We found 24 results that contain "adhd."

Websites: A homework website that provides assignments for the week is very helpful to
parents and guardians of students with ADHD. Class news regarding projects and the
week’s instructional topics can also be posted.


Homework Hotline: A homework hotline that gives the assignments for the night and
also provides helpful suggestions for completing them can help families support their
children’s work completion.

ADHD and its symptoms aren’t limited to the classroom environment. Although children with these conditions are at higher risk for reduced school performance and academic attainment, there are other problems that they can encounter as a result.
“Children with ADHD are more likely to experience social rejection in childhood,” Cabrera said. “Research suggests that they also have an increased chance of developing a conduct disorder and have increased chances of substance use and incarceration later on.”

The culture of the classroom can either support or create barriers to student success (Piffner,
2011).

Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.

It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).

When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.


When using a proactive approach to classroom management, teachers support all students and
create conditions that prepare them for learning (Piffner, 2011).

Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others.

School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.

Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.

Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).

Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.

It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).

When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.


When using a proactive approach to classroom management, teachers support all students and
create conditions that prepare them for learning (Piffner, 2011).

Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others

School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.

Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.

Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).

The first step in creating classroom supports for students with ADHD is understanding the
students’ strengths and needs. This involves formal and informal assessment, as well as
collaboration among educational professionals and the students’ families.

If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).

Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies. 
Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. 
Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).