SWU SPED

Teaching Students with ADD
Sunday, July 27, 2008

You will probably find that most of your students with attention deficit disorder tend to benefit from some type of instructional modification, which is the cornerstone of helping students with attention deficit disorder succeed in the classroom. When modification is used, students are not penalized for not knowing how to learn.

There are many ways you can modify your lessons. Target those aspects of the learning setting that can be most troublesome for the student:

• Lesson presentation
  
• Physical arrangement of the classroom
  
• Work assignments

Lesson Presentation

Use the principles of effective instruction when delivering lessons. Make sure that students are successful and challenged. Model cognitive strategies such as "think aloud" techniques, which help students verbalize the thought processes they should engage in to complete the task. Cooperative groupings can also be used effectively. Finally, give praise and feedback immediately and consistently.

Suggestions for maintaining student involvement in the lesson include the following:

• Keep lesson objectives clear
  
• Deliver the lesson at a brisk pace
  
• Encourage collaboration among students
  
• Use meaningful materials and manipulatives
  
• Prompt for student answers after allowing at least five seconds of wait time
  
• Have the students recite in unison
  
• Vary the tone of your voice and model enthusiasm

There are additional ways you can accommodate the student's learning characteristics and needs when designing your lessons. For example, if the student has a short attention span, you might accommodate this learning characteristic by modifying the length of the material. The following are examples of additional accommodations:

• Break up long presentations by "chunking" content. At the end of each chunk, have the student respond in some way.
  
  
• Provide the student with additional time to finish an assignment or test.
  
  
• Break down assignments into "mini-assignments," and build in reinforcement as the child finishes each part. So as not to overwhelm the student, consider passing out longer assignments in segments.
  
  
• Reduce the number of practice items that the student must complete. For instance, allow the student to stop once he or she has demonstrated mastery.

Holding students' interest and attention is not always an easy task. Don't hesitate to experiment with a variety of approaches – and ask your colleagues for ideas.

Physical Arrangement of the Classroom

To help a student who is easily distracted focus on the task at hand, you may need to reduce competing stimuli in the environment or directly cue the student's attention. The goal here is not to create a dull environment, but rather to find ways to focus the student's attention. The following are examples of things you can do:

• Seat the student away from high-traffic and noisy areas such as the pencil sharpener, window, hallway, and materials table. Make a study carrel available.
  
  
• Define the work space for the child. For example, when children are to sit on the floor, use carpet squares to help define each child's space.
  
  
• Reduce the amount of materials present during work time by having the student put away unnecessary items. Have a special place for tools, materials, and books.

Work Assignments

Because many students with attention deficit disorder are inefficient learners, it is a good idea to spend some time helping them develop learning strategies. Organizational strategies are a must for students with attention deficit disorder. Help them get into the habit of making reminders for themselves of what they need to do, using such strategies as assignment sheets, daily schedules, and "to do" lists.

A teacher in Suffield, Connecticut designed a daily check-sheet for students to keep track of assignments, grades, and targeted behaviors. Here's how it works:

• The first column lists all of the student's classes. Next to it is a column for the student's grades. The next column features criteria (e.g., Is on time for class, Came prepared with appropriate materials, Participates in instruction and discussion, Completes homework). A space is left for the student to write in homework assignments. At the end of the day, the student reviews the check-sheet and uses the data on it to determine what to take home for study purposes.
  
  
• Parents are expected to review and sign the check-sheet daily. Daily check-sheets like the one just described enable you to maintain an active record of student progress. These check-sheets also assist the student by clarifying expectations and highlighting successes.

Teach older students how to take notes from both oral presentations and textbooks. Help the student by listing the main ideas or concepts in advance. Some teachers have found it helpful to give their students a template graphic organizer to use when outlining and taking notes.

Other tactics that teachers have used to help students focus in on the task at hand include the following:

• Use color coding or highlighting to help focus attention on critical information contained in assignments.
  
  
• Give clear directions both orally and visually. Whenever possible, provide the student with a model of what he or she should be doing.
  
  
• Set up consistent routines for making the transition between lessons, getting and putting away materials, and requesting assistance. Teach these routines and reward students for following them.

Posted byDoc Junhel at 7:49 PM  

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