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The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).


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,

Assessment tasks should:

:) Encourage the learner to demonstrate the learning outcomes
Show a clear rubric of the judgment criteria
Indicate types or how the outcomes will be assessed (e.g. diagnostic, formative, summative, etc.)

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Stating learning outcomes
When designing a learning. Unit using the constructive alignment principle.
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Stating learning outcomes
When designing a learning. Unit using the constructive alignment principle

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).

No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.

Here are several of these practices:

Host a TED-style conference or showcases for your students to present original ideas on a topic of interest to them to an authentic, external audience. Record and post the videos to a youtube stream.

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