is the key to success. Students |
| changes in the daily routine. This will help the child | | | | with attentional problems generally respond poorly |
| to focus better. Report any significant changes in | | | | to institution-wide classroom behavioral systems. |
| behavior or school performance to parents, school | | | | Programs such as Assertive Discipline usually |
| administrators, or school psychologist. | | | | provide difficulty in that rewards/consequences |
| Your student may need a place to unwind and | | | | are delayed and not tailored to the individual |
| reduce stress during the school day. Often times | | | | student's needs. Whether or not there is a formal |
| this can be simply providing a place for sitting | | | | behavioral program for all students, your student's |
| alone, using the computer, taking a short walk, | | | | benefit from an individualized approach, in which |
| drawing, or modeling with clay. After ten to | | | | target behaviors are specifically identified and |
| fifteen minutes, your student will likely be able to | | | | rewards/consequences are fairly immediate. |
| access the energy needed to attend to the | | | | Rewards and verbal praise on a continual basis will |
| classroom. Students using medication to treat | | | | change the attentional problem the most |
| attentional problems will have their optimal | | | | effectively. One suggested system is the "point |
| attention effects for methylphenidate 45 minutes | | | | system." Feedback that is delayed or variable is |
| to 2 2 hours after medication. Other medications | | | | problematic in that your student may have |
| differ, and it is best to check with the physician | | | | difficulty in correlating delay and gratification. Your |
| about the time of maximum medication effects. | | | | student may begin to make faulty behavioral |
| If possible, it is best to schedule the most | | | | connections in these situations. Students respond |
| attention-demanding tasks for the student during | | | | well to rewards that they experience as |
| this medication window. Tasks can also be | | | | highly-stimulating. Hopefully these will help the |
| modified to improve opportunities for optimal | | | | ADHD students in your classroom to be more |
| attention. Students with attentional problems can | | | | successful. You can learn more about Attention |
| benefit greatly from behavioral interventions that | | | | Deficit Hyperactivity disorder at the ADHD |
| are sensitive to their processing style. An | | | | Information Library. |
| individualized plan that emphasizes stimulating | | | | |