ADHD is real, and responds to positive consistent teaching and support. Without help, children are at risk for school failure, social problems, delinquency and addictions and depression.
When families feel blamed: strengths are ignored, knowledge is not shared and they may blame themselves, they many blame others and they learn not to trust.
ADHD affects motivation. Students do not control motivation. Entertaining teaching is remembered.
So, what works?
Frequent, ongoing, positive communication with families:
Written notes or home to school notebook, phone calls (as often as needed), email for communication, for homework and assignments
verbal, visual, written and interactive.
Post the rules :
simply, in view and review regularly.
Keep to a schedule:
Posted, review regularly and plan for changes, tell the child and give reminders
Directions…Repeat, repeat, repeat!!!
Explain directions more than once. Provide a written copy, keep them simple and be sure they are understood, give in steps and ask students to repeat. Check often to see if student is following directions.
Give choices, talk to student after class about hobbies, preferred activities, etc. “Secret signal” for students who need help, positive messages from school/home and call on only when certain that students know the materials.
Schedule breaks during difficult academic activities, permit physical movement-pacing, changing seats, desk toys or “stress ball” to squeeze, classroom errands. Do not withhold recess or class breaks for failure to complete assignments.
Plan ahead before problems arise, include strategies for the student, teach self-monitoring
Handling difficult times:
Decide when a short “escape” from the classroom is valid; decide where a child will go and when he/she will return.