include the following. Provide as much positive attention and recognition as possible. Clarify the social rules and external demands of the classroom. Establish a cue between teacher and child. Spend personal discussion times with these children emphasizing the similarities between the teacher and child. Get in a habit of pausing 10 to 16 seconds before answering. Probe irrelevant responses for possible connections to the question. Have children repeat questions before answering. Choose a student to be the "question keeper." Using a well known story, have the class orally recite it as a chain story. When introducing a new topic in any academic area, have the children generate questions about it before providing them with much information. Distinguish between reality and fantasy by telling stories with a mix of fact and fiction and asking the children to critique them. Assign a written project that is to contain elements that are "true," "could happen but didn’t," and "pretend, can’t happen." Do not confront lying by making children admit they have been untruthful. Play attention and listening games. Remove un-needed stimulation from the classroom environment. Keep assignments short. Communicate the value of accuracy over speed. Evaluate your own tempo as teacher. Using the wall clock, tell children how long they are to work on an assignment. Require that children keep a file of their completed work. Teach children self talk. Encourage planning by frequently using lists, calendars, charts, pictures, and finished products in the classroom. Books and Materials For Helping Kids & Teens With ADHD[Top of Page]--------------------------------------------------------------------------------Suggested Classroom Accommodationsfor Specific BehaviorsWhen you see this behavior Try this accommodation 1. Difficulty following a plan (has high aspirations but lacks follow-through); sets out to "get straight A’s, ends up with F’s"...
