Hyperactivity | | Inappropriate activity level during
unstructured tasks | | Provide structure Give classroom job for student to be responsible for completing | | Alternate/varied activities allow for movement, prevent “desk fatigue.” | | Alternate/varied
activities allow for movement, prevent “desk fatigue” |
| | Inappropriate
activity level during structured tasks | | Proximity control Hands-on manipulatives Frequent movement Structured class Allow standing during work Break assignments into short sections, provide feedback, then assign next section Teach self-monitoring techniques | | Teacher is facilitator of learning, allowing for movement of the teacher to assist students with prescribed interventions. Inquiry Centers permit more movement of the teacher so as to provide appropriate proximity. | | Teacher is facilitator of learning and guides the inquiry process, making him or her free to
implement prescribed interventions |
| | Appears driven by motor | | Provide
physical outlets that do not distract classmates Do
not take away recess or gym time | | Physical outlets for ADD students are easily incorporated into each of the
4 phases of instruction (experience, inquire, create, reflect) Alternate/varied activities allow for
movement, prevent “desk fatigue” | | Learning
tasks are hands on, varied and active |
| | Talks
excessively | | Provide non-verbal cues to stop talking Self-monitoring strategy | | Teacher
as facilitator, group work and peer helpers easily incorporated without distraction of the other students prescribed interventions | | Teacher as facilitator, group work and peer helpers easily
incorporated without distraction of the other students prescribed interventions |
Impulsivity | | Blurts
out verbalizations | | Provide non-verbal cues for when to respond Self-monitoring
strategy Instruct and reinforce social routines Use teaching techniques that encourage active responding | | Teacher as facilitator rather than provider of direct instruction, is free to be
available to provide ADD student with reminders of prescribed accommodations | | Emphasis
is placed on metacognitive reflection which helps ADD students learn to analyze their own thinking and promotes self discipline |
| | Intrusive | | Role-play
social talk situations | | High levels
of engagement and personal experience with subject matter can reduce impulsive tendencies | | Six
facets of authentic education: empathy phase: ADD student becomes aware of how his actions
impact the learning environment of others |
| | Accident-prone | | STAR
technique | | Varied tasks can place the ADD student in a role of importance which can reinforce
social routines in the classroom | | UBD instruction allows for student choice with respect for required tasks |
| | Explosive | | Provide cool-down time | | Learning
activities can be viewed by the ADD student as a reward in itself | | |
Attention | | Daydreams | | Establish
eye contact Use teaching techniques that encourage active responding Encourage
note-taking Give child something to hold in hands for stimulation | | Arts
Integration and Arts Strategies provide for high interest, stimulating and active curriculum linked to high levels of student
engagement. | | Learning activities are based on
“mysteries” or “problems” to be solved. Students are challenged and engaged. Big
ideas (desired learning outcomes) are framed around provocative, interesting questions that evoke the inherent curiosity of
the learners |
| | Short
attention span | | Provide short tasks | | Arts
Integration can work on both ends – shorter ‘lessons’ and at the same time lengthening the attention span
with high engagement and high | | Instruction is geared to address
individual student readiness, interest and learning profiles. Time variance for learning, exploring
and assessment tasks are designed to provide for student uniqueness, differences, needs |
| | Difficulty following directions | | Provide
visual cues and have student check off steps Use prompt cards with auditory directions Color,
circle, or underline written directions Have child underline or rewrite directions
before beginning Provide an example of correct format and completed sample
problem Have students verbalize content, directions, and techniques.
Detect errors or misunderstandings. | | Arts Integration
provides for a variety of tasks with flexibility for task completion This type of instructional practice
lends itself to the use of computers and technology in all of the learning phases The
use of art as a vehicle for instruction provides for the visual presentation of materials Visual
and verbal instructions are incorporated in this methodology | | Students
know what is expected of them and they are often given the rubric that will be used to assess them prior to the beginning
of the task. For ADD students, these rubrics serve as reminders as to what they are to be doing and how
they should be doing it. |
| | Difficulty with transitions | | Provide
signals before transitions Establish clear routines, model and practice with role-play Use
music or timer during transitions | | The use of Visual / Graphic Organizers helps students keep track of facts and knowledge they
still need to acquire. This is especially helpful for the ADD student who needs to “keep his/her
place.” | | The use of Graphic Organizers helps
students keep track of facts and knowledge they still need to acquire. This is especially helpful for the
ADD student who needs to “keep his/her place.” |
Organization | | Difficulty with time management | | Use day-timer, schedules Agenda
with daily checks by teacher and parent Daily home-school checklist Break down project into steps and check each step Teach
goal setting for test and assignments Create backward timeline to estimate
time to complete each part of work or project | | Group activities or paired inquiries make it easy to provide for peer helpers to remind student of prescribed maintenance
tasks and assist the student with prescribed interventions already in place in the classroom. | | Cooperative learning inherent in the units of instruction
provide for a means by which the ADD student can be assisted with maintenance by peers in an unobtrusive way. |
| | Loses materials, homework, etc. | | Color
code folders for organization of materials 3-hole punch in folders to use immediately Develop buddy system to assist Attach items (pencils, rulers, eraser) with Velcro to desk Send a copy of homework to parents by email, etc. Have
students check in and out unnecessary books and notebooks at the door | | Teacher as facilitator is free to assist
or remind ADD students with organizational tasks | | Teacher
as facilitator is free to assist or remind ADD students with organizational tasks |
| | Sloppy work area, products | | Limit
amount of materials available Use pencil boxes of different shapes to organize materials
and have them labeled | | Teacher as facilitator is free to assist or remind ADD students with organizational tasks | | Teacher as facilitator is free to
assist or remind ADD students with organizational tasks |
| | Disorganized notebooks, lockers | | Train
student in organizational strategies Portable 3-hole punch in notebook and file papers
immediately 3-holed zippered notebook with dividers for each class Keep a class sample of organized notebook: table of contents, number each page Set up locker structure with labels, visuals for objects, etc. | | Teacher as facilitator is free to assist or remind ADD students with organizational tasks | | Teacher as facilitator is free to assist or remind ADD
students with organizational tasks |
Memory | | Difficulty following directions | | Provide visual cues and have student check off steps Prompt child for verbal directions: - Call child’s name, touch child, use a private signal word, move closer to child
- Use
prompt cards (written directions in addition to verbal)
- Cue child about upcoming difficult
times or tasks where extra control will be needed
| | By emphasizing the design or creation aspects of the learning Arts
Integration allows for authentic assessment which allows ADD students to demonstrate the required skills
and knowledge acquisition naturally, reducing the need for worksheets or excessive written assignments. This allows the ADD
student to shine, positively impacting self esteem. Concepts/info are repeated throughout
the phases of learning; insights and ideas of classmates are presented with regularity, exposing ADD student with a variety
of ways to think about content. Group discussions and activities lend themselves to peer support for and collaboration with the
ADD student. | | Students
work to answer essential questions. Their knowledge acquisition is assessed authentically and in a variety
of ways: artistic products or forms, theatrical renditions, the building of models, etc. The ADD student is given a method
by which skills and knowledge can be demonstrated in ways other than the written word or the taking of a test. Units are interdisciplinary, helping the ADD student
to see connections and to apply strengths and prior knowledge to the task at hand Assessments are formative, and give the ADD student the immediate feedback that they so often need. |
| | Repeat offender | | Review cause-effect | | Use “cause and effect”
as the concept Early on in lesson planning to illustrate the concept in global terms for a deeper understanding so that it may be applied
locally in the classroom. Use the reflect phase to give students
the opportunity to discuss and write about cause and effect, giving examples in
their own lives. | | Units are interdisciplinary, helping the ADD student to see connections and to apply strengths and prior
knowledge to the task at hand Assessments are formative, and give the ADD student the
immediate feedback that they so often need. |
| | Forgets materials | | Provide visual cues | | All
Arts Integration approaches use visual, audio, and kinesthetic methods to engage studentson a deeper, more authentic level
of learning. | | |
