When ADHD Students Don't Listen
Tips for Teachers of Children with Attention Deficit Disorder
Feb 18, 2009
Students who do not listen to directions can make any teacher feel like she is up against a brick wall. However, kids with Attention-Deficit/Hyperactivity Disorder are particularly challenging, and consistently fail in this endeavor. Impulse control problems, poor verbal abilities, inattention, and distractibility are symptoms of ADHD that can cause listening difficulty. It is important that teachers of ADHD students convey classroom rules and directions as clearly as possible in order to prevent disruptive behavior.
Displaying and Demonstrating Classroom Rules for ADHD Students
When rules are not clearly communicated, it will be nearly impossible for any student to understand what is expected of him. Therefore, classroom rules should be presented to children in several ways, each one appealing to the varying senses. Try these ideas to help the new students in the classroom learn important rules:
- Have only a manageable number of classroom rules (usually five to ten important ones).
- Make up a song that states the rules and sing every morning before lessons begin.
- Prominently display a black and white poster that lists the rules.
- Display a second poster that lists the rules using colors and pictures.
- Communicate clear and simple consequences for each rule that is broken.
- Role-play using student volunteers to demonstrate what will happen if a rule is broken.
- Invite the school councilor or principal as a special guest to talk about the importance of classroom rules.
Another important point for teachers who have students with ADHD is to establish a classroom routine. Routines are meaningful to children with special needs. It helps them learn how to properly behave, respond, and achieve in the classroom setting. Also, any time that a routine needs to change, teachers should warn students as far in advance as possible.
Ways to Present Directions Clearly to ADHD Kids
Improving the manner with which instructions are given can have dramatic results and help students with ADHD to listen. Here are several recommendations for teachers when they require ADHD children to tackle complex assignments, follow directions, and complete classroom chores.
- Eliminate as many distractions and background noise as possible before giving directions.
- Do not present commands as questions, favors, or make them optional.
- Use visuals to describe a new concept and keep kids listening and more focused.
- Give only one or two directions at a time.
- Make eye contact and stand near the ADHD child while giving instructions.
- Have the child with ADHD repeat the instructions as they are given.
- Use index cards to write steps for assignments, with one step on each card.
- Do not use vague statements such as, “finish the assignment sometime today”.
- Make sure deadlines are clearly stated, written, and repeated.
- Have parents sign and return pending project assignment sheets with noted deadlines.
- On worksheets, highlight specific instructions to help guide the ADHD student visually to where she should begin.
Rewards for ADHD Students
Appropriate rewards for positive behavior, completed assignments, and rule following include extra recess time, free play, computer time, and special lunches with a teacher or favorite administrator. It is best to refrain from giving out sweets and chocolate, which can exacerbate the ADHD condition. Small toys can be given, but should not be handed out until the end of the lesson as they may serve as a distraction.
Traditional classrooms can be tough for children with ADHD. But, with a combination of clearly presented directions and the establishment of classroom rules and routines, teachers should begin to notice a marked improvement in the behavior and overall academic performance of their students with ADHD. Additionally, taking these positive steps will help boost self-confidence and ultimately lead to a happier classroom environment for all.
Resources:
Barkley, Russel A., PhD. Taking Charge of ADHD. NY: The Guilford Press, 2000.
Yanoff, Jerome C. The Classroom Teacher's Inclusion Handbook. Chicago, IL: Arthur Coyle Press, 2007.
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