Description
- 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).
- Number of Directions: Give a minimal number of directions or steps at a time.
If necessary, have students repeat the directions to the teacher or a peer partner. - Form of Directions: Provide written directions or steps, or a visual model of a
completed project. Teach students how to refer to these items as reminders of
process steps to complete tasks. This strategy is particularly helpful for long-term
projects. - Written Assignments
Many students with ADHD have particular challenges with written work due to finemotor
skills difficulties, motor planning issues, and difficulty alternating their attention
from a book to their written responses. - Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units.
