The effective strategiesto be used by the teacher with ADD students
For Inattention:
Seat student in quiet area
Seat student near good role model
Increase distance between desks
Allow extra time to complete assigned work
Shorten assignments or work periods to coincide with span of attention; use timer
Break long assignments into smaller parts so that student can see end to work
Assist student in setting short term goals
Give assignments one at a time to avoid work over load
Require fewer correct responses for grade
Reduce amount of home work
Instruct student in self-monitoring using cueing
Pair written instructions with oral instructions
Provide peer assistance in note taking
Give clear, concise instructions
Seek to involve student in lesson presentation
Cue student to stay on task
For Impulsiveness:
Ignore minor, inappropriate behaviour
Increase immediacy of rewards and consequences
Use time –out procedure for mis-behaviour
Supervise closely during transition times
Use “prudent “reprimands for mis-behaviour (i.e avoid lecturing or criticism)
Attend to positive behaviour of nearby student
Seat student near good role model or near teacher
Set up behaviour contract
Instruct student in self monitoring of behaviour, ie hand rising, calling out
Call on only when hand is raised in appropriate manner
Praise student when hand raised to answer question
For Motor activity:
Allow student to stand at times while working
Provide opportunity for “ seat breaks ‘, i.e run errands, etc
Provide short break between assignments
Supervise closely during transition times
Remind student to check over work product if performance is rushed and careless
Give extra time to complete tasks (especially for students with slow motor tempo)
Mood:
Provide reassurance and encouragement
Frequently compliment positive behaviour and work product
Speak softly in non-threatening manner if student shows nervousness
Review instructions when giving new assignments to make sure student comprehends directions
Look for opportunities for student to display leadership role in class
Conference frequently with parents to learn about student’s interest and achievements outside of school
Send positive notes home
Make time to talk alone with student
Encourage social interactions with classmates if student is withdrawn or excessively shy
Reinforce frequently when signs of stress build up and provide encouragement or reduced work load to alleviate pressure and avoid temper outbursts
Spend more time talking to students who seem pent up or display anger easily
Provide brief training in anger control; encourage student to walk away; use calming strategies; tell near by adult if getting angry
For Academic skills:
If reading is weak; provide additional reading time; use “ previewing” strategies; select text with less on a page; shorten amount of required reading; avoid oral reading
If oral expression is weak; accept all oral responses; substitute display for oral report; encourage student to tell about new ideas or experiences; pick topics easy for student to talk about
If written language is weak; accept non- written forms for reports; accept use of type writer, word processor, tape recorder,; do not assign large quantity of written work; test with multiple choice or filling questions
If math is weak; allow use of calculator; use graph paper to space numbers; provide additional math time; provide immediate correctness feedback and instruction via modeling if the correct computational procedure
For Organizational planning:
Ask for parental help in encouraging organization
Provide organization rules
Encourage student to have notebook with dividers and folders for work
Provide student with home work assignment book
Supervise writing down of home work assignments
Send daily/ weekly progress report home
Regularly check desk and note book for neatness; encourage neatness rather than penalize sloppiness
Allow student in setting short term goals
Do not penalize for poor hand writing if visual- motor deficits are present
Encourage learning of key boarding skills
Allow student to tape record assignments or home work
For Complaints:
Praise compliant behaviour
Provide immediate feedback
Ignore minor misbehaviour
Use teacher attention to reinforce positive behaviour
Acknowledge positive behaviour of near by student
Supervise closely during transition times
Seat student near the teacher
Set up behaviour contract
Implement class room behaviour management system
Instruct student in self monitoring of behaviour
For Socialization:
Praise appropriate behaviour
Monitor social interactions
Set up social behaviour goals with student and implement a reward programme
Prompt appropriate social behaviour either verbally or with private signal
Encourage cooperative learning tasks with other students
Provide small group social skills training
Praise student frequently
Assign special responsibilities to student in presence of peer group so others observe student in a positive light