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Modifying Classroom Behavior Of Students With ADHD

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Modifying Teacher Behaviour
Because many students with ADHD are not easily stimulated by classroom material, adding novelty and excitement in their learning environment can help. Along with complete and thorough directions, consistency, and structure is the need for challenging, varied, purposeful, and exciting activities. Students with ADHD are even more likely to display inappropriate behaviours when they are disengaged. Teachers should collaborate with occupational therapists, educational assistants, and resource teachers to discuss and apply strategies of inclusive learning. The student’s IEP should be written collaboratively with professionals and parents, and include input from students. Teachers should avoid lectures (especially long …show more content…

Collaborating with Parents of Students with ADHD
Active involvement with parents can optimize the educational benefits for students with ADHD. To generate and maintain a positive relationship with parents, the teacher must: be an active listener, give their undivided attention; take notes while talking with parents and ask for clarification and accuracy by recapping the meeting; view a challenging parent as a chance to grow and to be respectful when working with angry parents by writing down their concerns and not being defensive; share certain curriculuar and behavioural goals early on and their relevance; communicate regularly and share some positive occurences from school. Collaborating with parents to create and implement behavioural interventions are vital since children are with their parents most of the time (Smith et al, …show more content…

Teachers can also evaluate using Conners Third Edition (Conners 3), the Teacher Rating Scale section (appropriate for children age 6-18). A variety of classroom factors should be considered when providing accommodations and creating the student’s IEP. Modifying the classroom for a student with a hyperactive-impulsive type of ADHD can be as feasible as simple as giving students the freedom to stand during work instead of sit, or get up from the seat every 5-10 minutes or using instructional activities that incorporate movement (e.g. role plays) are beneficial (Turnbull et al.,

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