Attention Deficit/Hyperactivity Disorder (ADHD) Instructional Strategies

by Mickey Wircenski 

CTE Project Director

 

In any class there are so many differences in the ways that learners take in information and process it. Students with attention deficit/hyperactivity disorder (ADHD) present unique differences in their ability to focus and process information. Their brain size is about three to four percent smaller compared to their age-mates without ADHD. However, the difference in brain size does not impact their intelligence. 

 

These learners have difficulty paying attention and controlling their emotions. Lack of focus sis one of the major obstacles they face in all aspects of their lives-academics, friendships, family connections and work related tasks. They are often hyperactive which means that they are “continually wired”. Additionally, recognizing cause and effect presents a challenge for these learners. They often miss the connection between an action and its consequences.

 

Instructional strategies which may help learners with ADHD in the classroom include the following:

• Reduce distractions-seat them near the front of the room, clear their desks of objects, and keep their desks away from high traffic areas.
• Give directions one step at a time.
• Allow frequent participation and, if possible, movement.
• Break down objectives and assignments into small segments.
• Use computer-based instruction; it will draw their attention.
• Help their disorganized minds become organized by using planners and directly teaching study skills.
• Stay calm, because they won’t. Their lack of self-control means as adults that we must have more control.
• Don’t engage in an argument when they are out of control.
• Supply accurate information to parents and counselors as to behaviors seen in the classroom.

SOURCE: Secrets of the Teenage Brain: Research-Based Strategies for Reaching and Teaching Today’s Adolescents. (2013). Sheryl Feinstein. New York: Skyhorse Publishing, Inc.