Considerations When Teaching ADD Children by Dr. Len Brassard

Establishing the Proper Learning Environment

When possible, keep students with ADD near the front of the classroom, but include them as part of the regular class line-up.

Place these students up front with their backs to the rest of the class to keep other students out of view.

Surround students with ADD with good role models, preferably students whom they view as significant others.

Avoid distracting stimuli. Try not to place students with ADD near air conditioners, high traffic areas, heaters, or doors or windows.

Children with ADD do not handle change well, so avoid transitions, physical relocation, changes in schedule, and disruptions.

Encourage parents to set up appropriate practice space at home, with set times and routines established for practice, and parental review of completed practice

Giving Instructions to Students with ADD

Maintain eye contact during verbal instruction.

Make directions clear and concise. Be consistent with regular instructions.

Simplify complex directions. Avoid multiple commands.

Make sure students understand the instructions before beginning the task/drill.

Repeat instructions in a calm, positive manner, if needed.

Help the students feel comfortable with seeking assistance (most children with ADD will not ask for help).

Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child.

Providing Encouragement

Reward the behavior you are attempting to develop in order to build self-esteem.

Immediately praise any and all good behavior and performance.

In your statement of praise, include the specific behavior for which praise is being given.

Be sincere with praise and vary your phrasing.

Change rewards if they are not effective in motivating behavioral change.

Ignore some inappropriate behavior, especially when it is unintentional or is meant to gain attention but isn't disrupting the classroom or others.

Use behavioral prompts to remind students of expectations: visual cues, hand gestures, moving closer to the student.

Teach the child to reward himself or herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today. How do you feel about that?"). This encourages the child to think positively about himself or herself.

How to Manage ADD Behavior:

Children with ADD respond well to a behavior management system in which rewards are given for good behavior. Reward systems encourage students to work toward earning privileges or rewards by gaining points for desired behavior and losing points for undesirable behavior. If you use this system with younger children, you may want to make charts or use tokens or stickers to show students the consequences and positive results of their behavior.

An effective management system concentrates on a few behaviors at a time, with additional behavior patterns added when the first ones are mastered. The reinforcement is something the student is willing to work for (or to avoid). The teacher gives or removes points immediately, according to the behavior, so the child understands why he or she is being rewarded or punished. While older children may be willing to work toward a deferred reward, younger children may need immediate reinforcement.

For hyperactive children, you may want to establish active drills such as falling, rolling, and sparring.  Drills which require concentration should also be used on a regular basis.  Red Light - Green Light is a drill most ADD children enjoy (and perform well in).  Standing in an attention stance while teachers try to make them laugh is also a favorite.

When teachers and parents communicate with each other about a child with ADD, they increase the likelihood that he or she will be able to learn effectively.