{"id"=>820, "level_no"=>1, "level_title"=>"New Section", "notes"=>"<p><span style=\"font-weight: 400;\">The first step in creating classroom supports for students with ADHD is understanding the</span><span style=\"font-weight: 400;\"><br /></span><span style=\"font-weight: 400;\">students’ strengths and needs. This involves formal and informal assessment, as well as</span><span style=\"font-weight: 400;\"><br /></span><span style=\"font-weight: 400;\">collaboration among educational professionals and the students’ families. </span></p>\n<p> </p>", "challenge_id"=>452, "created_at"=>Mon, 31 Aug 2020 08:10:12.547393000 UTC +00:00, "updated_at"=>Mon, 31 Aug 2020 08:10:12.547393000 UTC +00:00}
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).
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:
Giving Directions
Many students with ADHD have trouble following directions. Here are some guidelines that might help address this problem.
