Attention Deficit Disorder (ADD)

Strategies

It is important to implement strategies that address the needs of the individual.  We recommend that you apply these strategies across home, school, and community contexts.

Go to the Site Map for a full list of resources and activities!

Inattention
  • Seat the student front and center in the classroom.
  • Surround the student with good role models.
  • Place the student away from high traffic areas.
  • Seat the student at an individual desk instead of a table.
  • Put pets in another room or a corner while the student is working.
  • Allow the student to move around the room at appropriate and assigned times.
  • Incorporate physical movement into lessons, whenever possible.
  • Write important information down, where it can easily be found and read.
  • Remind the student where important information can be found.
  • Divide big assignments into smaller ones.
  • Randomly pick students to answer questions, so student cannot time attention.
  • Provide a signal when questions will be answered.
  • Use the student’s name in a question or in the subject being covered.
  • Ask a simple question when the student’s attention wanders.
  • Stay near the student as you are teaching.
  • Decrease the length of assignments or lessons.
  • Alternate between physical and seated activities.
  • Have the student call on others.
  • Incorporate the student’s interests into lesson plans.
  • Structure in some daydreaming time.
  • Give simple, concrete instructions.
  • Teach and use self-monitoring strategies that indicate attention versus inattention.
  • Use a soft voice to give directions.
  • Make eye contact when giving directions and have the student repeat them.
  • Use other students as peer tutors.
  • Play soft music in the classroom.
  • Use study carrels, or corners away from the group.
  • Allow the student to get into a comfortable position while he / she is learning.
  • Say the student's name and then pause for a few seconds to signal attention.
  • Use pictures to make expectations clear, especially for young children. For example, if it's hard to get out of the house in the morning, use a sequence of pictures that can be checked off as they are completed to help keep a child organized.  
  • Make a space with few distractions; remove things that draw attention away from the task. Some children might respond well to a “study tent.”  
  • Self-monitoring techniques can be used in the school setting. Self-monitoring of attention involves signals to the student to determine how much attention is being paid to a task. This can be done using a signal such as a random beep, timer, or cue provided by the teacher. The student then records on or off-task behavior on a recording sheet. Self-monitoring techniques can be tied to rewards and accuracy checks.

Hyperactivity
  • Ask the student to run an errand or do a job for you, such as sharpening pencils.
  • Encourage the student to play a sport.
  • Develop a procedure for the student to use a stress ball, small toy, or other object at their seat.
  • Alter classroom activities to include movement.
  • Make sure the student has access to recess and physical education classes.
  • Read with the student rather than directing them to read alone.
  • Designate clear, visually signaled areas for the student to sit (e.g colored spot in circle time, X on gym floor).
  • Designate clear, visually signaled area for the student to stand (e.g. when waiting in line).
  • Add shape, color, or texture to a classroom activity.
  • Allow the student to do some constructive doodling.
  • Schedule times for physical activity; take breaks throughout a long or tedious task.

Impulsivity
  • Make a written behavior plan with one or two goals, and place it near the student.
  • Vary the type of reinforcers you apply.   
  • Change rewards if they are not effective in changing behavior.
  • Reward more than you punish, using positive reinforcement.
  • Give consequences immediately following misbehavior, and be specific in explanation.
  • Give advance warning of when transition is going to take place.
  • Praise good behavior and be specific with praise.
  • Write a schedule for the day and cross off each item as it is completed.
  • Provide as much positive attention and recognition as possible.
  • Clarify and post rules and expectations within the classroom.
  • Establish a signal or cue with the student to help maintain attention.
  • Pause about 5 seconds before answering questions.
  • Have the student repeat the question before answering.
  • Choose a student to be a "question keeper."
  • Have students generate questions about a topic before introducing it.  
  • Tell stories and assign writing tasks that have a mix of fact and fiction.
  • Play attention and listening games.
  • Monitor unnecessary stimulation in the classroom.
  • Keep assignments short.
  • Stress accuracy over speed.
  • Evaluate teaching tempo.
  • Using a clock or timer, tell students how long they are to work on an assignment.
  • Direct student to keep a file of his / her completed work.
  • Teach student self-talk strategies.
  • Use lists, calendars, charts, pictures, and finished products in the classroom.
  • Post a monthly calendar with assignment due dates and test dates on it.
  • Count down for the last several minutes of an activity.
  • Use lighting to signal an activity change.
  • Have a procedure for collecting assignments.
  • Allow student to have breaks about every ten to twenty minutes.
  • Teach social skills to improve peer relationships and reciprocal work and play.

Academics and Organization
  • Make and model predictions - ask the student what they think might happen next.
  • Act out a story (Reader’s Theater).
  • Have the class orally recite a well known story as a chain story.
  • Have a procedure for turning in homework folder.
  • Help the student organize belongings on a daily basis.
  • Keep an extra set of textbooks and other materials at home, if possible.
  • Teach the student to make and use checklists, crossing items off as they are finished.
  • Use color-coded folders and show the student how to use them.
  • Pick a specific time and place for homework that is as free as possible of distractions.
  • Use a clock and timers to monitor homework.
  • Give extra time and frequent breaks for certain tasks.
  • Use accommodations based on the needs of the student (e.g. a highlighter, computer use, separate setting, extended time, mark in test booklet, and preferential seating).
  • Provide additional reading time, or shorten required reading time.
  • Use "previewing" strategies.
  • Use films, tapes, flash cards, or small group work.
  • Monitor letter/number reversals and loss of place when reading.
  • Use books-on-tape if possible.
  • Provide students with outlines, or handouts.
  • Have specific locations for all materials.
  • Reduce amount of materials presented.
  • Directions should be delivered verbally and visually (stated aloud and written).
  • Give one-step directions, avoiding multi-step instructions.
  • Use peer tutoring and cooperative learning.
  • Be consistent with all daily instruction.
  • Repeat instructions calmly in a positive manner.
  • Provide the student with a model of what he / she should be doing.
  • Use a daily notebook for homework assignment.
  • Use a notebook for daily communication with parents.
  • Make the student feel comfortable asking for help.
  • Assign only one task at a time.
  • Use modified assignments that can be less difficult, while maintaining the same/similar learning objectives.


Behavior management techniques can be used in the home, school, and community settings. Functional Behavior Assessments/Behavior Intervention Plans can be created by examining a student's specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior. 

Medication can be prescribed to a student with ADD to help improve attention span and ability to focus as well as to help control impulses and other hyperactive behavior.