Attention Deficit Disorder:
Suggested Classroom Accommodations For Behavior

Although the information provided below is designed to be used with students with Attention Deficit Disorders, much of it is useful for student with a wide range of learning disabilities. When you see the following behaviors, try these accommodations:

I. Difficulty following a plan (has high aspirations but lacks follow-through), sets out to "get straight As ends up with Es" (sets unrealistic goals).

• Assist the student in setting long-range goals; break the goal into realistic parts.
• Use a questioning strategy with the student. Ask, "what do you need to be able to do this?" Keep asking that question until the student has reached an obtainable goal.
• Have the student set clear tirnelines for what he needs to do to accomplish each step- (Monitor the student s progress frequently.)

2. Difficulty sequencing and completing steps to accomplish specific task, e.g. writing a book report, term paper, organizing paragraphs, division problem, etc.

• Break the task up into workable and obtainable steps.
• Provide examples and specific steps to accomplish the task.

3. Shifting from one uncompleted activity to another without closure.

• Define the requirements of a completed activity. For example, "Your math is finished when all six problems are complete and correct; do not begin on the next task until it is finished.

4. Difficulty following through on instructions from others.

• Gain the student s attention before giving directions. Use alerting cues.
• Accompany oral directions with written directions.
• Give one direction at a time. Quietly repeat directions to the student after they have been given to the rest of the class. Check for understanding by having the student repeat the directions.
• Place general methods of operation and expectations on charts displayed around the room and/or on sheets to be included in the student s notebook.

5. Difficulty prioritizing from the most to the least important.

• Prioritize assignments and activities.
• Provide a model to help students. Post the model and refer to it often.

6. Difficulty sustaining effort and accuracy over time.

• Reduce assignment length and strive for quality rather than quantity.
• Increase the frequency of positive reinforcements. Catch the student doing it right and let him or her know it.

7. Difficulty completing assignments.

• List and/or post (and say) all steps necessary to complete each assignment.
• Reduce the assignment into manageable sections with specific due dates.
• Make frequent checks for work/assignment completion.
• Arrange for the student to have a "study buddy" available to the student in each subject area.

8. Difficulty with any task that requires memory.

• Combine seeing, saying, writing and doing; the student may need to subvocalize to remember.
• Teach memory techniques as a study strategy (e.g. mnemonics, visualization, oral rehearsal, numerous repetitions.)

9. Difficulty with test taking.

• Allow extra time for testing; teach test-taking skills and strategies and allow the student to be tested orally.
• Use clear, readable and uncluttered test forms. Use the test format that the student is most comfortable with. Allow sample spaces for student response. Consider having lined answer spaces for essay or short answer tests.

10. Confusion from non-verbal cues (misreads body language, etc.).

• Directly teach (tell the student) what non-verbal cues mean. Model and have the student practice reading cues in a safe setting.

11. Confusion from written material; difficulty finding the main idea of a paragraph; attributes greater importance to minor details.

• Provide the student with a copy of the reading material with the main ideas underlined or highlighted.
• Provide an outline of the important points from the reading material.
• Teach outlining, main idea/detail concepts.
• Provide a tape of the text/chapter.

12. Confusion from spoken material, lectures and AV material. Difficulty in finding the main ideas from a presentation, attributes greater importance to minor details.

• Provide the student with a copy of presentation notes.
• Allow peers to share carbon-copy notes from the presentation. Have the student compare his own notes with a copy of the peer s notes.
• Provide framed outlines of presentations,introducing visual and auditory cues to important information.
• Encourage the use of a tape recorder.
• Teach and emphasize key words. "The following . . ."the most important point .....," etc.

13. Difficulty sustaining attention to tasks or other activities. Easily distracted by extraneous stimuli.

• Reward attention. Break up activities into small units. Reward for timely accomplishments.
• Use physical proximity and touch. Use earphones and/ or study carrels, quiet place or preferential seating.

14. Frequent messiness or sloppiness.

• Teach organization skills. Be sure the student has daily, weekly, and/or monthly assignment sheets; list of materials needed daily; and consistent format for papers. Have a consistent way for students to turn in and receive back papers; reduce distractions.
• Give reward points for notebook checks and proper paper format. Establish a daily routine, provide models for what you want the student to do
• Arrange for a peer who will help him with organization.
• Assist the student to keep materials in a specific place, e.g. pencils and pens in a pouch.
• Be willing to repeat expectations.

15. Poor handwriting (often mixing cursive with manuscript and capitals with lower case letters).

• Allow for a scribe and grade for content, not handwriting. Allow for the use of a computer or typewriter.
• Consider alternative methods ror student responses, e.g. tape recorder, oral reports, etc.
• Don t penalize the student for mixing cursive and manuscript. Accept any method of production.

16. Difficulty with fluency in handwriting, e.g. good letter/ word production but very slow and laborious.

• Allow for shorter assignments (quality vs. quantity).
• Allow an alternate method of production (computer, scribe, oral presentation, etc.).

17. Poorly developed study skills.

• Teach study skills specific to the subject areas - organization (e.g. assignment calendar), textbook reading, notetaking (finding main ideas/details, mapping, outlining), skimming, summarizing.

18. Poor self-monitoring, e.g. careless errors in arithmetic, spelling, reading.

• Teach specific methods of self monitoring, e.g. "stop-look-listen?
• Have the student proofread finished work when it is "cold."

19. Low fluency or production of written material (takes hours on a 10-minute assignment).

• Allow for an alternative method of completing the assignment (oral presentation, taped report, visual presentation graphs, maps, pictures, etc., with reduced written requirements).
• Allow for art alternative method of writing, e.g. typewriter, computer, cursive or printing, or a scribe.

20. Apparent inattention (underactive, daydreaming, "not there").

• Get the student s attention before giving directions. Tell the student how to pay attention: "Look at me when I talk." "Watch my eyes when I speak." Ask the student to repeat directions.
• Attempt to actively involve the student in the lesson, e.g. cooperative learning.

21. Difficulty participating in class without being interruptive; difficulty working quietly.

• Seat the student in close proximity to the teacher.
• Reward appropriate behavior; catch the student "being good."
• Use a study carrel if appropriate.

22. Inappropriate seeking of attention. Clowns around, exhibits loud, excessive or exaggerated movements as attention-seeking behavior, interrupts, butts in other children s activities, needles others.

• Show the student (model) how to gain other s attention appropriately
• Catch die student when appropriate and reinforce.

23. Frequent, excessive talking.

• Teach the student hand signals and use them to tell the student when and when not to talk.
• Make sure the student is called when it is appropriate and reinforce listening.

24. Difficulty making transitions (from activity to activity or class to class); takes an excessive amount of time to find a pencil; gives up; refuses to leave previous task; appears agitated during change.

• Program the child for transitions. Give advance warning when a transition is going to take place, "Now we are completing the worksheet; next we will ...", and the expectations for the transition, "and you will need " ..."
• Specifically assemble and display lists of materials needed until a routine is possible. List the steps necessary to complete each assignment.
• Have specific locations for all materials.,e.g. pencil pouches, tabs in notebooks, etc.
• Arrange for an organized helper (peer).

25. Difficulty remaining seated or in a particular position when required.

• Give the student frequent opportunities to get up and move around. Allow space for movement.

26. Frequent fidgeting with hands, feet or objects, squirming in seat.

• Break tasks down into small increments and give frequent positive reinforcement for accomplishments (this type of behavior is often due to frustration).
• Allow alternative movement when possible.

27. Inappropriate responses in class often blurted out; answers given to questions before they have been completed.

• Seat the student in close proximity to the teacher so that visual and physical monitoring of student behavior can be done by the teacher.
• State the behavior you want. Tell die student how you expect him to behave.

28. Agitation under pressure and competition (academic or athletic).

• Stress effort and enjoyment for self, rather than competition with others.
• Minimize timed activities; structure the class for team effort and cooperation.

29. Inappropriate behaviors in a team or large group sport or athletic activity. Difficulty waiting for turn in games or group situations.

• Give the student a responsible job (e.g. team captain, care and distributing of the halls, score keeping, etc.); consider leadership role.
• Have the student work in close proximity to the teacher.

30. Frequent involvement with physically dangerous activities without considering the possible consequences.

• Anticipate dangerous situations and plan in advance.
• Stress stop-look-listen.
• Pair with a responsible peer. Rotate responsible students so they don t wear out.

31. Poor adult interactions. Defies authority. Sucks up. Hangs on.

• Provide positive attention.
• Talk with the student about the inappropriate behavior. "What you are doing is ... " "A better way of getting what you want is ..."

32. Frequent self put-downs, poor personal care and posture, negative comments about self and others, poor self esteem:

• Structure for success.
• Train the student for self monitoring, reinforce improvements, teach self-questioning strategies. (What am I doing? How is that going to effect others?)
• Allow opportunities for the student to show his strength.
• Give positive recognition.

33. Difficulty using unstructured time, recess, hallways, lunchroom, locker room, library, assembly.

• Provide the student with a definite purpose during unstructured activities. "The purpose of going to a library is to check out..."
• Encourage group games and participation, e.g. organized school clubs and activities.

34. Losing things necessary for a task or activities at school or at home, e.g. pencils, books, assignments before, during and after completion of a given task.

• Help the student organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks.
• Provide positive reinforcement for good organization.
• Provide the student with a list of needed materials and their locations.

35. Poor use of time, e.g. sitting, staring off into space, doodling, not working on the task at hand.

• Teach reminder cues, e.g. a gentle touch oh the shoulder, hand signals, etc.
• Tell the student your expectations of what paying attention looks like. "You look like you are paying attention when .."
• Give the student a time limit for a small unit of work with positive reinforcement for accurate completion.
• Use of contract, timer, etc., for self monitoring.