can anyone list some strategies that can be used for adhd behavior in the classroom? What suggestions do you have for a child who can’t focus follow directions is impulsive and disruptive. How can we interrupt and reset these behaviors besides a break before they escalate??
- she is on medication and has an IEP but need ideas here so we can better help the child.
Thanks
This is such a journey. I do not believe there are ways to reset your child's behavior.
If you child is on medication and you are seeing these behaviors, I suggest your child being seen by a child psychiatrists who can help make changes for the better.
Here are strategies:
Seating near the teacher and in front
Frequent breaks
Allowed to use fidget tools when needed
Redirection during instruction, when needed.
Extra time to complete test and assignments
Quiet space if needed outside the room.
This is a start. You may also ask for OT service so they can provide tools in the classroom.
Good luck!
Thank you.
Our son is in a Behavior Intervention Program at school where he has a "grade" teacher but reports to and is guided by Special Ed teachers. In addition to the redirection, extra time to complete tasks, quiet space and frequent breaks, the special ed teachers use an "if then" approach with a reward system. It has taken over a month to see improvements and continuity / reinforcement of the approach at home is important. Meds have also changed to include aripiprazole (Abilify).
I work as a teachers aid. Fidgets, preferential seating (front, back or near teacher) all depend on the kid. If in the back, being abs to stand and stretch. If in front or near teacher, having non verbal cues to redirect them (it’s a secret code!). getting things in writing helped me. Having regular movement breaks, or even learning content through movement. Many kids get extra time, wing able to take tests in smaller rooms with less people, and some even get the test one page at a time or one problem at a time on the whiteboard. Some prompts that kids can put on notecards being readily available on the board help too.
Dear Neurodivergentdmdd:
Thank you for contacting CHADD's National Resource Center on ADHD. Here are some resources that you might find helpful for dealing with ADHD behaviors in the classroom. If you feel comfortable enough with your child's teachers, you might also share these resources with them.
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I hope you find this information helpful.
Sincerely,
Jami
Admin
CHADD's National Resource Center on ADHD
Wow yes very helpful and re assuring thank you
Hello Neurodivergentdmdd,
It sounds like you are working with the child not the parent or guardian, is that correct? If so, then this first bit about meds won't help you as much as it would their parents. Kudos to keep exploring other options.
If you haven't already you may want to explore different medications. There are several available and everyone's chemistry is different. There may be a better fit that impacts more outward symptoms.
Secondly, as mentioned by others, incorporate movement into the IEP, get them a ball to sit on or allow them to stand while learning. This engages the big muscles and helps get some ya-yas out. And definitely allow fidget toys.
And, also mentioned, you won't be "resetting" the behaviors you will be adding to their tool box so they can moderate themselves as they get older. It all takes practice and nothing will be a quick fix. Every time they focus, or are able to regulate their emotions, if possible, let them know you appreciate their hard work. Acknowledge those are not easy tasks and they should be proud of the effort they are putting into it. Or come up with a sign that means you are proud of their hard work. It can be very powerful to have that connection. Another, recently verified by peer reviewed studies, is giving the kid a high five when you know they worked hard. No words are needed just the high five. That action alone can have a huge impact on the child's performance (works for all kids not just ADHDers 
Keep in mind that their executive function is 30% behind their age. Their emotional gatekeeper is 30% younger than they are, their physical activity moderator is 30% younger, etc. Do the math and recalibrate expectations to the younger age as far as behavior, emotional regulation, organization, etc. It is a huge difference and one that is difficult to keep in mind because the person you are staring at is much older and may be mature in other areas.
Lastly, learn all you can about ADHD so you better understand these types of kids. It clarifies so many behaviors and allows you to not take any outbursts or seemingly ignored instructions personally. It is not personal, it is lack of focus and often lack of awareness of how their behavior impacts those around them. I promise, these kids are not trying to be disruptive or disrespectful, truly they are not. They lack some muscle strength in focus, emotions, and organization. As best you can have patience as they strengthen their muscles.
BLC89
Full disclosure: I am an ADHD Parent coach and I work with kids and young adults with ADHD. I have been married to ADHD for nearly 30 years and have raised two kids with ADHD. I am CCSP certified, I am not a licensed mental health professional.
Wow thanks for all that information!
I am the parent. Yesterday at school was a perfect day, today a mess. How can they go from perfect to super disruptive unfocused and defiant? Is it common to have perfect and not perfect days back to back?
I think so, different sleep, different energy levels to deal with stress. It's confusing, no doubt.As best you can don't take it personally, he may be just as confused as you are, if not more. Imagine feeling like you have no control once an emotion takes over, that's frightening.
Just keep reminding him you love him no matter what, he is not broken and the more he learns the easier it will be. Then puberty and all bets are off😁 Kidding, starting now with tools he can use will make puberty a easier.
BLC89
Is the school tracking the behavior using an Antecedent, Behavior, Consequence sheet? That can really help teachers figure out setting events (noisy environments, peers too close, being asked to write, hunger, etc, etc.), define the behavior to the eye (not interpret it, but describe it do that anyone could recognize it), and figure out if the consequence of the behavior is reinforcing it (aide takes child out of room so they get away from bothersome noise, writing demand, peer, etc.). If patterns are occurring, teachers can identify replacement behaviors (IEP goals around communication skills, executive functioning skills, occupational therapy skills, etc) to teach or accommodations (sensory needs, fidget needs, etc) that can be made to prevent behaviors from cropping up. Edited to add that the author Jessica Minahan is a great resource on this. A more in depth explanation of ABC charting and developing a plan is here: pdo.ascd.org/LMSCourses/PD1...
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