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Adhd

This document provides a graphic organizer to help organize needs and interventions for a student named Jessica Alvarez who has Attention Deficit Hyperactive Disorder (ADHD). It lists possible strengths of the student including a sense of humor and seeing things from unique perspectives. It then outlines common characteristics in the areas of academics, social/school skills, and behavior/organization. Strategies are suggested for each characteristic, such as using direct instruction and task duration for academic difficulties, structured peer tutoring for social skill deficits, and productive physical movement and behavior specific praise for hyperactive behavior.

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67 views2 pages

Adhd

This document provides a graphic organizer to help organize needs and interventions for a student named Jessica Alvarez who has Attention Deficit Hyperactive Disorder (ADHD). It lists possible strengths of the student including a sense of humor and seeing things from unique perspectives. It then outlines common characteristics in the areas of academics, social/school skills, and behavior/organization. Strategies are suggested for each characteristic, such as using direct instruction and task duration for academic difficulties, structured peer tutoring for social skill deficits, and productive physical movement and behavior specific praise for hyperactive behavior.

Uploaded by

api-325887051
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Jessica Alvarez #1

Characteristic-Strategy Graphic Organizer


To organize Needs & for Intervention Purposes
Disability Category: Attention Deficit Hyperactive Disorder
(ADHD)
Possibly / Common Strengths: Sense of humor, special talents,
eagerness to be like and to please, looking at things from a
unique angle, seeing things with a different perspective,
energetic, compassionate- understand the underdog

Common Disability
Characteristics

Instructional or Behavioral
Jessica Alvarez #1
Strategies
student may be taught to use for school
success

Academic
A) Difficulty sustaining attention

B) Easily distracted

A-1 task duration- because of a short


attention span, academic assignments
should be brief and feedback regarding
accuracy should be immediate
A-2 Direct instruction- there are many ways
to implement DI. For example using
flashcards for multiplication facts. It helps
the student with comprehension and to be
on task.
B-1 productive physical movement- allow
students opportunities for controlled
movement such as: stretch breaks, trip to
the office, taking a note to another teacher
etc.
B-2 Help students stay on task remind
them to focus on their assigned task,
provide follow-up directions or assign
learning partners

Social / School (Skills)


A) Social skill deficit (etiquette,
sharing, conversation)

B) Miss social cues (teacher


interactions)

A-1 Use structured peer-tutoring (PAL)


A-2 Small groups of students to help a
student with ADHD. These groups can
include activities that are interactive and
cooperative. Students are practicing taking
turns, and learning how to socialize with
one another
B-1 Social skill instructions
B-2 visual cues- to remind the student to
remain on task. For example, point at the
student while looking at him or her in the
eye, hold out your hand, palm down, etc.

Behavior / Organization
A) Hyperactive in constant
motion- may seem to glide over
things

B) troubled relationships

A-1 productive physical movement this


strategy works for behavior as well,
because if the child is in constant motion in
the classroom, the teacher can have them
take a trip to the office, take a note to
another teacher etc.
A-2 Behavior specific praise should be
specific for the positive behavior displayed
by the student. Focus on what the student
did right and what was desirable. For
example, praise the student for quietly
completing their math lesson
B-1 build a relationship- teacher should
model and show that they care for their
students.
B-2connect learning to students life
demonstrate purpose

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