Specific strategies for ensuring a positive experience for s

I am a kindergarten teacher who encounters many ADHD students and many who have not been diagnosed yet. One of the first things I did, and recommend you do is set up an appointment with the school counselor to determine if there are some underlying issues that need addressing. The parent of my student came in and noticed similar behaviors at home. A method I used during whole group instruction was to allow him to be the helper, which forced him to pay attention to keep up with what we were doing. The helper points to what we are singing, saying, counting, etc. He thoroughly enjoys this attention and aims to please. I find it more difficult to work with him, teaching small or whole group instruction while he is sitting at the table. Making loud noises helps him to focus on what I’m teaching and the children become more interested because I’m dramatizing what I’m teaching.
Another resource I used was the student’s speech teacher and the special education teachers I work with. Even though the special education teachers did not work with this child, they were helpful by suggesting techniques they used in their classroom. This child loved dinosaurs so I tried to implement them as much as possible. I am a strict teacher that has learned to pick my battles, and as long as he was not interferring with anyone else’s learning, and he was learning, who cares if he’s up and down out of his seat. At least he is learning.

Lee

Joanne, you are asking a tough question because many people with ADHD whether 5 or 50 have other diagnoses with their ADHD or ADD. Each student is also obviously an individual with individual preferences and learning styles. The student should have an iep or 504 plan (assuming that their ADHD is impacting learning in some way). I would read it thoroughly to get to know the student on paper before school starts. Besides other diagnoses ADD effects different people differently. For example some students may be impulsive and punch another child, but others may not be physically aggressive at all and just fidget frequently and lose attention easily. Some may be completely disorganized and lose most papers and misplace supplies, yet others with this diagnosis may be compulsively neat to a fault. Unfortunately, there is no cookie cutter recipe.

Along with the “usuals” there are a couple things…1st; pick your battles! Everything is not a “big deal”!! If it was, I’d be “dealing” with behavior problems/issues all day & there’d be no positives. there’s strategies I use that I’ve found successful: I have my students use 3 folders: to do, working on, & completed. They hand in assignments as they are completed (or they’re lost!) I also find some kids need to stand & write on the blackboard (vs. sitting desk with paper) i immediately check & they erase (otherwise too comfusing!). Alternate desk & blackboard work.
Remember to laugh! It’ll lighten everybody’s load.

I teach ADHD teenagers. One I had this past year in particular was extremely
interesting, because he was on medication but refused to take it because it
gave him headaches. As a result, it was difficult for him to stay focused. Here
are some strategies I used that helped.

1. When working with the child, I have found a 15-minute timer to be very
successful. You set 2-3 simple guidelines for the child(stay on-task, stay in
your seat, talking only when hand is raised, e.g.) Every 15 min. the child has
followed these guidelines, he can get a ticket, a token, a penny, or whatever.
These can then be traded in for a goody or something at the end of the session
or class. If the child is extremely overactive, you can set the timer in 10 min.
increments. It also sometimes helps to give a 2-3 min. break when the timer
goes off, provided there were no violations during that time. This way, the
child only has to focus on a task in 15-min.-at-a-time segments.

2. In addition to the reward, there will be consequences. If any of the rules are
violated during the 15 min., obviously the token is not given. In addition, I have
a rule that 3 violations during the teaching/homework period=extra time owed
to me after the session. The reason behind this is that say a child commits a
violation in the 3rd minute of the 15 min. timer. He may feel he has nothing to
lose if he stays off-task for the rest of the 15 min. This way, he will still stay on-
task to avoid getting 3-strikes-and-you’re-out.

These can be modified, of course. Structure is very important. Wherever the
teaching takes place, it is critical that routines be in place……..same seat,
same procedures, even if the work or objective is going to be different.

I hope this is helpful!! I do many more things with my ADHD students that
help them to focus……I’ll go into all of them only if you find these helpful….and
you ask! :-) Take care!