Guidelines for Educational
|• ||Place the student with teachers who are positive, upbeat, highly organized
|• ||Provide the student with a structured and predictable environment.|
|• ||Modify the curriculum.|
|• ||For excessive activity:|
|1. Channel activity into acceptable avenues.|
|2. Use activity as a reward.|
|3. Use active responses in instruction.|
|• ||For inability to wait:|
|1. Give the child substitute verbal and motor responses to make while waiting.|
|2. When possible, allow daydreaming and planning while the child waits.|
|3. Suggest alternative behaviors (e.g., line leader, paper passer).|
|• ||For failure to sustain attention to routine tasks and activities:|
|1. Decrease the length of the task.|
|2. Make tasks interesting.|
|• ||For noncompliance and failure to complete tasks:|
|1. Generally increase the choice and specific interest of tasks for the child.|
|2. Make sure tasks fit within the student's learning abilities and preferred response style.|
|• ||For difficulty at the beginning of tasks:|
|1. Increase the structure of tasks and highlight important parts.|
|• ||For completing assignments on time:|
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Making Sense of Attention Deficit/Hyperactivity Disorder.
Contributors: Carol R. Lensch - Author.
Publisher: Bergin & Garvey.
Place of publication: Westport, CT.
Publication year: 2000.
Page number: 135.
This material is protected by copyright and, with the exception of fair use, may
not be further copied, distributed or transmitted in any form or by any means.