Seat student away from high traffic and high volume areas

Seat student away from distractions

Lessing, A., & Wulfsohn, R. (2015). The potential of
behaviour management strategies to support learners
with Attention Deficit Hyperactivity Disorder in the
classroom. Education as Change, 19(1), 54-77.

DuPaul, G. J., & Stoner, G. (2014). Adhd in the schools,
third edition : assessment and intervention strategies.
Retrieved from https://ebookcentral.proquest.com

Brock S.E., Jimerson S.R., Hansen R.L. (2009)
Treatment. In: Identifying, Assessing, and Treating
ADHD at School. Developmental Psychopathology at
School. Springer, Boston, MA

Use bright colours and bold text to draw attention to relevant points within work - conversely avoid busy, bright, cluttered walls

1. Determine regular intervals for students to monitor their behaviour based on metrics previously decided with teacher

Uses a functional behavioural assessment to determine the functions that disruptive behaviour serves, then attempts to fulfill that function using a more appropriate behaviour

Deliver the most challenging classwork in the morning and avoid complicated tasks in the afternoon

Establish predictable routines, clear rules, clear consequences and immediate and appropriate enforcement

Peer tutoring and tuakana/teina relationships within the classroom amongst students

Minimise task duration - break up large assignments into small sections

Match difficulty of activity to child's learning level - if it is too challenging they will get frustrated and give up. If it is too easy, they will get bored and restless

Collaborative Decision Making, including child, family, teachers, specialists

Present work using various different media, e.g., text, film, audio tracks, interactive slideshows, worksheets, pictures, 3D models

Allow student to produce work using different media, e.g., text, film, artwork, models, skits, voice recordings

Where possible, put children with ADHD in classes with low student to teacher ratios to ensure more 1:1 time.

Traditional seating set up with desks facing forward is more conducive to staying on-task than Flexible Learning Spaces

Allow for productive physical movement - let the child take regular breaks, perhaps have them run errands

Allow for active involvement vs passive involvement in learning. E.g., have child with ADHD handing out worksheets, assisting with audio-visual equipment or writing notes on board

Presents activities with clear instructions

Uses multiple modalities

Divides content material into smaller bits of information

Teach student to take notes - this engages them more in the lesson and inhibits restless, disruptive behaviour

Provide structure and a clear, routine timetable - children with ADHD benefit from predictability and consistency

Provide visual cues and rule reminders

Where possible allow student to learn at their own pace

When giving instructions, make the instructions clear and only give them one or two steps to complete at a time. Have them repeat instructions back to you to ensure understanding

Let student choose between a range of activities. If all activities must be completed eventually, allow student to choose the order in which they complete them

Use lots of constructive, formative feedback. Where possible, give feedback immediately, as student is working.

Make time out area pleasant and comfortable but not stimulating

Do not use time out for 'secondary' behaviours. E.g., you ask a child to put their book away but they stomp while they are doing it. Ignore the stomping, acknowledge that they complied with putting book away

As soon as time out is completed, discuss the reason they were sent there and how they can avoid it next time

Daily Report Cards - similar to Token Reward Systems but with delayed reinforcement as learner takes report card home to parents.

Avoid repetitive tasks. If child does not master a concept, deliver it in a different context

2. At regular intervals, student checks behaviour and records whether on-task or not

3. At a specified time, student and teacher compare records

4. Student receives positive reinforcement or reward for matching teacher's records

5. steps 2-4 repeated for a week or two, to form habits and refine process

6. Over the following weeks, checking records with teacher is faded out, and rewards are given for on-task behaviour that is determined by student