Attention Deficit/Hyperactivity Disorder (ADHD)

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Synopsis of Article
One of the most common childhood behavior disorders is Attention Deficit/Hyperactivity Disorder (ADHD). Students who have ADHD typically struggle from the inability to pay attention, hyperactivity and impulsivity. These three symptoms are typically seen by a teacher in the classroom on a daily basis. Section 504 of the Vocational and Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA) of 1997 have created expectations for using classroom interventions in order to help the behavior of students with ADHD. There are many different behavioral intervention strategies suggested throughout the article. A general behavior intervention principle is that it is important to let students know what
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Every student will learn differently which is why it is important to have a number of strategies in order to make a student successful. There are three strategies that I think will be the most useful in my classroom. The first one is scheduling which is simply providing important academic instruction in the morning rather than in the afternoon when nonacademic activities should be scheduled. As the day goes on, students lose focus and it is easier for them to get off track. The second strategy that I think will be the most useful in my classroom is productive physical movement. Students with ADHD have a hard time sitting still for long periods of time. Some ways of doing this is creating class activities where students move around every so often, or provide more classroom breaks and opportunities to move around. It would even be okay to let students know that if they are having trouble sitting still, they could go to the back of the room and stretch or walk around a little bit. It is important for students to be able to move freely throughout the room, so I will be sure to allow time for students to get up and move around because I know how it feels to sit in class for two or three hours and not move out of my …show more content…
I think that these two strategies go hand in hand so I decided to discuss both. Token economy will be used in my classroom one day, I think it is a great way to get students to stay on track because they know that they will be given something in return for good behavior. However, I think it is important to change up the rewards given to students because they will get bored. For example, if a student gets so many tokens by the end of the week, they can choose something out of a prize box. If the student holds onto their tokens and has so many over a certain period of time, they may receive something like a homework pass or bonus points on a test. It is a good idea to have a variety of rewards and keep it interesting. As far a response-cost programs, I think it’s an awesome strategy to use for students who have behavior disorders and/or have trouble following directions. I’ve seen things similar to this in schools. Teachers provide students with a point sheet and each student has 100 points at the beginning of the day, every time a rule is broken or the problem behavior is shown in class, that students loses points. At the end of the day, students are allowed to get a small prize depending on the number of points they still

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