| Thank you to all of our professional educators who | | | | series of shorter "sprints." Give a minute timer to keep |
| dedicate themselves to our children! We know how | | | | on his desk. Ask the attention deficit student how long |
| difficult it can be working with ADHD children, so here | | | | he thinks it would take to perform a certain task. Let |
| are your teacher tips for the week, brought to you by | | | | him set his own time and race against the timer. Stress |
| the ADHD Information Library and This is a sampling of | | | | accuracy instead of quantity of work. Mastery of a |
| over 500 classroom interventions for your use at Here | | | | subject is really what you want as a teacher anyway. |
| are some tips on increasing your ADHD student's time | | | | Computers are great for 1 on 1 work and immediate |
| on task. Remember, the best interventions are the | | | | feedback. Students using medication to treat attention |
| ones that will help all of your students be more | | | | deficit disorder will have their optimal attention effects |
| successful, not just the ADHD students. One of main | | | | for methylphenidate (Ritalin) 45 minutes to 2 1/2 hours |
| characteristics of students with ADD ADHD is the | | | | after medication. Other medications differ, and it is best |
| difficulty with sustaining attention on tasks over time. In | | | | to check with the physician about the time of |
| other words, they get bored very easily, even by you. | | | | maximum medication effects. If possible, it is best to |
| Promote time on task, never time off task. Take time | | | | schedule the most attention-demanding tasks for the |
| to catch the student being on task and working hard. | | | | ADD ADHD student during this medication window. |
| Reward him with a simple smile or pat on the back. If | | | | Combine your verbal directions along with illustrations |
| you do this consistently, you will see his attention span, | | | | or demonstrations of what you want your students to |
| or time on task, increase throughout the school year, | | | | do. The more ways you use to describe what you |
| making your life easier in the long run. Your ADD | | | | want your ADD ADHD students to do, the greater |
| ADHD student will respond better to situations that he | | | | likelihood that they will actually do it. Your attention |
| finds stimulating and engaging. Varying the instructional | | | | deficit student will be more successful when given |
| medium and pace will help sustain the attention deficit | | | | directions one step at a time. When a series of |
| student's interest. Your ADD ADHD student would | | | | instructions are given, retention beyond the first |
| probably find lessons that emphasize "hands-on" | | | | direction is difficult. Minor adjustments on the part of |
| activities highly engaging. Keeping the time required for | | | | the teacher in giving directions will help the ADD or |
| sustained attention to a task balanced with more | | | | ADHD student a great deal. Hopefully these will help |
| active learning will improve your attention deficit | | | | the ADHD students in your classroom to be more |
| student's performance. Changes in instructor's voice | | | | successful. You can learn more about Attention Deficit |
| level and variation in word-pacing will also increase his | | | | Hyperactivity disorder at the ADHD Information Library. |
| attention during instruction. Break long tasks into a | | | | |