{"id"=>2180, "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><span style=\"font-weight: 400;\">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). </span></p>", "challenge_id"=>943, "created_at"=>Thu, 27 Apr 2023 09:51:09.984473000 UTC +00:00, "updated_at"=>Thu, 27 Apr 2023 09:51:09.984473000 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:
Progress monitoring and strategy adjustments
