ADHD Classroom Accommodations for Specific Behaviour

1.Difficulty following a plan o Teach organizational skills to map

(has high aspirations but lacks assignments into manageable chunks.
follow-through); wants to get o Teach time management skills and
A’s but ends up with F’s and how to use time management aids.
doesn’t understand where he o Assist student in preparation for
went wrong. starting tasks; ask ‘What do you need
to be able to do this?’
o Show the student how to set and
achieve short and long term goals.
o Provide constant monitoring and
positive reinforcement to encourage
progress.
o Use a tracking sheet, graphic
organizer.

2. Difficulty sequencing and o Chunking assignments. Break up

completing steps to tasks into workable and obtainable
accomplish specific tasks steps.
(writing a book report, term o Provide sample of completed
paper, organized paragraphs, assignment to be used for modeling.
division problem) o Avoid open-ended assignments with
due dates too far in the future.
o Use graph paper to organize
mathematics.

3. Shifting from one o Define the requirements of a

uncompleted activity to completed activity. Allow for a set
another without closure. number to be completed and then do
some more.
o Offer frequent breaks.
o Use tracking sheets with rewards for
success.
o May need accommodated work
load(reduced number of questions to
demonstrate competency).

4. Difficult following through o Ensure the student has heard you and
on instructions from others. you have his attention before giving
directions.
o Use visual, non-verbal, gesturing cues
to alert student.
o Use a multi-sensory approach with
both visual an oral instructions.
o Rephrase and repeat information.
Allow time for processing.
o Give one instruction at a time.
Quietly repeat instructions to the
student after they have been given to
the rest of the class.
o Check for understanding by having
the student repeat the directions.
o Make sure the classroom is quiet
when giving the instructions to aid in
hearing.

5. Difficulty prioritizing from o Teach skills on how to decide the

most to least important. most important to the least.
o Provide a model to help the students.
o Have a model posted and refer to it
often as a guide.

6. Difficulty sustaining effort o Reduce the number of expectations,

and accuracy over time. assignment length and strive for
quality not quantity.
o Praise for success.
o Increase the frequency of positive
reinforcements (Catch the student
doing something right and praise him
for his efforts).

7. Difficulty completing o Teach project management skills.

assignments. List, post and discuss all the
necessary steps to complete each
assignment.
o Reduce the assignment to manageable
sections with specific due dates.
o Monitor closely and make frequent
 checks for progress towards work/
assignment completion.
o Encourage the student to have a
‘study buddy’.
o Provide notes and guides for
assignments.
o Use visual checklists.
o Provide extended time limits on
projects and assignments.

8. Difficulty with any task o Use manipulatives, models, taped

that requires memory. books, graphics to enhance memory.
o Teach memory techniques as a study
strategy (mnemonics, visualizations,
oral rehearsal, numerous repetitions)
o Provide models to study.
o Use technical aids such as a
calculator, computer or tape recorder.
o Allow time for processing and
memory retrieval.

9. Difficulty with test taking. o Allow extra time for testing.

o Teach test taking skills and strategies.
o Use alternative test formats such as
oral or with assistive devices like
voice to text computer software. Use
calculator and reference chart.
o Use clear readable and uncluttered
test forms. Use test format that the
student is most comfortable. Allow
ample space for the student to
respond (he may draw his answer
first). Consider using lined paper for
exams or short answer tests.
o Use graph paper for mathematics and
space the questions.
o Use a scribe.
o Write in a quiet room free of
distractions.
10. Confusion with non- o Demonstrate what a non-verbal cue
verbal cues. (misreads body is. You must use direct teaching
language) strategies (tell the student). You may
have to repeat it many times.
o Modeling and observing best
practices will do more for student
understanding of how to behave.
Students learn from what they
observe, not from what they hear.
o Do not embarrass the student for
missing the cue, but set him up for
success the next time.

11. Confusion with written o Provide the student with a copy of the
material. (difficulty finding teacher’s notes and a copy of the
the main idea from a reading material with the main ideas
paragraph, spends too much highlighted.
time on minor details) o Show the student how to prepare an
outline of the important points from
the reading material.
o Teach outlining, main-idea/ details
concept.
o Provide tape of text/chapter.
o Provide student with a copy of
presentation notes.
o Allow peers to share carbon-copy
notes from presentation or copied
from board.
o Provide framed outlines of
presentations or lessons for student to
use and fill in during lesson. Use
visual and auditory cues so emphasize
important information.
o Teach and emphasize key words, and
how to harvest information.

12. Difficulty sustaining o Reduce external stimuli. Keep the

attention to tasks or activities number of visual distraction at the
(easily distracted by external front of the class to a minimum.
stimuli). o Cue student before giving directions.
o Ask student to repeat instructions to
Apparent inattention confirm comprehension.
(underachievement, o Attempt to actively involve student in
daydreaming, spaced out) lesson (co-operative learning)
o Dramatize information.
o Reward attention. Break activities and
lessons into small units. Change
teaching style frequently to capture
the student’s attention. Reward the
timely accomplishment.
o Use physical proximity and touch.
o Use earphones, study carrels, quiet
place, preferential seating.
o Reduce noise stimuli with the use of a
FM system, tennis balls on the legs of
desks and chairs.

13. Written work is frequently o Use computer with appropriate

messy or sloppy (chicken software (Inspiration, Dragon) to ais
walked on the page). in producing and completing polished
products.
Poor handwriting, often a mix o Provide copies of notes and
of cursive and printing. worksheets for the student to write
Difficulty with fluency in on.
handwriting (good letter/word o Reduce the amount of written work
production but very slow and required for demonstrating
laborious). competency.
o Teach organizational skills. Show
Low fluency or production of student how to plan and put work to
written material (takes hours paper.
to produce a 10 piece of o Use “Handwriting Without Tears’ to
work) help students learn to write.
o Give reward points for notebook
checks and proper paper forms.
o Use pencil with rubber grip.
o Allow for a scribe.
o Grade for content, not handwriting.
o Use a variety of alternative evaluation
 formats instead of the written
response that may include oral, visual
presentation, tape recorder, film.
o Do not penalize a student for mixing
cursive with printing. Be happy to
have any output and praise the
student for their effort.
o Allow for shorter assignments
(quality vs quantity)
o Allow extra time.

14. Poorly developed study o Teach study skills specific to each

skills. subject area.
o Provide notes and study sheets.
o Teach skills like skimming texts to
get the main information, making a
picture or anagram to remember
specific facts, highlighting of main
ideas and important information.
o Provide models to study, especially in
mathematics and science.

15. Poor self-monitoring o Teach specific methods of self-

(careless errors in spelling, monitoring look-listen-stop. He
arithmetic, reading) cannot hear is he is not attending to
you.
o Work with student on proof reading.
It is very difficult to see your own
mistakes. Do not have another student
mark their work as it can lead to low
self esteem and poor peer relations.

16.Difficulty participating in o Preferential seating close to the

class without being teacher.
interruptive, unable to work o Reward appropriate behaviour (Catch
quietly, inappropriately seeks him being good).
attention( class clown, o Use study carrel if appropriate for
excessive exaggerated motor quiet work but not as a constant
movements to gain attention, isolation booth.
butts into activities of other o Use chewing gum, sour candies or
groups, needles others)being straw to chew on as they may aid
interruptive, unable to work concentration.
quietly, inappropriately seeks o Show student (modeling) how to gain
attention( class clown, other’s attention in an appropriate
excessive exaggerated motor manner.
movements to gain attention, o Catch the student being appropriate
butts into activities of other and reward the good behaviour.
groups, needles others) o Give him a job (attendance, door
person) which requires him to take
some responsibility and praise even
the smallest success.
o Ignore minor behaviour issues and do
not dwell on them. Set him up for
success.

17. Frequent excessive o Teach student hand signals and use

talking. them to tell the student when they
need to be quiet.
o Make sure the student is praised for
appropriate behaviour and reinforce
listening.
o Reward each step in the process. Start
by explaining the procedure to answer
a question. Then move to answering
when they raise their hand. Then add
the part about answering when their
name is called. It is slow and will
need lots of positive praise for each
small step.

18. Difficulty with transitions o Supervise transitions with care and

(from activity to activity or cueing 5-10 minutes before changes.
class to class), takes an Give advance warning when a
excessive amount of time to transition is going to take place.
find pencil, gives up, refuses o Transition routines may need to be
to leave previous task, repeated many times before they
appears agitated during become routine for an ADHD child.
change. o Use visual schedules posted in the
class or on top of the desk.
o Specifically state and display the list
 of materials needed until a routine id
developed. Have specific locations
for all materials (pencil case,
notebook tabs, separate binders for
each subject)
o List steps necessary to complete each
assignment. Make the steps
reasonable and attainable.
o Arrange for an organized peer helper.
o Have student come into class a few
minutes early to prevent problems in
the highly stimulating unstructured
times such as school entry. Most
problems are going to occur at recess,
lunchtime, and in the hallways. Be
aware and set the student up for
success. These can be very anxious
times for ADHD students.

19. Difficulty remaining o Give student frequent opportunities to

seated or in a particular get up and move around. Allow space
position when required. for movement.
o Arrange a cue with the student that
acknowledges his need to go for a
walk, drink or deliver a message with
the knowledge that he will return and
start back to work with your help.

20. Frequent fidgeting with o Break tasks down inot small

hands, feet or objects, increments and give frequent positive
squirming in seat reinforcement for accomplishments
(this behaviour is often due to
frustration).
o Allow alternative movement when
possible.
o Give challenging tasks which vary
frequently.
o Give students a squeeze ball or play
dough to manipulate while you teach
the lesson.
21.Agitiation under pressure o Stress effort and enjoyment for self,
and competition (athletic or rather than competition with others.
academic) o Select sports where he can be the
goalie or defense so that he has the
whole game in front of him. He will
be frustrated with trying to absorb all
the stimuli if he must concentrate on
play in the offensive and defensive
ends at the same time.
o Minimize anxiety triggers, especially
the multi sensory stimuli.
Gymnasiums can be very stressful for
the ADHD student as the sounds can
be very mixed and hard to process.
o Avoid the one minute math drill.
Minimize timed activities, structure
class for team effort and co-operation.

22. In appropriate behaviours o Give the student a responsible job

in a team or large group sport (team captain, care of equipment,
or athletic activity (difficulty score keeping) Consider a leadership
waiting turn) role.
o Have student close to the teacher.
o Check to see if student understood
directions.
o Praise student when he can delay
gratification.
o Divert attention with other tasks to
change behaviour.

23. Frequently involved in o Anticipate dangerous situations and

physically dangerous plan in advance.
activities without considering o Stress look-listen- stop.
consequences. o Pair with a responsible peer.
o Discuss the dangers with the child.
Repeat cautions as they are accidents
looking for a place to happen.
24. Poor adult interactions. o Provide positive attention.
Defies authority. Lacks social o Provide social opportunities where
ability to engage other peers you can guide successful integration
in play. into the group.
o Do social autopsy on inappropriate
behaviour and help them understand
how they could have done it better.
Avoid embarrassment and try to
remain positive. It will take lots of
practice. Suggest ways of improving
the situation and be sure to model the
behaviour you want.

25. Frequent self-putdowns, o Structure for success. Set student up

poor personal care and so as to allow student to show his
posture, negative comments strength. Use what is good at to build
about self and others, low a successful program.
self-esteem. o Train student in self-monitoring,
teach self-questioning strategies.
Reinforce improvements. (What am I
doing? How will it affect others?)
o Give positive recognition where ever
possible, especially in front of peers.

26.Difficulty using o Have student enter school early.

unstructured time – recess, Lining up is often a trigger itself.
hallways, lunchroom, locker o Give the student a useful job and
room, library, assembly praise when he completes it.
(shelving books in library, collecting
sports equipment)
o Provide student with a definite
purpose for activity. (We are going to
the library to…)
o Give transition time warnings and
remind student of what is expected.
o At recess encourage group games.
o Encourage participation in activities
and clubs at lunch or after school.

27. Losing things necessary o Help students to organize. Frequently

for the task or activities at monitor notebooks, dividers, pencil
home or school(pencils, case, locker, backpack, and desk.
notebooks, assignments Stress a place for everything and
before during or after they are everything in its place.
due) o Provide student with a list of needed
materials and location.
o Have a consistent process for handing
in assignments and homework.
o Provide positive reinforcement for
good organization.

28. Poor use of time o Teach reminder cues (a gentle touch

(procrastinating, staring off to shoulder, hand signal,..)
into space, doodling, off task. o Show student how to get started. Give
models and examples and then check
to see if he understood.
o Monitor his success frequently and
praise, especially after each
completed section. Chunk the work
into manageable pieces.
o Use a quiet work area, FM system for
prompts, assistive devices with brain
storming software like Inspiration
and alternative expectations.
o Teach and model what paying
attention looks like. Minimize visual
distractions in the class.

Copyright 2005 Georgina Rayner, prepared for CADDAC