ystem that your student finds early success to "buy in" to the program.

One of the characteristics of attentional problems is the variability of work performance across settings, tasks, and over time. Rather than take high performance on some tasks as an indicator that low performance on other tasks is due to low motivation and willfulness, it is important to understand this as the nature of attentional problems. Your student will do better on tasks he f

Thank you to all of our professional educators who dedicate themselves to our children! We know how difficult it can be working with ADHD children, so here are your teacher tips for the week, brought to you by the ADHD Information Library and ADDinSchool.com. This is a sampling of over 500 classroom interventions for your use at http://www.ADDinSchool.com.

Here are some tips on Improving Consistency of Performance with ADHD Students:

Computer games, artistic media, and action-based play (sports or other physical activity), building sets, and activities outside of the school setting, can be effective. Ask your student what he would like to earn. Your student is the best source of identifying the reward. Rewards should be changed frequently to maintain their "novelty power".

An effective system for immediate reinforcement and highly stimulating rewards is a "point system". Students earn points for accomplishments of: 1) achieving prearranged goals that have been discussed and agreed to by the student, teacher, and parent, and 2) any valued activity or behavior that occurs spontaneously during the school day. Point values are assigned to various tasks/behaviors. Teachers have the flexibility of increasing point values or giving any assignment/activity a point value. Points are accumulated and "cashed in" on a reward menu. Points can be added on a continuing basis for a running total kept with the teacher/student. This menu can be a hierarchy of reward activities such as extra computer or playground time to out of school activities, such as lunch or bowling, for an accumulation of many points. The student is in charge as to when to "spend" their points. This system is designed to enhance the delay of gratification for students. It is important in any behavioral system that your student finds early success to "buy in" to the program.

One of the characteristics of attentional problems is the variability of work performance across settings, tasks, and over time. Rather than take high performance on some tasks as an indicator that low performance on other tasks is due to low motivation and willfulness, it is important to understand this as the nature of attentional problems. Your student will do better on tasks he f

f Performance with ADHD Students:

Computer games, artistic media, and action-based play (sports or other physical activity), building sets, and activities outside of the school setting, can be effective. Ask your student what he would like to earn. Your student is the best source of identifying the reward. Rewards should be changed frequently to maintain their "novelty power".

An effective system for immediate reinforcement and highly stimulating rewards is a "point system". Students earn points for accomplishments of: 1) achieving prearranged goals that have been discussed and agreed to by the student, teacher, and parent, and 2) any valued activity or behavior that occurs spontaneously during the school day. Point values are assigned to various tasks/behaviors. Teachers have the flexibility of increasing point values or giving any assignment/activity a point value. Points are accumulated and "cashed in" on a reward menu. Points can be added on a continuing basis for a running total kept with the teacher/student. This menu can be a hierarchy of reward activities such as extra computer or playground time to out of school activities, such as lunch or bowling, for an accumulation of many points. The student is in charge as to when to "spend" their points. This system is designed to enhance the delay of gratification for students. It is important in any behavioral system that your student finds early success to "buy in" to the program.

One of the characteristics of attentional problems is the variability of work performance across settings, tasks, and over time. Rather than take high performance on some tasks as an indicator that low performance on other tasks is due to low motivation and willfulness, it is important to understand this as the nature of attentional problems. Your student will do better on tasks he f

rewards is a "point system". Students earn points for accomplishments of: 1) achieving prearranged goals that have been discussed and agreed to by the student, teacher, and parent, and 2) any valued activity or behavior that occurs spontaneously during the school day. Point values are assigned to various tasks/behaviors. Teachers have the flexibility of increasing point values or giving any assignment/activity a point value. Points are accumulated and "cashed in" on a reward menu. Points can be added on a continuing basis for a running total kept with the teacher/student. This menu can be a hierarchy of reward activities such as extra computer or playground time to out of school activities, such as lunch or bowling, for an accumulation of many points. The student is in charge as to when to "spend" their points. This system is designed to enhance the delay of gratification for students. It is important in any behavioral system that your student finds early success to "buy in" to the program.

One of the characteristics of attentional problems is the variability of work performance across settings, tasks, and over time. Rather than take high performance on some tasks as an indicator that low performance on other tasks is due to low motivation and willfulness, it is important to understand this as the nature of attentional problems. Your student will do better on tasks he f

on a reward menu. Points can be added on a continuing basis for a running total kept with the teacher/student. This menu can be a hierarchy of reward activities such as extra computer or playground time to out of school activities, such as lunch or bowling, for an accumulation of many points. The student is in charge as to when to "spend" their points. This system is designed to enhance the delay of gratification for students. It is important in any behavioral system that your student finds early success to "buy in" to the program.

One of the characteristics of attentional problems is the variability of work performance across settings, tasks, and over time. Rather than take high performance on some tasks as an indicator that low performance on other tasks is due to low motivation and willfulness, it is important to understand this as the nature of attentional problems. Your student will do better on tasks he f

ystem that your student finds early success to "buy in" to the program.

One of the characteristics of attentional problems is the variability of work performance across settings, tasks, and over time. Rather than take high performance on some tasks as an indicator that low performance on other tasks is due to low motivation and willfulness, it is important to understand this as the nature of attentional problems. Your student will do better on tasks he finds inherently interesting and stimulating. He will tend to do worse on tasks that required sustained attention and are more mundane. Your student may have difficulty with tasks that require complex problem-solving strategies. There is continued difficulty with the "executive processes" (strategies that are used to organize and monitor thinking and action). He may tend to persist using strategies that have proven ineffective. Although your student may seem expansive in using oral language, he may be limited in producing ideas in written form. Assignments that require extensive fine motor skills are difficult.

Give seat work one sheet at a time, if possible. This will prevent your student from feeling overwhelmed. This is also a helpful technique in testing him.
 
Identifying your student's goals with his involvement is effective. Goals should begin by being simple and easy to understand. Two to three goals are sufficient to begin any goal attainment intervention. The criteria for success (or earning points) should be simple and clear. Successful goal attainment early in the process is critical. Ask your student to generate possible goal areas or have him choose from a menu that the teacher has created. The larger the role that he has in identifying the goals, the greater investment he will have in reaching them.

Have someone actively monitoring your student during tests, especially multiple choice, fill in the "bubble" tests. He can get off track and fill in the wrong places or become so frustrated that he might answer at random to simply complete the test.

Emphasize that part of the work routine is to "check your work". Students tend to complete work and turn it in without checking it over. Give the student some instruction in how to check his work and practice it with him.

In assignments that req