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Classroom Interventions

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Classroom interventions for the student with ADHD should be based upon a solid foundation of general behavior intervention principles. While students with ADHD do have a core of common problems, this group is fairly heterogeneous. Thus, instead of focusing on ADHD symptoms, management should first directly target the specific problem behavior. Next, an alternative behavior, incompatible with the problem behavior, should be selected. It is important to keep both behaviors in mind. Not only do we want to make it clear to students what behavior is unacceptable (what we don't want them to do), but we also want to make it clear what behavior is acceptable (what we want them to do). These behaviors should be carefully defined so that the teacher will be able to accurately monitor them. (courtesy of LDOnline)

Other Web Sites:

  • Classroom Interventions for ADHD
    As almost any parent of a child with ADHD can tell you, teachers play a critical role in determining their child's success at school. One important reason for this is that teachers are responsible for implementing the classroom accommodations and behavioral interventions that have been recommended to help a child succeed. Teachers also play an important role in the development of these strategies. Without a teacher's consistent cooperation and support for such plans, there is little chance that even the best-developed strategies will succeed.
  • TeachADHD
    The mission of TeachADHD is to provide teachers and other education professionals with resources and materials that have been developed specifically to bridge the substantial gap between current neuroscientific understanding of ADHD and classroom practice. These resources and materials are relevant for teaching and supporting students who are inattentive, off-task, fidgety, restless, disorganized, and have problems remembering and following instructions regardless of whether they have received a diagnosis of 'ADHD'.
  • Teaching Children with ADHD
    This section of TeachADHD provides teachers with specific information to guide the planning, implementation, and monitoring of school-based instructional and behavioral management plans for students with ADHD. The process and strategies highlighted in this section are useful for many students, not just those with a diagnosis of ADHD.
  • National Technical Assistance Center on Positive Behavioral Interventions and Supports; U.S. Department of Education, Office of Special Education Programs
    The OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) is a collaboration between the U.S. Department of Education and 11 technical assistance units across the United States. The Center builds from a 10 year history of defining, implementing and evaluating positive behavioral interventions and supports across more than 9,000 schools in 40 states.

    The logic for the Center is based on (a) documented need for improving the social behavior of students in U.S. schools, (b) demonstrated success of PBIS to improve both student social behavior and academic performance, (c) demonstrated effectiveness of PBIS as a practical technology that can be implemented at socially important scales by actual implementers, (d) the value of school-wide behavior support systems on the education of children with disabilities, and (e) a current need to extend PBIS practices to a broader range of students, schools, and contexts.

    The Center (a) provides the technical assistance to encourage large-scale implementation of PBIS; (b) provides the organizational models, demonstrations, dissemination, and evaluation tools needed to implement PBIS with greater depth and fidelity across an extended array of contexts; and (c) extends the lessons learned from PBIS implementation to the broader agenda of educational reform.
  • The National Center on Response to Intervention
    The National Center on Response to Intervention (NCRTI) is housed at the American Institutes for Research and works in conjunction with researchers from Vanderbilt University and the University of Kansas. It is funded by the U.S. Department of Education's Office of Special Education Programs. The Center's mission is to provide technical assistance to states and districts and build the capacity of states to assist districts in implementing proven models for RTI. We have organized the Center's work into four service areas:
    • Knowledge production activities that include a rigorous technical review to determine which tools, practices, and implementation strategies are deemed scientifically valid and appropriate for TA&D (Technical Assistance and Determination);
    • Expert trainings and follow-up activities (both face-to-face and at a distance) to drive implementation supports for RTI on a broad scale;
    • Information dissemination activities that will involve forming partnerships and reaching out to target stakeholders via ongoing communication, including web-based telecommunication; and
    • A rigorous Center evaluation, with formative assessments to help improve the delivery of our services in states and districts across the country.
  • National Resource Center on ADHD Library
    The National Resource Center on ADHD maintains the NRC Library as a source for scientific-medical evidence-based information on attention-deficit/hyperactivity disorder and related topics, including information on educational approaches to ADHD.

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