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Old 05-31-13, 01:22 PM
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Re: Accommodations for Children and Teens

Now for the 80+ suggested school accommodations for children and teens with ADHD:

Classroom Management: Basic Considerations

- Don’t retain in grade! Research shows it is associated with multiple harms and few if anybenefits. Develop a real treatment plan instead repeating a failure (Pagani et al., 2003).

- Use the first few weeks of the school year to establish behavioral control of the classroom. Focus more on establishing rules and providing swift and reliable consequences for them giving less emphasis to the curriculum or lesson plan and more to behavior management. Then gradually shift the emphasis to the lesson plan.

- Decrease the child or teen’s total workload to what is essential to be done rather than what is merely “busy” work assigned to fill class time.

- Give smaller quotas of work at a time with frequent breaks (i.e., 5 problems at a time, not 30, with short breaks between work episodes)

- Use traditional desk arrangement in classroom (all desks face forward to teaching area)

-Seat the child with ADHD close to teaching area to permit more supervision and frequent accountability for conduct and performance

- Target productivity (# of problems attempted) first by rewarding child for each problem attempted and ignore accuracy for the time being; then increase focus on both productivity and accuracy later.

- Don’t send home unfinished class work for parents to do. Parents of ADHD children have enough stress at home with the ordinary home responsibilities and school homework to be done and do not need to be over-burdened with a teacher’s failed responsibility. Unfinished classwork shows that the problem lies at school in the classroom which is where solutions are to be implemented and not shirked.

-Give weekly homework assignments so parents can plan their week accordingly

- Reduce/eliminate homework for elementary kids (research is arguable that it benefits kids before high school) (Cooper, Robinson, & Patall, 2006).

- If homework is given, keep to 10 minutes total x grade level in school

- Allow some restlessness at work area or desk as long as child is working.

- Give frequent physical exercise breaks throughout the school day

- Get color-coded binders & other commercial organizing systems to help keep student materials and assignments organized.

- Try color-coding of text using highlighters for marking key points in the text; better yet write these highlighted key points down on paper after the reading is done.

- Use participatory teaching: give student something useful and physical to do to help you while teaching.

- Practice skills drills on computers–use learning software programs to rehearse skills that have just been learned as children with ADHD pay more attention to computer software learning programs than to mimeographed work sheets.

- Try laminated work slates, not impulsive answers: Each child gets a small white board and marker and when questions are asked, everyone writes the answer on their board and holds it up in the air. Teacher calls on someone only after ALL boards are up.

- Assign a homework “study-buddy,” which is peer tutoring done outside of school (see below) in which children living near each other from the same class do their homework together alternating whose home they meet at to do so.

- Alternate low appeal with high appeal activities to maintain interest level

- Be more animated, theatrical, and dramatic when you teach (make it interesting!)

- Touch a child lightly when talking to them (place hand on child’s hand, arm, or shoulder)

- Schedule the most difficult subjects in first few periods of the school day when attention span is at its maximum for a child with ADHD.

- Use direct instruction, programmed learning, or highly structured or regimented teaching materials that have short assignments, clear goals, and frequent feedback for demonstrating mastery of the material.

- Have the child pre-state their work goals (How many problems can you do for me?) as children are more likely to do an assignment they have chosen then one imposed on them.

- Train keyboarding & word processor as early as possible given the high occurrence of fine motor coordination and handwriting problems associated with ADHD.

- Give after-school help sessions, tutoring, books on tape, and videos to reinforce class work and assist child with homework completion.

- Require continuous note-taking during lectures & while reading; the child should be taking brief notes of key points in what they are reading, viewing, or listening to help focus and sustain attention, permit some movement while concentrating, and to partially compensate for their poor working memory.

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