ADHD and School interventions

ADHD and School interventions

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).

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Posted by

Greg Thomsan

Description

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.

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.