1. Educational Strategies for
Teachers to help Students with
ADHD
Lisa Wilmoth
EDCI-5300

2. Introduction
• This PowerPoint will explore the strategies
and practices toward teaching children with
ADHD.As the growing number of children
diagnosis , teachers need to understand the
struggles of a student with ADHD, and
provide structural routines in the classroom
to help provide success with these students.

3. Identifying Children with ADHD
• ADHD usually begins in early childhood and
continue into adulthood.
• ADHD occurs in 3 to 5 % of elementary –school
aged children.
• More common in males than female.
• According to DSM-IV, ADHD can be defined by
behavior exhibited.
• Poor sustained attention and hyperactivity-
impulsiveness.

4. Exhibited Behaviors
• Fidgeting or squirming in their seat
• Difficulty remaining seated when require to do so
• Difficulty sustaining attention
• Difficulty following instruction
• Blurting out before being ask
• Shifting one activity to another before completing
• Losing things and making careless mistakes
• Difficulty listening to others without distraction or
interruption
• Delaying gratification and mood swings

5. Overall Strategy
• Most teachers have found using the three-pronged
strategy is helpful.
• 1. Identifying the unique needs of the student:
Assess the educational needs in the classroom
Consider both academic and behavioral needs
Using assessments
Learning style inventories
Classroom observation
2. Instructional Practices:
Content,age appropriate,gain the attention of the child
3.Children who receive special education services:
Consult other educators and parents

6. Teaching-related Practices
• Review info on previous topics and describe
current lessons.
• Summarizing various activities planned.
• Set learning expectation
• Set behavioral expectation in classroom
• Identify material need for lessons
• Refer resources that will help master the lesson
• Simplify the instruction and expectation

7. Conducting Lessons
• Structure and consistency are
important.
• Be supportive when
participation in the classroom
• Identify students who need
assistance.
• Help students stay focus
• Lower noise level and
distraction.
• Breakdown assignments in to
smaller units
• Allow extra time for
completion of test or lesson

8. Cont.
• In addition to the general strategies different
students with ADHD have different ways of
learning and retaining information.
Effective teachers need to identify areas in
which each student requires extra assistance
and provide opportunities for the children to
master a academic success. Facilitating
goals for the different subject will help
improving their success as well.

9. Organizational Skills
• Assignment notebook
• Color code folders for
different subjects
• Homework Partner
• Keep desk and book bag
clean out periodically
• Visual aids in the
classroom to remind
students of the material
being learned.

10. Cont.
• Time management when completing assignment
• Use a calendar to schedule assignments
• When using worksheets reveal only one question
at a time.
• Check to make sure student is understanding task.
• Allow student to ask question.
• Monitor work

11. Behavioral Intervention
• Children with ADHD often acts
immaturely and have difficulty
learning how to control their
impulsiveness and
hyperactivity. They may have
difficulty forming friendships
and thinking through social
consequences of their action,
With intervention the students
learns how to control their
behavior and be more effective
in the classroom.

12. Cont. Behavioral Intervention
• Praise when positive behavior is displayed immediately.
• Be consistent to avoid confusion.
• Ignore unintentional behavior
• Remove any nuisance items in the room that might distract
the student
• Permit the student to leave class for a moment for a
break( library, run a errand)
• Encouragement from the teacher can help prevent students
from becoming frustrated with an assignment.
• Keeping parents involved play a critical roles in the
success of the student

13. Classroom Accommodation
Children with ADHD often have difficulty adjusting
to the structured environment of a classroom .
Seat the child near the teacher
Place student near a role model student
Allow the student to work in a low distract area.
Make sure seating is the right size for the student.
Make sure the child has the necessary tools for
their assignment.
Allow extra time if needed

14. Conclusion
• When teachers are more aware of the
struggles of a student with ADHD, they
can better help the students in the classroom
and establish a calm structured learning
environment. School personnel have an
important role to play in enabling students
to have a successful school career.

15. Reference
• How Can Teachers Help Students With ADHD?
(2002) Retrieved Oct. 21,2006, from Education
World
• Web site: http://www.education-world.com
• About Attention Deficit/Hyperactivity
Disorder(2006) Retrieved Oct. 14,2006,
• from Child development
• Web site: http://www.childdevelopmentinfo.com

16. References continued
American Psychiatric Association(1994). Diagnostic
and statistical manual of mental disorder(4th
ed.)
Washington,DC: American Psychiatric
Association.
Forness,S.R.& Kavale ,K.A. ( 2001).ADHD and a
return to the medical model of special education,
education and treatment of children,24(3),224-247
Stevens,S.H. (1997) Classroom success for the LD
and AHDH child.Winston-Salem,NC :John F.
Blair.