ADHD School Recommendations

Recommendations

Submit a written request to school for a Full Individual Evaluation to determine the student’s eligibility for services under the category of Other Health Impairment: ADHD, as well as the scope and nature of services needed. The FIE should include a review of records, assessment of intellectual functioning, assessment of academic achievement, functional behavior assessment, and assessment of social-emotional functioning.

Classroom

  • Seat the student in an area with fewer distractions, such as near the teacher’s desk, away from windows and the doorway, etc.
  • Seat the student next to positive role models, peers who are less likely to provide distractions and can help them stay on task.
  • Use behavioral and environmental prompts to increase desired classroom behaviors.
  • Provide the student with verbal or nonverbal cues signaling upcoming transitions help prepare them for changes in activities or lessons.

Academic

  • Give a minimal number of directions or steps at a time. Breaking long assignments into smaller parts.
  • Check with the student before they start an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding if necessary.
  • Provide written directions or steps, or a visual model of a completed project.
  • Teach the student to use a calendar for scheduling assignments.
  • Provide tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Behavior

  • Make sure that the student has the opportunity for physical activities. It is not recommended to take away recess as a punishment for misbehavior.
  • Allow the student to move around in a non-distracting manner, such as doing their work while standing, sitting on the floor, or moving between desks.
  • Praise the student when exhibiting appropriate behavior such as raising their hands and waiting to be called.
  • Provide choices of activities between assignments or embed choices within assignments (e.g., choice of materials, readings, response modes, peer partners).
  • Ignore minor misbehavior.
  • When providing redirection, use clear and concise verbal cues to remind the student of desired behaviors, rather than long explanations.
  • When providing corrective feedback, provide the feedback immediately following the behavior, in a calm manner and in close proximity to the student, and direct the feedback at the behavior and not the student.