Instructional Strategies for Students with ADHD

When implementing instructional strategies, it’s important to build a support team and work with the family, principal and support staff to create a plan that works best for the student. As the new teacher, find out what has worked previously and at home to incorporate into your classroom (Scholastic, n.d.).

In the classroom

Starting from the first day of school, students need to be aware of the classroom rules and expectations for transitions, instructional time and work periods (CHADD, 2017). Creating a clear classroom contract provides guidelines and keeps students accountable for their behaviour, as well as consequences for breaking the contract. Structure in the classroom, including consistency, schedules and checklists can help students follow a routine, thus leading to smoother transitions throughout the day (U.S. Department of Education, 2008).

When teaching, stay organized by prepping any materials for the lesson to minimize interruptions in the class. Furthermore, clear step-by-step instruction minimizes any confusion or misinterpretation that could happen in large groups. It is beneficial to have the student(s) repeat back the instructions to ensure they understand the expectations for that task (CDC, 2019). When students are aware of their jobs, this can decrease any behaviours that occur during the transition from instructional time to the work period. Moreover, allowing more time to complete tasks, breaks and timers can help students with their time management skills. Providing assignments that are within their proximal zone of learning (not too difficult or easy), can keep students focused yet challenged on the task so behaviours do not occur (CHADD, 2017). Staying organized is important, they should keep track of their homework and work that needs to be done for the day/week. This can help with any overwhelming feelings that lead to poor behaviour choices (Hamilton & Astramovich, 2016).

Being a flexible teacher who can easily adapt to behaviours in the classroom while staying calm, helps all students stay calmer. Research shows that teachers who use positive reinforcement through words of encouragement can mitigate negative behaviours (Scholastic, n.d). This helps to build trust in their teacher, their self-esteem and confidence which can lead to less behavioural problems in the classroom. Therefore, find ways to bring out each student’s strengths and interest to help them stay engaged in school (Scholastic, n.d). Students know when teachers recognize and support them and believe they are good students.

The environment

In the classroom, the physical environment plays a key role in our students’ behaviour. The seating area has an impact on how students will work and affect others. During instructional times, Scholastic suggests placing students with ADHD on the end of rows and near the front so when they need to stretch it is less distracting to others. The flexible seating area has been shown to be beneficial for all students’ learning, by giving them choice and autonomy. While doing independent work, students can work while standing, sitting, in wobble chairs or on the carpet (CHADD, 2017). In addition, minimizing distractions by creating a separate space, such as study carrels, away from windows or other students can help students to focus and work (Montague, M., & Wager, C. 1997). On the walls, neutral tones can be used to minimize distracting colours and posters around the classroom.

Consequences

Recess is a time for all students to get out a lot of pent-up energy and allow students to focus once they are in the classroom (CHADD, 2017). Taking away recess for bad behaviour will not help the student with ADHD or the classroom environment after recess. Speak to the student after they have had time to calm down about what would have been appropriate behaviour. Furthermore, it is necessary for students to engage in a calming activity, such as riddles, mindful minutes or yoga before leading into a lesson (Scholastic, n.d).

Try these strategies in the classroom, we would love to hear what worked for you!

References

Classroom Accommodations. (2017). Children and Adults with Attention-Deficit/Hyperactivity Disorder. Retrieved from https://chadd.org/for-educators/classroom-accommodations/

ADHD in the Classroom. (2019). Centers for Disease Control and Prevention. Retrieved from https://www.cdc.gov/ncbddd/adhd/school-success.html

Tips for Managing ADHD in the Classroom. (2015). Murdoch Children’s Research Institute: Royal Children’s Hospital. Retrieved from https://www.education.vic.gov.au/Documents/school/principals/participation/tipsmanagingadhdinclass.pdf

Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. (2008). U.S. Department of Education. Retrieved from https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg3.html

Hamilton, N., & Astramovich, R., (2016). Teaching Strategies for Students with ADHD: Findins from the Field. Education. 136, 4, p 451-460. Retrieved from https://search-ebscohost-com.proxy.bib.uottawa.ca/login.aspx?direct=true&db=a9h&AN=116218131&site=ehost-live. 

10 Common Challenges and Best Practices for Teaching Students with ADHD. Scholastic Teacher. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/10-common-challenges-and-best-practices-teaching-students-adhd/

Montague, M., & Wager, C. (1997). Helping Students with Attention Deficit Hyperactivity Disorder Succeed in the Classroom. Focus on Exceptional Children, 30 (4). P 1-16. Retrieved from https://web-b-ebscohost-com.proxy.bib.uottawa.ca/ehost/detail/detail?vid=0&sid=704d7f73-ec68-4752-8252-00e44f943271%40pdc-v-sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=507606933&db=eue