If your child struggles with ADHD, there is a high likelihood they are experiencing challenges at school. Receiving either informal or formal (e.g., though an IEP or 504 plan) accommodations and modifications can help them be more successful. The following is a list of suggestions that could be presented to their school:
- Provide preferential seating near the front of the classroom to ensure engagement, reduce distractions from other students, and guarantee the student is able to accurately see any written information on the board
- When possible, consider reducing visual distractions in the room
- Increase hands-on, experiential learning opportunities
- Build choices into classroom and at-home assignments and projects
- Allow the student to listen to music with headphones during quiet work time to help them decrease auditory distractions in the classroom
- Make tasks brief or allow the student to take frequent breaks during longer tasks
- During breaks, allow the student to get up and move
- Provide increased structure and supervision during normally unstructured times (e.g., lunch and recess) to decrease the likelihood of problematic behaviors resulting from impulsivity
- Post visual schedules and routines within the classroom and cue the student to the appropriate task by pointing to it on the agenda. Give the student and their parents a copy of this schedule
- Aim for a ratio of at least three positive statements/praise for every corrective statement to reduce discouragement
- Recognize that students with ADHD often require more time and repetitions to learn new skills and routines, so do your best to remain calm and patient with them
- Focus on small short-term goals with the student, rather than big long-term goals
- Encourage the student to set personal bests with academic skills and behaviors (e.g., a high score on a math quiz)
- Help the student develop if-then plans (e.g., “if I feel overwhelmed in class, then I will let the teacher know)
- Allow the student extra time to complete tasks
- Provide checklists for the student to mark off tasks as they complete them
- Reduce the overall volume of work the student is asked to complete
- Create handouts of class notes for the student
References:
Burau, D.E., & Reinstein, D.K. (2018). Applying the results of neuropsychological and psychological assessments: A manual for teachers and specialists. New York, NY: Routledge.
Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention (3rd ed.). New York, NY: The Guilford Press.