Source: Critical Thinking for Life! Mentoring Minds ADD/ADHD Educator Wheel

Contact your school’s Supportive Consultant to view the ADD/ADHD wheel.

James Cullen, Director of Student Services, GRACE

Jean O'Donnell, Supportive Consultant, Our Lady of Lourdes School

Denise VanZeeland, Supportive Consultant, Father Allouez Catholic School-St. Matthew Campus

Help for students with . . .

ADD

ADHD

Attention Deficit

Disorder

Attention Deficit

Hyperactivity

Disorder

Definitions

ADD means Attention Deficit Disorder. The most significant characteristic is inattention. Students with ADD may be quiet and passive. There is no hyperactivity.

ADHD is Attention Deficit Hyperactivity Disorder. It is displayed in students who have difficulties with attention span, impulse control, and hyperactivity.

Core Behaviors of ADD/ADHD

Inattention: Lack of focused attention

Impulsivity: Lack of self control

Hyperactivity - in ADHD: Lack of self-control of movement

Students: • are easily distracted by their environment and those around them.

• have difficulty remaining seated. They fidget, squirm, and are restless.

• often daydream and show little awareness of time.

• have trouble following instructions and may lose materials for tasks.

• have difficulty getting started and sustaining attention to details.

• may appear confused, overwhelmed or bored.

• can talk excessively, blurt out, or interrupt. They have trouble waiting their turn. They may display motor control or coordination problems.

• may experience problems with social skill cues and appropriate

behaviors.

Characteristics of ADD/ADHD

TEACHERS can work together with PARENTS to help their child.

1. Meet with parents at the start of the school year to talk about strategies to assist their child.

2. Tell parents they are welcome to visit their child’s classroom.

3. Keep parents informed about assignments, tests, and projects.

4. Make parents aware of community support services for ADD/ADHD.

5. Communicate with parents on both academic and behavioral student progress on a regular basis.

ESTABLISH A POSITIVE RELATIONSHIP WITH PARENTS. • Value their suggestions and input. • Communicate in a non-judgmental way. • Consider parents partners in their child’s success. • Let parents know you care about their child’s success.

1. Have a quiet work space away from the TV.

2. Follow a set schedule and routine.

3. Write assignments in an assignment notebook and refer to it while doing homework.

4. Use a timer for uninterrupted work time. Take a break between assignments.

5. Have a classmate to call to clarify any questions.

6. Start early and work on long-range work in small parts.

7. Return work to backpack before going to bed.

Things TEACHERS can do to encourage STUDENT success:

1. Develop an understanding of ADD/ADHD behaviors.

2. Set high expectations for appropriate student behavior.

3. Be flexible and sensitive to student’s needs.

4. Model organization and encourage student organization.

5. Provide positive discipline. Be patient and understanding.

6. Teach routines and provide structure.

7. Help your student to learn how to work independently.

8. Engage your student in active learning.

1. Set up a room with a variety of seating arrangements, including informal areas with bean bags and cushions.

2. Use book shelves or furniture to partition off space.

3. Vary the lighting.

4. Seat students near the center of instruction.

5. Avoid high traffic areas for seating.

• Use a flexible structure within the classroom, with firm limits.

• Arrange the room to allow visibility for all students.

• Move about for frequent monitoring.

• Provide preferential seating.

• Teach, model, and practice classroom procedures.

• Use auditory and visual signals for transitions and reward students for smooth transitions.

• Post a visual schedule to show the sequence of daily activities.

• Redirect with visual prompts, cues, private signals, eye contact, and proximity, in place of verbal reminders.

• Include stretch and movement breaks between long presentations.

• Prepare students in advance for any changes in routine.

• Use a timer to remain on task.

Use these STRATEGIES to help students remain ATTENTIVE.

1. Move instruction at a lively pace, using humor.

2. Eliminate excessive visual stimuli or clutter in the classroom.

3. Teach with multi-sensory strategies including illustrations, diagrams, demonstrations, charts, and manipulatives.

4. Grab their attention with verbal/auditory signals such as clapping patterns, bell rings, timer buzzing, or visual signals like a raised hand or flick of lights.

5. Accentuate the key points to focus on using a box, highlighter, colored markers, laser pointer, etc.

6. Vary voice tone.

• Instruct with fewer words and more visuals.

• Pause during instruction to check for understanding.

• Ask critical thinking/open ended questions.

• Allow students to share responses with peer before being called upon to share with the class. • Use multiple response techniques such as dry erase board, thumbs up/down. • Limit the amount of new concepts introduced and allow extra time to process info. • Paraphrase or summarize the most important points. • Increase modeling, guided practice and hands-on learning. • Use interaction and movement.

TEACHERS can use these STRATEGIES to make learning easier:

1. Teach to an ADD/ADHD student’s learning style. Allow varied responses for work such as drawings, oral, computer vs. handwritten.

2. If possible, provide choices in topics of study.

3. Use real-life examples to introduce new concepts.

4. Use graphic organizers, illustrations, charts, and graph paper to help organize concepts and ideas. Use a variety of manipulatives and technology.

5. Allow the use of calculators and spell checking devices. Let students read aloud to help process the text.

6. Break large assignments into smaller manageable parts.

7. Teach memory techniques to help with studying. Review and practice often.

8. Allow for a study buddy.

• Use a consistent visual or verbal signal to gain students’ attention.

• Use color to point out key words.

• Make direct eye contact with students to help them focus.

• Give complete and simple directions. Refrain from too many directions.

• Include multi-sensory, visual aids and models with verbal directions.

• Define and demonstrate exactly what is expected.

• Assign one task at a time.

• Have students repeat or rephrase directions.

• Offer a support buddy.

• Write assignments and directions in a consistent place for students to reference.

• Tell students what they are expected to do after completion of the current task.

Use these STRATEGIES to encourage students to remain on Task.

1. Break assignments into small chunks. Use a timer to complete tasks.

2. Highlight important words on study sheets or outlines to identify major points.

3. Provide a copy of presentation notes with blanks in place of words to guide learning and allow students to fill in the blanks during instruction.

4. Allow movement breaks between activities.

5. Have students work on a clean desk with no distractions. Use a study carrel and preferential seating.

6. Offer earphones to reduce auditory distractions.

7. Increase modeling, guided practice, and feedback.

• Establish a daily routine and schedule. Post the schedule in a consistent area.

• Break down complex tasks into smaller parts.

• Provide structure, progress monitoring, feedback, and follow through.

• Teach students to use an assignment notebook and check-off work as it is completed.

• Post a master calendar of upcoming school events and class assignments in a

consistent area.

• Use checkpoints to monitor lengthy assignments and projects.

• Use peer partners and or study buddies for support.

• Use a visual timer.

Use these STRATEGIES to help students manage their behavior.

1. Teach , model, and practice appropriate behaviors.

2. Provide immediate, positive feedback, reinforcement, and praise. Change positive rewards to keep them effective.

3. Seat near positive role models.

4. Provide movement breaks, fidgets, and ball chairs or discs.

5. Teach self-monitoring techniques with rewards.

6. Set up behavior contracts aimed at one or two specific behaviors.

7. Use private reminder signals between the teacher and student.

8. Redirect to another activity to allow time to regroup.

9. Use headphones and play music to help with calming.

• Require a daily assignment notebook and model how to record assignments in the notebook.

• Check assignment notebooks for correct use and accurate information.

• Use colored folders, dividers, or binders for different subjects.

• Allow for time to check, reorganize and remove clutter from folders, dividers, and or binders.

• Bring a backpack to carry supplies and home work to and from school. Keep it clutter free.

• Provide two copies for “project” assignments – one for home, one for the school folder.

• Designate places in the classroom to turn in assignments or incomplete work.

• Give advance verbal, written, and visual reminders of when assignments are due.

1. Immediate rewards for work

2. Class points or “dollars” redeemable in a classroom store

3. Free tickets for plays, lunch, school events, raffle , no homework, or no uniform.

4. Coupons for a restaurant treat.

5. Removal of lowest grade or one item from a test.

6. Sit with a friend or choice of seating

7. Earned time in the gym, library, or on the computer

8. Privileges – office delivery person, teacher helper, etc.

9. Mentor another student

10. Praise in multiple ways: notes on desk, letter home, phone call, certificates, thumbs up, high five

11. Special recognition assemblies

12. Recognition with a cheer or clap

13. Listen to music or a book on tape

14. Class celebrations

• Model, teach, and practice acceptable social behaviors.

• Practice and reinforce skills through cooperative learning and games.

• Pair with a positive role model.

• Provide nonjudgmental feedback and reinforce appropriately displayed skills.

• Encourage positive self talk.

• Teach self control and noise control techniques. Recognize and prevent annoying behavior.

• Develop communication skills. Teach phrases to use in social interactions. Role play skills to resolve conflicts.

• Use visual displays and discussions to explain the need for social skills.

____X__TEACHER IN-CLASS SERVICE PLAN (TSP)

_______ GRACE STUDENT SERVICE PLAN (GSSP)

Date of Active Service Plan Implementation (m/d/y): 4/12/…

Name of Student: …..

DOB: ……

Grade: …..

List Current Intervention Taking Place: Various strategies used to help student to be attentive and follow classroom rules

Area of Intervention (list subject, behavioral, social, other): Behavioral

List Non-Regular Education Intervention Information

Amount of time per week of direct intervention in a non-regular education setting:

Location of non-regular education setting:

Provider’s name of non-regular education instruction:

Goal: State measurable annual academic or functional goal (behavioral, social, organizational, other) to enable student to be involved in

and progress in the general education curriculum, and to meet the student’s educational needs.

(Student name) will demonstrate proper student behavior by completing the stated objectives with 90% accuracy.

Short-Term Objectives: State sequential intermediate steps or temporal milestones needed to reach goal.

(Student name) will remain at his desk and wait patiently for the teacher to explain the lesson/assignment.

(Student name) will raise his hand to ask for additional help when needed and to answer questions.

(Student name) will use a behavioral system, chart, or card where he can earn stickers and/or prizes based on practicing appropriate

classroom behaviors.

Measurement of Progress: Log; teacher summary; student self-assessment behavior chart. (Continued on next page.)

Example of a Behavioral (ADD/ADHD)

GRACE SCHOOL SERVICE PLAN

Notes: State other pertinent information related to student.

Goal Progress: Reports about student’s progress toward meeting annual goal given to parents when subject grade reports provided. State

level of achievement by choosing one of the following and providing comment as to chosen level.

Goal Attained:

Adequate Progress:

Moderate/Emerging Progress:

No Progress:

Date trimester goal progress was provided to parent.

Trimester 1:

Trimester 2:

Trimester 3:

Accommodation (practice and procedure that provides equitable access to grade-level content):

_____ Assistance with material/time organization _____ Assistance w/note taking.

__X__Behavior chart _____ Extended time on assignment completion.

_____ Extended time for test completion. _____ Frequent breaks

__X__Seating to reduce distractions _____ Test read aloud to student.

_____ Tutoring assistance _____ Other:

Modification (change in content/instructional level of academic subject/test, possibly changing what is measured):

_____Grading based on work completion. _____ Reduction of assigned problems.

_____Simplified vocabulary and concepts _____Tests written at lower level of understanding.

TSP forms are completed by Classroom Teacher and GSSP forms are completed by Supportive Consultant. Collaboration between Classroom

Teacher and Supportive Consultant is advisable. Initial plan and revised plan copies provided to Parent, Principal, Teacher, Supportive

Consultant, and Student Services Director.

Example of a Behavioral (ADD/ADHD)

GRACE SCHOOL SERVICE PLAN (Continued)