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Effective Strategies
for students with
AD/HD

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Objectives

What are the 3 types

of AD/HD
DSMDSM-IV Criteria for
diagnosing
Brain game! Are you
left of right brained?
How to identify AD/HD
in your classroom
Discuss effective
Classroom Strategies

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Thoughts to consider

He would behave if he wanted to

60% are hyperactive

60% are male

Not poor parenting

Not classroom management

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Identifying AD/HD

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Distraction

Hes paying attention

just not to what you
want him to.

Shifting from one unfinished

activity to another

Losing things necessary for

tasks or activities

Time is irrelevant

Tries to fade into the

background

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Inattention

Failing to give close attention

to details and avoiding
careless mistakes

Wide ranges in mood swings

May be described as lazy, or

out in space, doesnt engage

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Impulsive

Difficulty remaining seated

when required to do so

Blurting out answers to

questions before the
questions have been
completed
Difficulty sustaining attention
and waiting for a turn in
tasks, games, or group
situations

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Hyperactive

Fidgeting with hands or feet

or squirming in their seat
Difficulty in listening to others
without being distracted or
interrupting
Great difficulty in delaying
gratification

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DSMDSM-IV Criteria for ADHD

I. Either A or B:
A. Six or more of the following symptoms of inattention
have been present for at least 6 months to a point that
is inappropriate for developmental level:
Inattention

Often does not give close attention to details or makes careless

mistakes in schoolwork, work, or other activities.
Often has trouble keeping attention on tasks or play activities.
Often does not seem to listen when spoken to directly.
Often does not follow through on instructions and fails to finish
schoolwork, chores, or duties in the workplace (not due to oppositional
behavior or failure to understand instructions).
Often has trouble organizing activities.
Often avoids, dislikes, or doesn't want to do things that take alot
alot of
mental effort for a long period of time (such as schoolwork or
homework).
Often loses things needed for tasks and activities (e.g. toys, school
assignments, pencils, books, or tools).
Is often easily distracted.
Is often forgetful in daily activities.

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DSMDSM-IV Criteria for ADHD
B. Six or more of the following symptoms of hyperactivityimpulsivity have been present for at least 6 months to an
extent that is disruptive and inappropriate for developmental
level:

Hyperactivity

Often fidgets with hands or feet or squirms in seat when sittingstill is

expected.
Often gets up from seat when remaining in seat is expected.
Often excessively runs about or climbs when and where it is notappropriate
(adolescents or adults may feel very restless).
Often has trouble playing or doing leisure activities quietly.
Is often "on the go" or often acts as if "driven by a motor".
Often talks excessively.

Impulsivity

Often blurts out answers before questions have been finished.

Often has trouble waiting one's turn.
Often interrupts or intrudes on others (e.g., butts into convers
ations or
games).

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DSMDSM-IV Criteria for ADHD

II. Some symptoms that cause impairment were present before

age 7 years.

III. Some impairment from the symptoms is present intwo or

more settings (e.g. at school/work and at home).

IV. There must be clear evidence of clinicallysignificant

impairment in social, school, or work functioning.

V. The symptoms do not happen only during the course of a

Pervasive Developmental Disorder, Schizophrenia, or other
Psychotic Disorder. The symptoms are not better accounted for by
another mental disorder (e.g. Mood Disorder, Anxiety Disorder,
Dissociative Disorder, or a Personality Disorder).

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DSMDSM-IV Criteria for ADHD

Based on these criteria, three types of ADHD are identified:

IA. ADHD, Combined Type:
Type: if both criteria IA (inattention) and IB
(hyper/inactive) are met for the past 6 months
IB. ADHD, Predominantly Inattentive Type: if criterion IA is met
but criterion IB is not met for the past six months
IC. ADHD, Predominantly Hyperactive-Impulsive Type:
Type: if Criterion
IB is met but Criterion IA is not met for the past six months.

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American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision.
Washington, DC, American Psychiatric Association, 2000.

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Brain Research
The evidence has highlighted
structural differences between ADHD
and nonnon-ADHD children. The
majority of this evidence suggests
that a region known as the frontal
cortex is involved in ADHD.

Prefrontal Cortex
and Frontal Lobes are changing and
developing until age 25.

Under stimulated

The frontal cortex is involved mainly with

executive functions.
These include:

problem solving

attention

reasoning

planning

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Brain Rewiring

Brain Gym
*Activities to cross midline and engage the left and right brain

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Copying and Recopying is the brain

on autopilot
autopilot

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Luminosity.com Stroop Effect

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Stroop Effect

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Here is your job: name the colors of the following words. Do

NOT read the words...rather, say the color of the words. For
example, if the word "BLUE" is printed in a red color, you
should say "RED". Say the colors as fast as you can. It is not
as easy as you might think!

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Stroop Effect
http://faculty.washington.edu/chudler/words.html
The hypothesis was that right-brained people would perform better
because they would focus more on the colors and more easily
ignore the letters.
We based our hypothesis on the fact that the right brain is more
involved in creative and emotional . The left brain is more invo
lved in
logical activities. (e.g. problem solving, language, science andmath).

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When under
str ess, our non
dominant brain
can shut down
up to 7 0 %

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Strategy for Success
Individualized
Effective
Instruction

Identifying Strengths and Weaknesses

The How, When and Why

Select Appropriate Intervention Strategies

Record Keeping for 9 weeks

(see handout)

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Questions to Ask
o

Can the student

pay attention in
class?

Is the student
impulsive?

Sustain
Block out stimuli
Active focus

Stop & Think

Yell out or raise hand
Action Consequence
Peer Relationship

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Questions to Ask
o

Can the student

stay in his seat or
wait in line?

Is the student calm

or even tempered?

Constant movement
Chew on pencils, clothes
Annoy Others
Turn taking skills
Too sad, too angry, too
excited
excited
Over or Under stimulated

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Other questions to consider
Less developed
Rhythm
Handwriting
Time Management
Sense of Personal
Space
Reading Body
Language
Sensory Integration
Emotional,
educational, or Social
skills

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Pinterest break

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Strategies!
Rules and
Consequences

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Class Schedule
Individual Schedule

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Environmental

Seat close to teacher,

board, work area
Seat away from
distractions
Seat near well focused
students
Provide alternate work
space
Accommodate
workgroups
(individual, small
group, pairs)
Turn the chair around
backwards

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Conducting Lessons

Be predictable.
Structure and consistency at all times. ADHD students do not de
al well with change. Minimal rules
and minimal choices.
Support the students participation in the classroom. Provide students with ADHD with
private, discreet cues to stay on task and advance warning thatthey will be called upon shortly.

Check student performance. Question individual students to assess their mastery of the less
on.
For example, you can ask students doing seatwork (i.e., lessonscompleted by students at their
desks in the classroom) to demonstrate how they arrived at the n
a swer to a problem, or you can
ask individual students to state, in their own words, how the ma
i n character felt at the end of the
story.
Divide work into smaller units. Break down assignments into smaller,
less complex tasks. For example, allow students to complete fivemath
problems before presenting them with the remaining five problems
.

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Lessons Continued

Highlight key points. Highlight key words in the instructions on

worksheets to help the child with ADHD focus on the directions.

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Eliminate or reduce frequency of timed tests.Tests that are

timed may not allow children with ADHD to demonstrate what they
truly know due to their potential preoccupation with elapsed tim
e.
Allow students with ADHD more time to complete quizzes and tests
in order to eliminate test anxiety, and provide them with other
opportunities, methods, or test formats to demonstrate their
knowledge.

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Provide advance warnings. Provide advance warning that a

lesson is about to end. Announce 5 or 10 minutes before the end
of the lesson (particularly for seatwork and group projects) how
much time remains. You may also want to tell students at the
beginning of the lesson how much time they will have to complete
it.

Check assignments. Check completed assignments for at least

some students. Review what they have learned during the lesson
to get a sense of how ready the class was for the lesson and how
to plan the next lesson.

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Response Strategies for older

students

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Allow dictation or typed responses

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Teach Executive Functioning Skills

Study Skills, Organization, Time
Management, etc.

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Reduce Writing
Write answers only, limit
number of questions, provide
typed notes and study guides

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Reduce the number of items of a

crowded page or worksheet by
cutting the page or using a work
mask

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Behavioral Prompts

Visual cues
Establish simple, non intrusive
visual cues to remind the child to
remain on task. For example, you
can point at the child while
looking him or her in the eye, or
you can hold out your hand, palm
down, near the child.
Proximity control
When talking to a child, move to
where the child is standing or
sitting. Your physical proximity to
the child will help the child to
focus and pay attention to what
you are saying.
Hand gestures
Use hand signals to
communicate privately with a
child with ADHD.

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In Conclusion
These instructional strategies are successful in educating
children with ADHD.
However, it should be emphasized again that these
techniques are also highly useful forall children.

Determination of Need for Evaluation Worksheet

If the student exhibits a resistance to instruction based on
a continued lack of progress, an evaluation to determine
the presence of a LD may be appropriate.

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Thank you for your attention!

Please bring your response sheets to the
front before leaving.

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