Research on educational methods that are effective for the population

1. Remove reasons why a child might wish to avoid positive engagement in lessons. Behavioral and academic problems can often be a result of a child seeking to avoid failure and embarassment. Often, the "problem child" is publicly given lavish praise for following a direction, which embarasses the student to the point of deliberate misbehavior. Additionally, punishment of failure often gives a negative spin to classroom participation. By refocusing to sucess-based rewards, teachers can sever the mental connection between academic ambition with failure.
2. Create circumstances in which positive attention is available for legitimate reasons. This can also be read to mean that as little negative attention should be available as possible. Often students act up in an effort to be noticed. By responding causually, concisely, and discreetly, this urge can be minimalized. By "catching them being good," and responding with praise (but not to the point of embarassment), students can be encouraged to seek positive attention.
3. Ensure clear and effective channels of communication. Teachers must not have any discomfort with repeating themselves. It is simply in the nature of individuals with ADHD that instructions will be missed. Conflicts are avoided when both sides have a clear understanding of each other's expectations, and students are much more likely to accept a teacher's ruling when they've been given a chance to put forth their side.
4. Be aware of individual differences. A little flexibility can go a long way. If a particular student has trouble working with large groups, it may be simpler to have him work in a partner situation. This approach often solves problems by removing their cause rather than finding a solution.

Intervention Approaches

• Student Causes Frequent Classroom Interruptions:
  • Establish rules and the rationale behind them.
  • Maintain eye contact and proximity during problem periods.
  • Establish a nonverbal cue with the student.
  • Provide a signal to make it clear when to ask questions or discuss.
  • Shorten instruction times between instruction and questions.
• Developing Organizational and Planning Skills:
  • Require a notebook or a folder for classwork or homework.
  • Make due dates clear and provide checkups for long projects.
  • Keep extra supplies and copies of materials on hand.
  • Have the student keep a daily log of activities.
• Staying on Task:
  • Make sure student is able to perform the task.
  • Limit distractions.
  • Provide short breaks throughout class.
  • Develop a reason for the task and make it relevant to the student.
  • Make sure the task has a stopping place or ending point.
  • Use cues to remind them to get back on task.
• Staying in Seat or Study Area:
  • Explicitly outline what their work area is.
  • Explain to the student when they are to be in the study area and under what circumstances they are to leave that area.
  • Make sure study area is as free from distraction as possible.
  • Use cues to remind them to return to their study area.
• Completing Reading Assignments:
  • Make sure the materials are not too difficult and the reading area is susceptible to reading (light, no distractions, etc..)
  • Introduce reading activities with associated movies or games.
  • Deemphasize time and emphasize completion and accuracy.
  • Provide additional time for reading.
  • Provide reading assignment deadlines ahead of time.