TEACHING CHILDREN WITH

ATTENTION DEFICIT
HYPERACTIVITY DISORDER:
INSTRUCTIONAL STRATEGIES AND PRACTICES
2008
 Teaching Children with
Attention Deficit
Hyperactivity Disorder:

Instructional Strategies and Practices

2008

Teaching Children With ADHD 

This report was produced under U.S. Department of Education Contract No. HS97017002 with the American
Institutes for Research. Kelly Henderson served as technical representative for this project.

U.S. Department of Education

Margaret Spellings
Secretary

Office of Special Education and Rehabilitative Services

Tracy R. Justesen
Assistant Secretary

Office of Special Education Programs

William W. Knudsen
Acting Director

Research to Practice Division

Bill Wolf
Acting Director

First printed: February 2004

Reprinted: September 2005, September 2006, August 2008

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While
permission to reprint this publication is not necessary, the citation should be: U.S. Department of
Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs,
Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices.
Washington, D.C., 2008.
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ii Teaching Children With ADHD

 Contents

Introduction........................................................................................................................................1

Identifying Children with ADHD....................................................................................................1

An Overall Strategy for the Successful Instruction of Children with ADHD..................................4

How to Implement the Strategy: Three Components of Successful Programs for

Children with ADHD...................................................................................................................5

Academic Instruction....................................................................................................................5
Introducing Lessons..............................................................................................................5

Conducting Lessons.....................................................................................................................7
Concluding Lessons............................................................................................................10
Individualizing Instructional Practices.................................................................................10
Organizational and Study Skills Useful for Academic Instruction of
Children with ADHD.....................................................................................................17

Behavioral Interventions.............................................................................................................20
Effective Behavioral Intervention Techniques.....................................................................20

Classroom Accommodations......................................................................................................26
Special Classroom Seating Arrangements for ADHD Students..........................................26
Instructional Tools and the Physical Learning Environment................................................27

Conclusion.......................................................................................................................................28

References.......................................................................................................................................29

Teaching Children With ADHD iii

 Teaching Children with Attention Deficit Hyperactivity
Disorder: Instructional Strategies and Practices

Inattention, hyperactivity, and impulsivity are the core symptoms

Introduction of Attention Deficit Hyperactivity Disorder (ADHD). A child’s
academic success is often dependent on his or her ability to attend
to tasks and teacher and classroom expectations with minimal
distraction. Such skill enables a student to acquire necessary
information, complete assignments, and participate in classroom
activities and discussions (Forness & Kavale, 2001). When a child
exhibits behaviors associated with ADHD, consequences may
include difficulties with academics and with forming relationships
with his or her peers if appropriate instructional methodologies
and interventions are not implemented.

There are an estimated 1.46 to 2.46 million children with

Identifying Children ADHD in the United States; together these children constitute
with ADHD 3–5 percent of the student population (Stevens, 1997;
American Psychiatric Association, 1994). More boys than
girls are diagnosed with ADHD; most research suggests that
the condition is diagnosed four to nine times more often in
boys than in girls (Bender, 1997; Hallowell, 1994; Rief, 1997).
Although for years it was assumed to be a childhood disorder
that became visible as early as age 3 and then disappeared
with the advent of adolescence, the condition is not limited
to children. It is now known that while the symptoms of the
disorders may change as a child ages, many children with
ADHD do not grow out of it (Mannuzza, Klein, Bessler, Malloy,
& LaPadula, 1998).

The behaviors associated with ADHD change as children grow

older. For example, a preschool child may show gross motor
overactivity—always running or climbing and frequently
shifting from one activity to another. Older children may be
restless and fidget in their seats or play with their chairs and
desks. They frequently fail to finish their schoolwork, or they
work carelessly. Adolescents with ADHD tend to be more
withdrawn and less communicative. They are often impulsive,
reacting spontaneously without regard to previous plans or
necessary tasks and homework.

Teaching Children With ADHD 

 According to the fourth edition of the Diagnostic Statistical
Manual of Mental Disorders (DSM-IV) of the American Psychiatric
Association (APA) (1994), ADHD can be defined by behaviors
exhibited. Individuals with ADHD exhibit combinations of the
following behaviors:

► Fidgeting with hands or feet or squirming in their seat

(adolescents with ADHD may appear restless);

► Difficulty remaining seated when required to do so;

► Difficulty sustaining attention and waiting for a turn in tasks,

games, or group situations;

► Blurting out answers to questions before the questions have

been completed;

► Difficulty following through on instructions and in

organizing tasks;

► Shifting from one unfinished activity to another;

► Failing to give close attention to details and avoiding

careless mistakes;

► Losing things necessary for tasks or activities;

► Difficulty in listening to others without being distracted

or interrupting;

► Wide ranges in mood swings; and

► Great difficulty in delaying gratification.

Children with ADHD show different combinations of these

behaviors and typically exhibit behavior that is classified
into two main categories: poor sustained attention and
hyperactivity-impulsiveness. Three subtypes of the disorder
have been described in the DSM-IV: predominantly inattentive,
predominantly hyperactive-impulsive, and combined types
(American Psychiatric Association [APA] as cited in Barkley,
1997). For instance, children with ADHD, without hyperactivity

 Teaching Children With ADHD

 and impulsivity, do not show excessive activity or fidgeting but
instead may daydream, act lethargic or restless, and frequently
do not finish their academic work. Not all of these behaviors
appear in all situations. A child with ADHD may be able to
focus when he or she is receiving frequent reinforcement or is
under very strict control. The ability to focus is also common
in new settings or while interacting one-on-one. While other
children may occasionally show some signs of these behaviors,
in children with ADHD the symptoms are more frequent and
more severe than in other children of the same age.

Although many children have only ADHD, others have additional

academic or behavioral diagnoses. For instance, it has been
documented that approximately a quarter to one-third of all
children with ADHD also have learning disabilities (Forness &
Kavale, 2001; Robelia, 1997; Schiller, 1996), with studies finding
populations where the comorbidity ranges from 7 to 92 percent
(DuPaul & Stoner, 1994; Osman, 2000). Likewise, children with
ADHD have coexisting psychiatric disorders at a much higher
rate. Across studies, the rate of conduct or oppositional defiant
disorders varied from 43 to 93 percent and anxiety or mood
disorders from 13 to 51 percent (Burt, Krueger, McGue, & Iacono,
2001; Forness, Kavale, & San Miguel, 1998; Jensen, Martin, &
Cantwell, 1997; Jensen, Shertvette, Zenakis, & Ritchters, 1993).
National data on children who receive special education confirm
this comorbidity with other identified disabilities. Among parents
of children age 6–13 years who have an emotional disturbance,
65 percent report their children also have ADHD. Parents of 28
percent of children with learning disabilities report their children
also have ADHD (Wagner & Blackorby, 2002).

When selecting and implementing successful instructional

strategies and practices, it is imperative to understand the
characteristics of the child, including those pertaining to
disabilities or diagnoses. This knowledge will be useful in the
evaluation and implementation of successful practices, which
are often the same practices that benefit students without ADHD.

Teaching Children With ADHD 

 Teachers who are successful in educating children with ADHD
An Overall Strategy for the use a three-pronged strategy. They begin by identifying the
Successful Instruction of unique needs of the child. For example, the teacher determines
Children with ADHD how, when, and why the child is inattentive, impulsive, and
hyperactive. The teacher then selects different educational
practices associated with academic instruction, behavioral
interventions, and classroom accommodations that are
appropriate to meet that child’s needs. Finally, the teacher
combines these practices into an individualized educational
program (IEP) or other individualized plan and integrates this
program with educational activities provided to other children in
the class. The three-pronged strategy, in summary, is as follows:

► Evaluate the child’s individual needs and strengths. Assess

the unique educational needs and strengths of a child with
ADHD in the class. Working with a multidisciplinary team
and the child’s parents, consider both academic and behavioral
needs, using formal diagnostic assessments and informal
classroom observations. Assessments, such as learning style
inventories, can be used to determine children’s strengths
and enable instruction to build on their existing abilities. The
settings and contexts in which challenging behaviors occur
should be considered in the evaluation.

► Select appropriate instructional practices. Determine

which instructional practices will meet the academic and
behavioral needs identified for the child. Select practices that
fit the content, are age appropriate, and gain the attention of
the child.

► For children receiving special education services,

integrate appropriate practices within an IEP. In
consultation with other educators and parents, an IEP should
be created to reflect annual goals and the special education-
related services, along with supplementary aids and services
necessary for attaining those goals. Plan how to integrate the
educational activities provided to other children in your class
with those selected for the child with ADHD.

Because no two children with ADHD are alike, it is important

to keep in mind that no single educational program, practice, or
setting will be best for all children.

 Teaching Children With ADHD

 Successful programs for children with ADHD integrate the
How to Implement following three components:
the Strategy: Three
Components of ► Academic Instruction;
Successful Programs
for Children with ADHD ► Behavioral Interventions; and

► Classroom Accommodations.

The remainder of this document describes how to integrate a

program using these three components and provides suggestions
for practices that can help children with ADHD in a classroom
setting. It should be emphasized that many of the techniques
suggested have the additional benefit of enhancing the learning
of other children in the classroom who do not have ADHD. In
addition, while they have been used most widely with children
at the elementary level, the following practices are useful for
older students as well.

The first major component of the most effective instruction

Academic Instruction for children with ADHD is effective academic instruction.
Teachers can help prepare their students with ADHD to achieve
by applying the principles of effective teaching when they
introduce, conduct, and conclude each lesson. The discussion
and techniques that follow pertain to the instructional process
in general (across subject areas); strategies for specific subject
areas appear in the subsequent subsection “Individualizing
Instructional Practices.”

Students with ADHD learn best with a carefully structured

Introducing Lessons academic lesson—one where the teacher explains what he or
she wants children to learn in the current lesson and places
these skills and knowledge in the context of previous lessons.
Effective teachers preview their expectations about what
students will learn and how they should behave during the
lesson. A number of teaching-related practices have been found
especially useful in facilitating this process:

Teaching Children With ADHD 

 ► Provide an advance organizer. Prepare students for the
day’s lesson by quickly summarizing the order of various
activities planned. Explain, for example, that a review of the
previous lesson will be followed by new information and
that both group and independent work will be expected.

► Review previous lessons. Review information about

previous lessons on this topic. For example, remind children
that yesterday’s lesson focused on learning how to regroup
in subtraction. Review several problems before describing
the current lesson.

► Set learning expectations. State what students are

expected to learn during the lesson. For example, explain
to students that a language arts lesson will involve reading
a story about Paul Bunyan and identifying new vocabulary
words in the story.

► Set behavioral expectations. Describe how students are

expected to behave during the lesson. For example, tell children
that they may talk quietly to their neighbors as they do their
seatwork or they may raise their hands to get your attention.

► State needed materials. Identify all materials that the

children will need during the lesson, rather than leaving
them to figure out on their own the materials required. For
example, specify that children need their journals and pencils
for journal writing or their crayons, scissors, and colored
paper for an art project.

► Explain additional resources. Tell students how to obtain

help in mastering the lesson. For example, refer children
to a particular page in the textbook for guidance on
completing a worksheet.

► Simplify instructions, choices, and scheduling. The

simpler the expectations communicated to an ADHD
student, the more likely it is that he or she will comprehend
and complete them in a timely and productive manner.

 Teaching Children With ADHD

 In order to conduct the most productive lessons for children
Conducting Lessons with ADHD, effective teachers periodically question children’s
understanding of the material, probe for correct answers
before calling on other students, and identify which students
need additional assistance. Teachers should keep in mind that
transitions from one lesson or class to another are particularly
difficult for students with ADHD. When they are prepared for
transitions, these children are more likely to respond and to stay
on task. The following set of strategies may assist teachers in
conducting effective lessons:

► Be predictable. Structure and consistency are very

important for children with ADHD; many do not deal well
with change. Minimal rules and minimal choices are best
for these children. They need to understand clearly what
is expected of them, as well as the consequences for not
adhering to expectations.

► Support the student’s participation in the classroom.

Provide students with ADHD with private, discreet cues to
stay on task and advance warning that they will be called
upon shortly. Avoid bringing attention to differences between
ADHD students and their classmates. At all times, avoid the
use of sarcasm and criticism.

► Use audiovisual materials. Use a variety of audiovisual

materials to present academic lessons. For example, use an
overhead projector to demonstrate how to solve an addition
problem requiring regrouping. The students can work on the
problem at their desks while you manipulate counters on the
projector screen.

► Check student performance. Question individual students

to assess their mastery of the lesson. For example, you can
ask students doing seatwork (i.e., lessons completed by
students at their desks in the classroom) to demonstrate
how they arrived at the answer to a problem, or you can ask
individual students to state, in their own words, how the
main character felt at the end of the story.

Teaching Children With ADHD 

 ► Ask probing questions. Probe for the correct answer after
allowing a child sufficient time to work out the answer to a
question. Count at least 15 seconds before giving the answer
or calling on another student. Ask follow-up questions that
give children an opportunity to demonstrate what they know.

► Perform ongoing student evaluation. Identify students

who need additional assistance. Watch for signs of lack of
comprehension, such as daydreaming or visual or verbal
indications of frustration. Provide these children with extra
explanations, or ask another student to serve as a peer tutor
for the lesson.

► Help students correct their own mistakes. Describe

how students can identify and correct their own mistakes.
For example, remind students that they should check their
calculations in math problems and reiterate how they can
check their calculations; remind students of particularly
difficult spelling rules and how students can watch out for
easy-to-make errors.

► Help students focus. Remind students to keep working

and to focus on their assigned task. For example, you can
provide follow-up directions or assign learning partners.
These practices can be directed at individual children or at
the entire class.

► Follow-up directions. Effective teachers of children with

ADHD also guide them with follow-up directions:

▪ Oral directions. After giving directions to the class as a

whole, provide additional oral directions for a child with
ADHD. For example, ask the child if he or she understood
the directions and repeat the directions together.

▪ Written directions. Provide follow-up directions in

writing. For example, write the page number for an
assignment on the chalkboard and remind the child to look
at the chalkboard if he or she forgets the assignment.

 Teaching Children With ADHD

 ► Lower noise level. Monitor the noise level in the classroom,
and provide corrective feedback, as needed. If the noise level
exceeds the level appropriate for the type of lesson, remind
all students—or individual students—about the behavioral
rules stated at the beginning of the lesson.

► Divide work into smaller units. Break down assignments

into smaller, less complex tasks. For example, allow students
to complete five math problems before presenting them with
the remaining five problems.

► Highlight key points. Highlight key words in the instructions

on worksheets to help the child with ADHD focus on the
directions. Prepare the worksheet before the lesson begins, or
underline key words as you and the child read the directions
together. When reading, show children how to identify and
highlight a key sentence, or have them write it on a separate
piece of paper, before asking for a summary of the entire
book. In math, show children how to underline the important
facts and operations; in “Mary has two apples, and John has
three,” underline “two,” “and,” and “three.”

► 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 time. 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.

► Use cooperative learning strategies. Have students work

together in small groups to maximize their own and each
other’s learning. Use strategies such as Think-Pair-Share
where teachers ask students to think about a topic, pair
with a partner to discuss it, and share ideas with the group.
(Slavin, 2002).

► Use assistive technology. All students, and those with ADHD

in particular, can benefit from the use of technology (such as
computers and projector screens), which makes instruction
more visual and allows students to participate actively.

Teaching Children With ADHD 

 Effective teachers conclude their lessons by providing advance
Concluding Lessons warning that the lesson is about to end, checking the completed
assignments of at least some of the students with ADHD, and
instructing students how to begin preparing for the next activity.

► 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.

► Preview the next lesson. Instruct students on how to begin

preparing for the next lesson. For example, inform children
that they need to put away their textbooks and come to the
front of the room for a large-group spelling lesson.

In addition to the general strategies listed above for introducing,

Individualizing Instructional conducting, and concluding their lessons, effective teachers
Practices of students with ADHD also individualize their instructional
practices in accordance with different academic subjects and the
needs of their students within each area. This is because children
with ADHD have different ways of learning and retaining
information, not all of which involve traditional reading and
listening. Effective teachers first identify areas in which each
child requires extra assistance and then use special strategies
to provide structured opportunities for the child to review and
master an academic lesson that was previously presented to the
entire class. Strategies that may help facilitate this goal include
the following (grouped by subject area):

Language Arts and Reading Comprehension

To help children with ADHD who are poor readers improve

their reading comprehension skills, try the following
instructional practices:

10 Teaching Children With ADHD

 ► Silent reading time. Establish a fixed time each day for
silent reading (e.g., D.E.A.R.: Drop Everything and Read
and Sustained Silent Reading [Manzo & Zehr, 1998 and Holt
& O’Tuel, 1989]).

► Follow-along reading. Ask the child to read a story silently

while listening to other students or the teacher read the story
aloud to the entire class.

► Partner reading activities. Pair the child with ADHD with

another student partner who is a strong reader. The partners
take turns reading orally and listening to each other.

► Storyboards. Ask the child to make storyboards that

illustrate the sequence of main events in a story.

► Storytelling. Schedule storytelling sessions where the child

can retell a story that he or she has read recently.

► Playacting. Schedule playacting sessions where the child

can role-play different characters in a favorite story.

► Word bank. Keep a word bank or dictionary of new or

“hard-to-read” sight-vocabulary words.

► Board games for reading comprehension. Play

board games that provide practice with target reading-
comprehension skills or sight-vocabulary words.

► Computer games for reading comprehension. Schedule

computer time for the child to have drill-and-practice with
sight vocabulary words.

► Recorded books. These materials, available from many

libraries, can stimulate interest in traditional reading and can
be used to reinforce and complement reading lessons.

► “Backup” materials for home use. Make available to

students a second set of books and materials that they can
use at home.

Teaching Children With ADHD 11

 ► Summary materials. Allow and encourage students to
use published book summaries, synopses, and digests
of major reading assignments to review (not replace)
reading assignments.

Phonics

To help children with ADHD master rules of phonics, the

following are effective:

► Mnemonics for phonics. Teach the child mnemonics that

provide reminders about hard-to-learn phonics rules (e.g.,
“when two vowels go walking, the first does the talking”)
(Scruggs & Mastropieri, 2000).

► Word families. Teach the child to recognize and read word

families that illustrate particular phonetic concepts (e.g.,
“ph” sounds, “at-bat-cat”).

► Board games for phonics. Have students play board games,

such as bingo, that allow them to practice phonetically
irregular words.

► Computer games for phonics. Use a computer to provide

opportunities for students to drill and practice with phonics
or grammar lessons.

► Picture-letter charts. Use these for children who know

sounds but do not know the letters that go with them.

Writing

In composing stories or other writing assignments, children with

ADHD benefit from the following practices:

► Standards for writing assignments. Identify and teach the

child classroom standards for acceptable written work, such
as format and style.

12 Teaching Children With ADHD

 ► Recognizing parts of a story. Teach the student how
to describe the major parts of a story (e.g., plot, main
characters, setting, conflict, and resolution). Use a storyboard
with parts listed for this purpose.

► Post office. Establish a post office in the classroom, and

provide students with opportunities to write, mail, and
receive letters to and from their classmates and teacher.

► Visualize compositions. Ask the child to close his or her

eyes and visualize a paragraph that the teacher reads aloud.
Another variation of this technique is to ask a student to
describe a recent event while the other students close their
eyes and visualize what is being said as a written paragraph.

► Proofread compositions. Require that the child proofread

his or her work before turning in written assignments.
Provide the child with a list of items to check when
proofreading his or her own work.

► Tape recorders. Ask the student to dictate writing

assignments into a tape recorder, as an alternative to
writing them.

► Dictate writing assignments. Have the teacher or another

student write down a story told by a child with ADHD.

Spelling

To help children with ADHD who are poor spellers, the

following techniques have been found to be helpful:

► Everyday examples of hard-to-spell words. Take

advantage of everyday events to teach difficult spelling
words in context. For example, ask a child eating a cheese
sandwich to spell “sandwich.”

► Frequently used words. Assign spelling words that the

child routinely uses in his or her speech each day.

Teaching Children With ADHD 13

 ► Dictionary of misspelled words. Ask the child to keep a
personal dictionary of frequently misspelled words.

► Partner spelling activities. Pair the child with another student.

Ask the partners to quiz each other on the spelling of new
words. Encourage both students to guess the correct spelling.

► Manipulatives. Use cutout letters or other manipulatives to

spell out hard-to-learn words.

► Color-coded letters. Color code different letters in hard-to-

spell words (e.g., “receipt”).

► Movement activities. Combine movement activities with

spelling lessons (e.g., jump rope while spelling words out loud).

► Word banks. Use 3” x 5” index cards of frequently

misspelled words sorted alphabetically.

Handwriting

Students with ADHD who have difficulty with manuscript or

cursive writing may well benefit from their teacher’s use of the
following instructional practices:

► Individual chalkboards. Ask the child to practice

copying and erasing the target words on a small, individual
chalkboard. Two children can be paired to practice their
target words together.

► Quiet places for handwriting. Provide the child with a

special “quiet place” (e.g., a table outside the classroom) to
complete his or her handwriting assignments.

► Spacing words on a page. Teach the child to use his or her

finger to measure how much space to leave between each
word in a written assignment.

► Special writing paper. Ask the child to use special paper with
vertical lines to learn to space letters and words on a page.

14 Teaching Children With ADHD

 ► Structured programs for handwriting. Teach handwriting
skills through a structured program, such as Jan Olsen’s
Handwriting Without Tears program (Olsen, 2003).

Math Computation

Numerous individualized instructional practices can help

children with ADHD improve their basic computation skills. The
following are just a few:

► Patterns in math. Teach the student to recognize patterns

when adding, subtracting, multiplying, or dividing whole
numbers. (e.g., the digits of numbers which are multiples of
9 [18, 27, 36 . . . ] add up to 9).

► Partnering for math activities. Pair a child with ADHD

with another student and provide opportunities for the
partners to quiz each other about basic computation skills.

► Mastery of math symbols. If children do not understand the

symbols used in math, they will not be able to do the work. For
instance, do they understand that the “plus” in 1 + 3 means to
add and that the “minus” in 5 – 3 means to take away?

► Mnemonics for basic computation. Teach the child

mnemonics that describe basic steps in computing whole
numbers. For example, “Don’t Miss Susie’s Boat” can be
used to help the student recall the basic steps in long division
(i.e., divide, multiply, subtract, and bring down).

► Real-life examples of money skills. Provide the child with

real-life opportunities to practice target money skills. For
example, ask the child to calculate his or her change when
paying for lunch in the school cafeteria, or set up a class
store where children can practice calculating change.

► Color coding arithmetic symbols. Color code basic

arithmetic symbols, such as +, –, and =, to provide visual
cues for children when they are computing whole numbers.

Teaching Children With ADHD 15

 ► Calculators to check basic computation. Ask the child to
use a calculator to check addition, subtraction, multiplication,
or division.

► Board games for basic computation. Ask the child to play

board games to practice adding, subtracting, multiplying,
and dividing whole numbers.

► Computer games for basic computation. Schedule

computer time for the child to drill and practice basic
computations, using appropriate games.

► “Magic minute” drills. Have students perform a quick (60-

second) drill every day to practice basic computation of math
facts, and have children track their own performance.

Solving Math Word Problems

To help children with ADHD improve their skill in solving word

problems in mathematics, try the following:

► Reread the problem. Teach the child to read a word

problem two times before beginning to compute the answer.

► Clue words. Teach the child clue words that identify which
operation to use when solving word problems. For example,
words such as “sum,” “total,” or “all together” may indicate an
addition operation.

► Guiding questions for word problems. Teach students

to ask guiding questions in solving word problems. For
example: What is the question asked in the problem? What
information do you need to figure out the answer? What
operation should you use to compute the answer?

► Real-life examples of word problems. Ask the student to

create and solve word problems that provide practice with
specific target operations, such as addition, subtraction,
multiplication, or division. These problems can be based on
recent, real-life events in the child’s life.

16 Teaching Children With ADHD

 ► Calculators to check word problems. Ask the student to
use a calculator to check computations made in answering
assigned word problems.

Use of Special Materials in Math

Some children with ADHD benefit from using special materials

to help them complete their math assignments, including:

► Number lines. Provide number lines for the child to use

when computing whole numbers.

► Manipulatives. Use manipulatives to help students gain

basic computation skills, such as counting poker chips when
adding single-digit numbers.

► Graph paper. Ask the child to use graph paper to help

organize columns when adding, subtracting, multiplying, or
dividing whole numbers.

Many students with ADHD are easily distracted and have

Organizational and Study difficulty focusing their attention on assigned tasks. However,
Skills Useful for Academic the following practices can help children with ADHD improve
Instruction of Children their organization of homework and other daily assignments:
with ADHD
► Designate one teacher as the student’s advisor or
coordinator. This teacher will regularly review the student’s
progress through progress reports submitted by other teachers
and will act as the liaison between home and school. Permit
the student to meet with this advisor on a regular basis (e.g.,
Monday morning) to plan and organize for the week and to
review progress and problems from the past week.

► Assignment notebooks. Provide the child with an assignment

notebook to help organize homework and other seatwork.

► Color-coded folders. Provide the child with color-coded

folders to help organize assignments for different academic
subjects (e.g., reading, mathematics, social science,
and science).

Teaching Children With ADHD 17

 ► Work with a homework partner. Assign the child a
partner to help record homework and other seatwork in the
assignment notebook and file work sheets and other papers in
the proper folders.

► Clean out desks and book bags. Ask the child to periodically
sort through and clean out his or her desk, book bag, and other
special places where written assignments are stored.

► Visual aids as reminders of subject material. Use banners,

charts, lists, pie graphs, and diagrams situated throughout
the classroom to remind students of the subject material
being learned.

Assisting Students with ADHD with

Time Management

Children with ADHD often have difficulty finishing their

assignments on time and can thus benefit from special materials
and practices that help them to improve their time management
skills, including:

► Use a clock or wristwatch. Teach the child how to read and

use a clock or wristwatch to manage time when completing
assigned work.

► Use a calendar. Teach the child how to read and use a

calendar to schedule assignments.

► Practice sequencing activities. Provide the child with

supervised opportunities to break down a long assignment
into a sequence of short, interrelated activities.

► Create a daily activity schedule. Tape a schedule of

planned daily activities to the child’s desk.

Helpful Study Skills for Students with ADHD

Children with ADHD often have difficulty in learning how to

study effectively on their own. The following strategies may
assist ADHD students in developing the study skills necessary
for academic success:

18 Teaching Children With ADHD

 ► Adapt worksheets. Teach a child how to adapt instructional
worksheets. For example, help a child fold his or her reading
worksheet to reveal only one question at a time. The child
can also use a blank piece of paper to cover the other
questions on the page.

► Venn diagrams. Teach a child how to use Venn diagrams

to help illustrate and organize key concepts in reading,
mathematics, or other academic subjects.

► Note-taking skills. Teach a child with ADHD how to take

notes when organizing key academic concepts that he or she
has learned, perhaps with the use of a program such as Anita
Archer’s Skills for School Success (Archer & Gleason, 2002).

► Checklist of frequent mistakes. Provide the child with

a checklist of mistakes that he or she frequently makes in
written assignments (e.g., punctuation or capitalization
errors), mathematics (e.g., addition or subtraction errors), or
other academic subjects. Teach the child how to use this list
when proofreading his or her work at home and school.

► Checklist of homework supplies. Provide the child with

a checklist that identifies categories of items needed for
homework assignments (e.g., books, pencils, and homework
assignment sheets).

► Uncluttered workspace. Teach a child with ADHD how to

prepare an uncluttered workspace to complete assignments.
For example, instruct the child to clear away unnecessary
books or other materials before beginning his or her seatwork.

► Monitor homework assignments. Keep track of how

well your students with ADHD complete their assigned
homework. Discuss and resolve with them and their parents
any problems in completing these assignments. For example,
evaluate the difficulty of the assignments and how long
the children spend on their homework each night. Keep in
mind that the quality, rather than the quantity, of homework
assigned is the most important issue. While doing homework
is an important part of developing study skills, it should be
used to reinforce skills and to review material learned in

Teaching Children With ADHD 19

 class, rather than to present, in advance, large amounts of
material that is new to the student.

The second major component of effective instruction

Behavioral Interventions for children with ADHD involves the use of behavioral
interventions. Exhibiting behavior that resembles that of
younger children, children with ADHD often act immaturely
and have difficulty learning how to control their impulsiveness
and hyperactivity. They may have problems forming friendships
with other children in the class and may have difficulty thinking
through the social consequences of their actions.

The purpose of behavioral interventions is to assist students in

displaying the behaviors that are most conducive to their own
learning and that of classmates. Well-managed classrooms
prevent many disciplinary problems and provide an environment
that is most favorable for learning. When a teacher’s time must
be spent interacting with students whose behaviors are not
focused on the lesson being presented, less time is available
for assisting other students. Behavioral interventions should be
viewed as an opportunity for teaching in the most effective and
efficient manner, rather than as an opportunity for punishment.

Effective teachers use a number of behavioral intervention

Effective Behavioral techniques to help students learn how to control their behavior.
Intervention Techniques Perhaps the most important and effective of these is verbal
reinforcement of appropriate behavior. The most common form
of verbal reinforcement is praise given to a student when he
or she begins and completes an activity or exhibits a particular
desired behavior. Simple phrases such as “good job” encourage a
child to act appropriately. Effective teachers praise children with
ADHD frequently and look for a behavior to praise before, and
not after, a child gets off task. The following strategies provide
some guidance regarding the use of praise:

► Define the appropriate behavior while giving praise.

Praise should be specific for the positive behavior displayed
by the student: The comments should focus on what the
student did right and should include exactly what part(s) of
the student’s behavior was desirable. Rather than praising a

20 Teaching Children With ADHD

 student for not disturbing the class, for example, a teacher
should praise him or her for quietly completing a math
lesson on time.

► Give praise immediately. The sooner that approval is given

regarding appropriate behavior, the more likely the student
will repeat it.

► Vary the statements given as praise. The comments used

by teachers to praise appropriate behavior should vary; when
students hear the same praise statement repeated over and
over, it may lose its value.

► Be consistent and sincere with praise. Appropriate behavior

should receive consistent praise. Consistency among teachers
with respect to desired behavior is important in order to avoid
confusion on the part of students with ADHD. Similarly,
students will notice when teachers give insincere praise, and
this insincerity will make praise less effective.

It is important to keep in mind that the most effective teachers

focus their behavioral intervention strategies on praise rather than
on punishment. Negative consequences may temporarily change
behavior, but they rarely change attitudes and may actually
increase the frequency and intensity of inappropriate behavior
by rewarding misbehaving students with attention. Moreover,
punishment may only teach children what not to do; it does
not provide children with the skills that they need to do what is
expected. Positive reinforcement produces the changes in attitudes
that will shape a student’s behavior over the long term.

In addition to verbal reinforcement, the following set of

generalized behavioral intervention techniques has proven
helpful with students with ADHD as well:

► Selectively ignore inappropriate behavior. It is sometimes

helpful for teachers to selectively ignore inappropriate
behavior. This technique is particularly useful when the
behavior is unintentional or unlikely to recur or is intended
solely to gain the attention of teachers or classmates without
disrupting the classroom or interfering with the learning
of others.

Teaching Children With ADHD 21

 ► Remove nuisance items. Teachers often find that certain
objects (such as rubber bands and toys) distract the attention
of students with ADHD in the classroom. The removal of
nuisance items is generally most effective after the student has
been given the choice of putting it away immediately and then
fails to do so.

► Provide calming manipulatives. While some toys and

other objects can be distracting for both the students with
ADHD and peers in the classroom, some children with
ADHD can benefit from having access to objects that can be
manipulated quietly. Manipulatives may help children gain
some needed sensory input while still attending to the lesson.

► Allow for “escape valve” outlets. Permitting students with

ADHD to leave class for a moment, perhaps on an errand
(such as returning a book to the library), can be an effective
means of settling them down and allowing them to return to
the room ready to concentrate.

► Activity reinforcement. Students receive activity

reinforcement when they are encouraged to perform a less
desirable behavior before a preferred one.

► Hurdle helping. Teachers can offer encouragement, support,

and assistance to prevent students from becoming frustrated
with an assignment. This help can take many forms, from
enlisting a peer for support to supplying additional materials
or information.

► Parent conferences. Parents have a critical role in the

education of students, and this axiom may be particularly
true for those with ADHD. As such, parents must be
included as partners in planning for the student’s success.
Partnering with parents entails including parental input in
behavioral intervention strategies, maintaining frequent
communication between parents and teachers, and
collaborating in monitoring the student’s progress.

22 Teaching Children With ADHD

 ► Peer mediation. Members of a student’s peer group can
positively impact the behavior of students with ADHD.
Many schools now have formalized peer mediation
programs, in which students receive training in order to
manage disputes involving their classmates.

Effective teachers also use behavioral prompts with their

students. These prompts help remind students about expectations
for their learning and behavior in the classroom. Three, which
may be particularly helpful, are the following:

► Visual cues. Establish simple, nonintrusive 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. For example, ask the child to raise
his or her hand every time you ask a question. A closed fist
can signal that the child knows the answer; an open palm can
signal that he or she does not know the answer. You would
call on the child to answer only when he or she makes a fist.

In some instances, children with ADHD benefit from instruction

designed to help students learn how to manage their own behavior:

► Social skills classes. Teach children with ADHD appropriate

social skills using a structured class. For example, you can
ask the children to role-play and model different solutions
to common social problems. It is critical to provide for
the generalization of these skills, including structured
opportunities for the children to use the social skills that they
learn. Offering such classes, or experiences, to the general
school population can positively affect the school climate.

Teaching Children With ADHD 23

 ► Problem solving sessions. Discuss how to resolve social
conflicts. Conduct impromptu discussions with one student
or with a small group of students where the conflict arises. In
this setting, ask two children who are arguing about a game
to discuss how to settle their differences. Encourage the
children to resolve their problem by talking to each other in
a supervised setting.

For many children with ADHD, functional behavioral

assessments and positive behavioral interventions and supports,
including behavioral contracts and management plans, tangible
rewards, or token economy systems, are helpful in teaching them
how to manage their own behavior. Because students’ individual
needs are different, it is important for teachers, along with the
family and other involved professionals, to evaluate whether
these practices are appropriate for their classrooms. Examples of
these techniques, along with steps to follow when using them,
include the following:

► Functional Behavioral Assessment (FBA). FBA is a

systematic process for describing problem behavior and
identifying the environmental factors and surrounding
events associated with problem behavior. The team that
works closely with the child exhibiting problem behavior
(1) observes the behavior and identifies and defines its
problematic characteristics, (2) identifies which actions or
events precede and follow the behavior, and (3) determines
how often the behavior occurs. The results of the FBA
should be used to develop an effective and efficient
intervention and support plan. (Gable, et al., 1997)

► Positive Behavioral Interventions and Supports (PBIS).

This method is an application of a behaviorally based
systems approach that is grounded in research regarding
behavior in the context of the settings in which it occurs.
Using this method, schools, families, and communities work
to design effective environments to improve behavior. The
goal of PBIS is to eliminate problem behavior, to replace it
with more appropriate behavior, and to increase a person’s
skills and opportunities for an enhanced quality of life
(Todd, Horner, Sugai, & Sprague, 1999).

24 Teaching Children With ADHD

 ► Behavioral contracts and management plans. Identify
specific academic or behavioral goals for the child with
ADHD, along with behavior that needs to change and
strategies for responding to inappropriate behavior. Work
with the child to cooperatively identify appropriate goals,
such as completing homework assignments on time and
obeying safety rules on the school playground. Take the
time to ensure that the child agrees that his or her goals are
important to master. Behavioral contracts and management
plans are typically used with individual children, as opposed
to entire classes, and should be prepared with input from
parents.

► Tangible rewards. Use tangible rewards to reinforce

appropriate behavior. These rewards can include stickers,
such as “happy faces” or sports team emblems, or
privileges, such as extra time on the computer or lunch with
the teacher. Children should be involved in the selection of
the reward. If children are invested in the reward, they are
more likely to work for it.

► Token economy systems. Use token economy systems to

motivate a child to achieve a goal identified in a behavioral
contract (Barkley, 1990). For example, a child can earn
points for each homework assignment completed on time.
In some cases, students also lose points for each homework
assignment not completed on time. After earning a specified
number of points, the student receives a tangible reward,
such as extra time on a computer or a “free” period on
Friday afternoon. Token economy systems are often used
for entire classrooms, as opposed to solely for individual
students.

► Self-management systems. Train students to monitor and

evaluate their own behavior without constant feedback
from the teacher. In a typical self-management system,
the teacher identifies behaviors that will be managed by
a student and provides a written rating scale that includes
the performance criteria for each rating. The teacher and
student separately rate student behavior during an activity
and compare ratings. The student earns points if the ratings
match or are within one point and receives no points if

Teaching Children With ADHD 25

 ratings are more than one point apart; points are exchanged
for privileges. With time, the teacher involvement is
removed, and the student becomes responsible for self-
monitoring (DuPaul & Stoner as cited in Shinn, Walker, &
Stoner, 2002).

The third component of a strategy for effectively educating

Classroom children with ADHD involves physical classroom
Accommodations accommodations. Children with ADHD often have difficulty
adjusting to the structured environment of a classroom,
determining what is important, and focusing on their assigned
work. They are easily distracted by other children or by nearby
activities in the classroom. As a result, many children with
ADHD benefit from accommodations that reduce distractions
in the classroom environment and help them to stay on task and
learn. Certain accommodations within the physical and learning
environments of the classroom can benefit children with ADHD.

One of the most common accommodations that can be made to

Special Classroom Seating the physical environment of the classroom involves determining
Arrangements for ADHD where a child with ADHD will sit. Three special seating
Students assignments may be especially useful:

► Seat the child near the teacher. Assign the child a seat near
your desk or the front of the room. This seating assignment
provides opportunities for you to monitor and reinforce the
child’s on-task behavior.

► Seat the child near a student role model. Assign the child
a seat near a student role model. This seat arrangement
provides opportunity for children to work cooperatively and
to learn from their peers in the class.

► Provide low-distraction work areas. As space permits,

teachers should make available a quiet, distraction-free room
or area for quiet study time and test taking. Students should
be directed to this room or area privately and discreetly in
order to avoid the appearance of punishment.

26 Teaching Children With ADHD

 Skilled teachers use special instructional tools to modify the
Instructional Tools and the classroom learning environment and accommodate the special
Physical Learning Environment
needs of their students with ADHD. They also monitor the
physical environment, keeping in mind the needs of these
children. The following tools and techniques may be helpful:

► Pointers. Teach the child to use a pointer to help visually

track written words on a page. For example, provide the
child with a bookmark to help him or her follow along when
students are taking turns reading aloud.

► Egg timers. Note for the children the time at which the
lesson is starting and the time at which it will conclude. Set
a timer to indicate to children how much time remains in the
lesson and place the timer at the front of the classroom; the
children can check the timer to see how much time remains.
Interim prompts can be used as well. For instance, children
can monitor their own progress during a 30-minute lesson if
the timer is set for 10 minutes three times.

► Classroom lights. Turning the classroom lights on and off

prompts children that the noise level in the room is too high
and they should be quiet. This practice can also be used to
signal that it is time to begin preparing for the next lesson.

► Music. Play music on a tape recorder or chords on a

piano to prompt children that they are too noisy. In
addition, playing different types of music on a tape
recorder communicates to children what level of activity is
appropriate for a particular lesson. For example, play quiet
classical music for quiet activities done independently and
jazz for active group activities.

► Proper use of furniture. The desk and chair used by

children with ADHD need to be the right size; if they are
not, the child will be more inclined to squirm and fidget. A
general rule of thumb is that a child should be able to put his
or her elbows on the surface of the desk and have his or her
chin fit comfortably in the palm of the hand.

Teaching Children With ADHD 27

 This guide has outlined a series of instructional strategies
Conclusion that have proven to be successful in educating children with
ADHD. However, it should be emphasized again that these
techniques are also highly useful for all children. The three
main components of a successful strategy for educating children
with ADHD are academic instruction, behavioral interventions,
and classroom accommodations. By incorporating techniques
from these three areas into their everyday instructional and
classroom management practices, teachers will be empowered
to improve both the academic performance and the behavior of
their students with ADHD. In doing so, teachers will create an
enhanced learning environment for all students.

This guide is the second in a series of three publications

that address issues related to the instruction of children with
ADHD. The first is Identifying and Treating Attention Deficit
Hyperactivity Disorder: A Resource for School and Home.
Coming soon is A Resource Directory for ADHD. Teachers
and others are encouraged to consult these publications and to
use them in conjunction with Teaching Children with Attention
Deficit Disorders: Instructional Strategies and Practices. As the
documents become available, they will be listed on the Office of
Special Education and Rehabilitative Services/Office of Special
Education Programs Web site (http://www.ed.gov/about/offices/
list/osers/osep/products.html).

28 Teaching Children With ADHD

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30 Teaching Children With ADHD

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