1. Management of Children with ADHD in the classroom
Some practical ideas

2. What difficulties do children with ADHD have in the classroom?
Difficulties listening to, taking in and acting
on instructions
Rarely ready to start work and often fail to
complete work set
Problems concentrating, are easily distracted
and are disorganised and forgetful
Other behaviours include calling out,
interrupting and butting into conversations

3. What difficulties do children with ADHD have in the classroom? -2
Hyperactivity may be particularly obvious in younger children so they have difficulties staying in their seats – they can even fall out of their seats!!
Older children appear more restless and fidgety, often fiddling dangerously with equipment.
Children with ADHD are frequently unpopular with other children because of their unpredictable and irritating behaviour

4. Successful programmes for children with ADHD integrate the following three components:
Classroom Organisation
Structure of the learning task
Behavioural Interventions

5. Activity Consider: Classroom Organisation
Structure of the learning task
Behavioural Interventions
Come up with one idea, strategy, activity, approach etc under each heading above that you have successfully used for a child with ADHD
Write it down on a post it
Stick under the appropriate heading

6. All pupil learning is enhanced by increased attention to task so the following strategies could well benefit a whole class not just the child with ADHD.
Many of the following suggestions will already be in the repertoire of class teachers but will probably need to be more prominent in the management of children with ADHD

7. Classroom organisation
Place the child in the least distracting place – not near a window or door.
Seat children near the front and between good role models in a position where good eye contact can be maintained.
Working in pairs rather than groups.
Access to a separate work place.
Use a visual time table.

8. Classroom organisation - 2
Clearly defined rules: few in number and frequently rehearsed.
Use consistent routines. Model and teach routines – turn taking, sharing equipment.
Give warnings for beginnings and ending of lessons/activities.
Prepare for transition – children with ADHD have difficulty in re-focussing their attention Moving from one activity to another.

9. Classroom organisation - 3
Prepare pupils for changes to the timetable if known in advance – supply teachers.
Ensure that all materials and equipment are readily available and prepared beforehand.
Keep classroom interruptions to the minimum.
Treat each day as anew beginning. Do not dwell on previous failings.

10. Structuring the learning task
Give clear concise instructions having established eye contact – ‘effective language patterns’. Ask the pupil to repeat directions back to the teacher.
Break tasks into smaller ‘chunks’. Initially short and when mastered gradually increased in complexity.
Incorporate short breaks for physical activity into lessons.

11. Structuring the learning task - 2
Support written/visual instructions with oral instructions.
Give regular feedback as children with ADHD respond to FREQUENT positive reinforcement.
Provide alternative methods of presenting work – ICT, scribe, drawings etc.

12. Structuring the learning task - 3
Help organisation through the use of lists, daily task sheets, charts and report cards.
Use highlighter pens to focus attention on key words and instructions.
Use cooker timers for work completion, changing time on task etc.

13. Strategies for managing behaviour
The child with ADHD is not intending to irritate teachers or peers, although it might seem so. They are unable not unwilling to work. Pupils with ADHD need help in managing their behaviour if they are to take advantage of the learning experiences of the classroom.

14. Strategies for managing behaviour - 2
Frequent use of rewards. These should be given immediately – a more positive response to immediate rather than delayed rewards.
Reprimands should be brief and given calmly. They should be specific and involve a reminder of the task or behaviour required. Avoid sarcasm, anger and arguments.

15. Strategies for managing behaviour - 3
Minor disruptions are best ignored.
Involve the child in his/her own management plan – empowerment.
Transition times as well as less structured times should be closely monitored.
Teach children to self monitor. This is very effective in reducing unwanted behaviours and is an important skill for children with ADHD to acquire.

16. Strategies for managing behaviour - 4
Identify specific problem situations and specific behaviour. Use of the TOAD.
Praise appropriate behaviour at every opportunity.
Use choices and distractions to avoid confrontations.
Be alert to incidental opportunities for social skills training e.g. joining in conversations, making requests, paying and receiving compliments.

17. And if all else fails………………