adhd in the school
Simple school-wide strategies for managing ADHD:
1. Adopt a "silent signal": You can redirect overactive students in a low-key manner by using a silent signal. A signal that is recognized by every student in hallways or at assemblies can alert them to control their behavior and settle down. Make sure to praise students who see the silent signal and correct their behavior.
2. Allow Motor Breaks: When given brief 'movement' breaks, highly active students often show improvements in their behaviors. Permit the student to leave his or her seat and quietly walk around the classroom whenever the student feels particularly fidgety. Or, if you judge that motor breaks within the classroom would be too distracting, consider giving the student a discretionary pass that allows him or her to leave the classroom briefly to get a drink of water or walk up and down the hall.
3. Use Brief Reminders About Appropriate Behavior and Conduct: Provide students with brief reminders of expected behaviors at the 'point of performance', when they will most benefit from it. Teachers in hallways can remind students who have difficulty moving through hallways as part of a group, "Remember to keep hands to self and to walk quietly on the right as we walk to art class."
Source: http://www.interventioncentral.org/behavioral-interventions/challenging-students/school-wide-strategies-managing-hyperactivity. (2013). School-wide stratigies for managing hyperactivity. Retrieved from Intervention Central.
1. Adopt a "silent signal": You can redirect overactive students in a low-key manner by using a silent signal. A signal that is recognized by every student in hallways or at assemblies can alert them to control their behavior and settle down. Make sure to praise students who see the silent signal and correct their behavior.
2. Allow Motor Breaks: When given brief 'movement' breaks, highly active students often show improvements in their behaviors. Permit the student to leave his or her seat and quietly walk around the classroom whenever the student feels particularly fidgety. Or, if you judge that motor breaks within the classroom would be too distracting, consider giving the student a discretionary pass that allows him or her to leave the classroom briefly to get a drink of water or walk up and down the hall.
3. Use Brief Reminders About Appropriate Behavior and Conduct: Provide students with brief reminders of expected behaviors at the 'point of performance', when they will most benefit from it. Teachers in hallways can remind students who have difficulty moving through hallways as part of a group, "Remember to keep hands to self and to walk quietly on the right as we walk to art class."
Source: http://www.interventioncentral.org/behavioral-interventions/challenging-students/school-wide-strategies-managing-hyperactivity. (2013). School-wide stratigies for managing hyperactivity. Retrieved from Intervention Central.
Response to intervention
In order to improve academic and behavioral standards in schools, more drastic measures may be taken. To help improve the academic performance of all students and especially those with ADHD, a Response to Intervention program may be necessary. Learn more about the RTI program here.
RTI Memo to Faculty and Staff
RTI Letter to Parents: