| Thank you to all of our professional educators | | | | his activity level may increase during the day. |
| who dedicate themselves to our children! We | | | | Therefore, schedule the most demanding |
| know how difficult it can be working with ADHD | | | | attentional tasks in the morning. Your student |
| children, so here are your teacher tips for the | | | | may get overwhelmed with large assignments. His |
| week, brought to you by the ADHD Information | | | | attention may wander after guided practice on |
| Library and This is a sampling of over 500 | | | | similar tasks. Adjust the assignment down to |
| classroom interventions for your use at Here are | | | | smaller intervals. Give the assignment one sheet |
| some tips on Increasing Your ADHD Students | | | | at a time. Assign every third problem, rather than |
| Time On Task: Promote and reward the student's | | | | every one, for completion to reflect mastery |
| time on task, never time off task. Give a minute | | | | level. Cut apart single worksheets into strips. Tailor |
| timer to keep on his desk. Ask the child how long | | | | guided practice to occur during those time periods. |
| he thinks it would take to perform a certain task. | | | | Schedule breaks after this optimum attention time |
| Let him set his own time and race against the | | | | period and then return to the assignment. Seat |
| timer. One of the hallmarks of attentional | | | | work is often extremely difficult. This can become |
| problems is the difficulty with sustaining attention | | | | compounded when the teacher is instructing |
| on tasks over time. Students with attentional | | | | another small group. Check on your student as |
| problems may need different levels of external | | | | much as possible or have him check?in with the |
| internal stimulation to enhance task focus. | | | | teacher. Consider using a point system. Since a |
| Students with attentional problems do better in | | | | characteristic of students with an attentional |
| classrooms with four walls than in an "open pod" | | | | problem is the seeking of highly stimulating |
| arrangement. Open pods allow too many visual | | | | materials, computer-assisted instruction and drill |
| and auditory distracters throughout the day. | | | | can be highly successful and may also enhance |
| Along with breaking up the need for sustaining | | | | keyboarding skills as well as fine-motor |
| attention for a long period, your student would do | | | | coordination. Hopefully these will help the ADHD |
| better when allowed frequent breaks to move | | | | students in your classroom to be more successful. |
| around inside and outside the classroom. This may | | | | You can learn more about Attention Deficit |
| vary from a daily outside walk, doing errands | | | | Hyperactivity disorder at the ADHD Information |
| around the building, to classroom stretching | | | | Library. |
| exercises. Your student tends to lose focus and | | | | |