Teaching and Classroom Management Strategies

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Teaching and Classroom Management Strategies

• Christine Merrell
• www.cemcentre.org

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How Can Interventions Work?

• If ADHD is a result of impaired behavioural
  inhibition and executive functions, interventions
  should compensate for those deficits.
• Non-medical interventions cant change the
  underlying deficits but CAN change the
  environment to enhance an individuals
  performance.

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Forgetful, Organisational Problems

• Break tasks down into bite size chunks
• Provide external prompts
• Worksheets
• Wall posters
• Working alongside another pupil
• Give clear concise instructions

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Forgetful, Organisational Problems

• Provide a clock or egg-timer.
• Give short deadlines, not too far in the future.

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Problems staying on-task

• Participate in whole-class sessions by helping
  teacher.
• Work with another child/peer tutoring.
• Position close to the teacher.
• Work on the computer.
• Try to avoid areas of distraction e.g. classroom
  door, windows.

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No intrinsic motivation

• Give FREQUENT praise immediately after good
  work/behaviour
• Verbal
• Star Chart/Stickers
• Marbles in jar
• Use response-cost strategies
• Rewards are taken away as well as given
• Reprimands should be brief and immediately follow
  the incident

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Liable to become over excited

• Stick to a structured, predictable timetable.
• Explain the timetable at the start of the day.
• Avoid spontaneous changes to planned activities.

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Always on the go, fidgeting, leaving seat

• Provide opportunities for productive physical
  movement - hyperactive children need to move
  around
• E.g.
• Watering plants
• Delivering a message

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Cant wait, impulsive

• If the child becomes frustrated
• Give them time-out in a quiet private area.
• Let them change activity and return to the
  original task at a later time.