This manual is a detailed, compassionate, and endlessly useful tool that goes beyond the myths and fads regarding ADHD, providing fifteen years of actual accounts, perspectives, and research shared by the authors. The well-researched manual provides practical and proven techniques that have been successful in dealing with children in the classroom. This book is designed to take the educator step-by-step through the stages of understanding ADHD, to designing and implementing classroom accommodations. The purpose of this manual is to create a standard for working with ADHD in schools, emphasizing the need for a team effort among parents, community-based professionals, and teachers. The manual provides practical information for educators focusing on history and causes; core symptoms of ADHD with specific examples and accommodations; clear, well-defined strategies; proven intervention methods; legal madates; information on Section 504 of thge Rehabilitation Act of 1973; and education and classroom management techniques.
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From Chapter 6: Ways To Help The ADD Student:
I. Inattention or short attention span--the inability to focus on one activity for reasonable lengths of time. Under this category, distractibility may also be a problem in which the student's attention is easily drawn away from the task at hand by noise, movement, visual stimuli, or the student's own thoughts. Ways to Help: Gear instructional programs for success. The teacher can incorporate the following to help improve student behavior: Build attention span in small increments, rewarding any positive steps the student makes in staying focused. Alternate quiet and active work. Allow breaks when needed. Provide a place for the student where there is a minimum of activity: facing a wall, or in a study carrel to help concentrate on an assignment. (This should not be used however to isolate them for misbehavior as in a time-out situation). In addition, limit distracting visual stimuli around the child's area. In all group seating situations, the student should be close to the leader and again away from distractions (away from the door or windows). Practice speaking softly when giving directions (after you are sure you have the student's attention) so that the child must listen carefully. Use visual aids and manipulative to help keep the child's attention. Keep him actively involved and participating. Use simple commands and directions. When giving directions, keep them clear and simple, and make sure you have eye contact with the child. Also, avoid giving commands in the form of a question: "Would you like to take out your notebook?" Instead, use one-step commands in less than ten words. Say, "Take out your notebook." The more structure you provide, the less the student is likely to be distracted. The use of computers, calculators, and other electronic devices help maintain a child's attention. Determine what is essential for the child to do in order to meet acceptable levels of completion of a particular task. For instance, the ADD student must learn the spelling of five new vocabulary words within a twenty minute period. Then make sure the student knows what is clearly expected of him or her before taking on the task. The student's attention is less likely to wander if he or she knows exactly what is expected and can successfully complete the assignment in a time frame that is reasonable for him or her. Avoid assigning whole pages of problems for drill purposes only.
I. Inattention or short attention span--the inability to focus on one activity for reasonable lengths of time. Under this category, distractibility may also be a problem in which the student's attention is easily drawn away from the task at hand by noise, movement, visual stimuli, or the student's own thoughts. Ways to Help: Gear instructional programs for success. The teacher can incorporate the following to help improve student behavior: Build attention span in small increments, rewarding any positive steps the student makes in staying focused. Alternate quiet and active work. Allow breaks when needed. Provide a place for the student where there is a minimum of activity: facing a wall, or in a study carrel to help concentrate on an assignment. (This should not be used however to isolate them for misbehavior as in a time-out situation). In addition, limit distracting visual stimuli around the child's area. In all group seating situations, the student should be close to the leader and again away from distractions (away from the door or windows). Practice speaking softly when giving directions (after you are sure you have the student's attention) so that the child must listen carefully. Use visual aids and manipulative to help keep the child's attention. Keep him actively involved and participating. Use simple commands and directions. When giving directions, keep them clear and simple, and make sure you have eye contact with the child. Also, avoid giving commands in the form of a question: "Would you like to take out your notebook?" Instead, use one-step commands in less than ten words. Say, "Take out your notebook." The more structure you provide, the less the student is likely to be distracted. The use of computers, calculators, and other electronic devices help maintain a child's attention. Determine what is essential for the child to do in order to meet acceptable levels of completion of a particular task. For instance, the ADD student must learn the spelling of five new vocabulary words within a twenty minute period. Then make sure the student knows what is clearly expected of him or her before taking on the task. The student's attention is less likely to wander if he or she knows exactly what is expected and can successfully complete the assignment in a time frame that is reasonable for him or her. Avoid assigning whole pages of problems for drill purposes only.
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