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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.

The degree to which attention impacts a student’s academic and social performance is related to the intera

https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).
Test 1
Factors that foster attention, positive behavior, and academic and social success include:test 6
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.

Transition Buddies: Transition buddies are helpful for students with ADHD who
have trouble refocusing their attention as they transition from one academic lesson to
the next. Further, verbal or nonverbal teacher cues signaling upcoming transitions
help prepare students for changes in activities or lessons.

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 student's families.

The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list
three types of ADHD and the accompanying characteristics.


Predominantly inattentive type.
The student may:
o submit inaccurate or incomplete work,
o have difficulty attending to conversations, activities, or tasks,
o be easily distracted,
o have difficulty following directions,
o frequently lose materials, and/or
o have difficulty organizing tasks and materials.


Predominantly hyperactive/impulsive type.
The student may:
o Appear to be in constant motion,

Providing written, unbiased feedback in a timely manner on the scholarly merits and the scientific value of the work, together with the documented basis for the reviewer’s opinion.

Describe the data sources and computational tools students used to investigate their questions, collect data, and structure the data collected. What scaffolding did you provide to students in collecting and shaping their data?