Structuring the Learning Environment

• The three rules of management of ADHD children are "structure, structure, structure". These kids thrive on structure, predictability and regularity. Permissiveness is their downfall. They will push you until you set strong, consistent limits in which they can comfortably function. All kids want limits, but ADHD children demand limits.
  
  
• Place the ADHD child at the apex of "the triangle of instruction"; if possible, surrounded by children who will model on-task behavior and not readily reinforce off-task or distraction behavior. Regularly change seating of others, so that the ADHD child does not develop allies in his distraction activities. Seat the child with his/her back to windows, doors and other potential distractions. Allow the child one helper whom they can ask about assignments or for help.
  
  
• Divide and Conquer! Separate the ADHD child from those who would provoke or reinforce his behavior. Verbally discipline the provokers to curtail sources of reinforcement for off-task behavior, while ignoring the ADHD child's behavior, whenever possible.
  
  
• Provide opportunities for movement every 12-15 minutes through use of different activity centers or group/personal work areas.
  
  
• Periodically set a time to sound throughout the day, especially on Mondays, Fridays and near holidays, to go off randomly, to remind you to give special praise or a privilege to those who are working in seat and/or are on task. Have special reinforcing times each day, but especially on Friday afternoons.
  
  
• When academic or discipline problems arise use a questioning procedure to examine logical consequences and explain behavioral alternatives. Rather than lectures, scolding or instruction, teach examination of the logical consequences through skillful questioning.

Using Consequences

• remember "the carrot and the stick"! Use rewards and consequences together. Increase your reward value by "special times" with the ADHD child. Removal of your attention will then be a more powerful consequence. Use of consequences is only effective if the child values your attention.
  
  
• Provide prompt attention for acceptable behavior, while ignoring unacceptable behavior. Practice "catching the child being good" and "paying attention when the child is not bothering you". Don't play the "the squeaky wheel gets the grease".
  
  
• Break the "vicious circle" of teacher command, child ignoring, command again with increased anger and so on until you give up in frustration or force temporary compliance through severe scolding.
  
  
• Give one command at a time. If the child does not comply, state the consequences, "if you don't ______, I will ______" and wait for compliance. If compliance occurs, praise by saying "I like it when you do as I say"; otherwise, apply the consequences, promptly and unambivalently. Consequences may be loss of privileges, restriction of action, and "time out", or "cool off time" in a quiet room in the principal's office. A conference all to the parents may finally be needed to determine the direction of discipline.
  
  
• Establish classroom rules by eliciting from the class rules of conduct and having them tell the effects of rule breaking on others. Have a child write these on a large tag board and post prominently in class. Periodically review rules with the class rather than singling out the ADHD child for criticism.
  
  
• Let the classroom rules be the children's and not yours. If necessary, add a few "teacher's rules". Seriously teach rule-governing behavior. The ADHD child frequently has problems conforming to rules, especially understanding the effects of rule violation on others.
  
  
• Provide a "busy box" of work sheets, games and other educational activities the child can use when done with work or at transition times.
  
  
• Use school-home daily report card providing consequences both at home and at school. A weekly 5 minute call is very useful to monitor performance.