If making sense of fractions is hard work for the average fourth grader, it’s grueling for a child with ADHD.
Let’s face it, his brain is doing cartwheels while counting those pizza slices. Plus, he’s practically twitching from the effort to stop himself from doing an actual cartwheel.
As teachers, we know on an intellectual level not to blame the child for his distractibility, his lack of impulse control, his scatteredness. We know it’s our job to make success just as accessible for him as it is for any other student.
But the day-to-day demands of the job can reduce us to operating in survival mode much of the time, while expecting him to function as well as his peers without any special support.
The result? A cluttered desk (good luck finding a pencil in there), incomplete work, the student having no clue what the instructions are (even though said instructions were crystal clear).
Sounds familiar?
Here are some best practices that will benefit everyone, but are essential for students with ADHD.
1. Give frequent feedback for good self-regulation
Acknowledge his when the student with ADHD controls his impulse by not calling out, or by looking at his classmate who is speaking, or achieving any of the dozens of things that are hard for him.
“Thank you for raising your hand.”
“Thank you for waiting.”
“I noticed you were looking at Clara throughout her presentation, do you have any questions for her?”
2. Maintain consistent routines
Post the day’s schedule where it’s easy to read, and stick with it where possible. Give a rhythm to the period, the day, the week. Predictability is your friend. Some teachers make these patterns visible with names like “Word Sort Wednesday”.
Give warnings ahead of transitions and ahead of a change in routines.
The student with ADHD might benefit from having checklists to help him establish routines. It could be a to-do list for the end of the day; write agenda items, put homework in bag, tidy workspace. Tailor the list according to the student’s need. In the example below, notice I cover it entirely with clear tape, making it erasable, this one is several months old.
3. Look for ways to reduce cognitive load:
- Make instructions short and clear
- Chunk assignments, declutter page
- Limit the number of things to keep track of
- Reduce visual and auditory distractions
- Provide written instructions and summary of key ideas
4. Allow time to move, or build movement into the lesson
Changing activities every twenty minutes or so is a good way to build movement into a lesson – students may have to move from one space in the classroom to another, from one center to another, may have to go get a different set of materials.
5. Communicate with home often
A quick email, a note in the agenda, whatever means of communication you use, can prevent problems from compounding. For example, that pesky little problem of incomplete work (which can turn into a failing grade come reporting time), goes away when you address it in a timely manner. Send home unfinished work with a note, if that makes sense in your context.
References:
- Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014;43(4):527-551 [Read overview]
- Center for Disease Control and Prevention. (2023, September 27). ADHD in the Classroom: Helping Children Succeed in School. [Visit page]
Image Source: RDNE Stock Project
