Classroom Interventions

     School is where children with ADHD experience their most serious difficulties.  Modifications of instructional approach are often required for these children to succeed.  Classroom interventions typically include instructional strategies, environmental structuring, and behavior management.  Many of these interventions can be adapted for use by classroom teachers.

     Materials and guides are available to help implement effective classroom interventions for students with ADHD.  The following guidelines are taken from Cobb (1987), Dupaul (1989), Goldstein and Goldstein (1987), Hallahan et. al., Kendall and Braswell (1985), Parker (1988), and Williams (1989).

•  Teach the child at his or her appropriate instructional level rather than frustration level.  Children with ADHD are often baffled by too many demands.  The resulting anxiety can lead to a diminished self-esteem.
•  Teach concepts in smaller units when possible, reviewing frequently.  Avoid repetitive material and find alternative ways to present a concept.
•  Give the child instructions one at a time, and have him or her repeat them before starting work. &nsbp;Personally help the child get started on a task after the group has been given directions.  Check periodically to see that the child continues to understand and is following directions.  Make frequent unobtrusive contact with the child, touching him or her lightly or speaking his or her name gently.
•  Use learning aids such as computers, tape recorders and calculators.  Interactive computer programs can be especially useful in maintaining the child's interest and attention.
•  Whenever possible, experiment with a cooperative learning approach and other grouping arrangements.  These approaches can foster better communication and social skills of children with ADHD.
•  Provide the child direct intervention and/or modeling for improved organization and focus.

•  Break assignments into smaller units, and check completed work frequently. &nsbp;Encourage accuracy and completion and discourage impulsive and hasty work habits.  Adapt work sheets so that less material is on one page.  Being faced with a full page of material can be frustrating for a child with ADHD.
•  Give the child extra time to work on assignments.  Modify written assignments by asking the child to write a detailed outline about a subject rather than an extensive essay.  Allow older children to complete assignments with a word processor rather than by hand.
•  Alternate types of assignment to help maintain attention.

•  Give regular and specific feedback to the child about his or her work.  Focus on success, concept learning and application.
•  Modify testing to determine the child's mastery of content.  Allow the child to demonstrate knowledge in ways other than by written tests such as discussion, presentation, and special projects.
•  Since children with ADHD may not do well on standardized timed group tests, results of such testing should be supplemented with other measures.

•  Place the child with ADHD in the least distracting location in the classroom.  The child should also sit near students who will model on-task behavior and not reinforce inappropriate conduct.
•  Furnish the child with a place to work away from the group when independent seatwork is required.  Since many children with ADHD are highly self-distracted, they must be monitored closely.
•  Provide as much structure, predictability, and regularity as possible, and set strong, consistent limits.
•  Allow opportunities for the child to move around the classroom.