Communicating Effective Teaching Strategies To ADHD Students

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All Capstone Projects Student Capstone Projects
Spring 2012
Communicating Effective Teaching Strategies to

ADHD Students
Patricia A. Gaines
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COMMUNICATING EFFECTIVE TEACHING STRATEGIES 1
Communicating Effective Teaching Strategies to ADHD Students
Patricia A. Gaines

Abstract
ADHD, Attention Deficit Hyperactivity Disorder, is a neurological disorder that is presently
sweeping the country. School age children are heavily affected by this condition. The disorder
has a number of side effects that are known to alter one’s quality of life. Some of the known
effects are as follows: lack of attention span, nervousness, emotionally unbalanced, and a host of
many others. Due to the many drawbacks associated with the disorder, many educators are
finding it to be extremely difficult to meet the needs of this population. However, the key to
meeting the needs of ADHD students lie within the boundaries of effective teaching strategies,
along with effective communication strategies, between educators, ADHD students, as well as
parents. In an effort to join forces, change is definitely possible.

Introduction
ADHD, Attention Deficit Hyperactivity Disorder, is classified as a mental condition that
affects one’s ability to focus and stay on task. The condition is quite prevalent within the United
States (Jitendra, 2007); therefore, educators, in some cases, are finding it quite difficult to meet
the needs of this population (Vereb, 2004). In other words, what are the most effective
communication strategies, in relation to teaching that will best serve the needs of ADHD
students? In essence, students tend to perform better when they are in a stable, comfortable
environment (DuPal, 2007). Therefore, as a starting point, the surrounding environment must be
one that is pleasant and inviting (Peck, 2005). Indeed, the presence of a solid foundation could
possibly lead to endless opportunities (Heiman, 2003). With that being said, what methods of
communication stand to, outright, serve the needs of ADHD students? Furthermore, as a means
to bridge the gap within the communication process between educators and students, as well as
parents, what are the best interactive measures, possible, that would stand to benefit the majority
of ADHD students? The purpose of this paper is to explore various academic based teaching
strategies as well as behavioral based teaching strategies. The combination of both methods will
in fact, increase the likelihood of overall student success. As well, the paper will address
effective communication strategies between educators, ADHD students, and parents that are
necessary to promote learning. Lastly, this information would be conveyed in a workshop that I
am purposing to educators, ADHD students, and parents.
Literature Review
Effective Academic Based Teaching Strategies
Academic based teaching strategies are educational based tools designed to enhance the
quality of education for special needs students. Since that ADHD students fall within this
spectrum, these resources are designed to meet the needs of struggling ADHD students (Davis,
2004). In particular, educators within this sector are extremely skilled and they strive to
incorporate various styles of teaching, which are all geared toward increasing one’s knowledge
(Martin, 2005). Furthermore, these tools are to be implemented within structured settings to
increase the likelihood of student success (Schultz, 2009). For instance, verbal prompts are
methods of communication that allow educators the opportunity to reinforce a set of given
instructions. Children who suffer from ADHD are often easily distracted (Davis, 2004), which
causes them to become instantly annoyed. As a result, conflicts do transpire within the class
setting. Regardless of the fact, if distractions occur, educators often use verbal prompts as a
measure to regain a sense of control within the given setting (DuPaul, 2007).
According to recent statistics, verbal prompts are most effective when they are
communicated in a calm, pleasant, and upbeat manner (Peck, 2005). To further explain, if
students suddenly become agitated and lose their sense of self control, the educator would
provide a series of verbal prompts to get students back on track. However, if students are not
aroused by the educator’s initial attempt, then the educator would more than likely implement
additional verbal prompts (Jitendra, 2007). For instance, the educator might suggest to students
to move their seats to a different location within the classroom to provide them with a change of
scenery. The overall objective is to provide students with a series of positive verbal prompts,
which will assist in the reinforcement of a designated task. In most cases, children, suffering
from ADHD are more responsive to verbal prompts when the commands are stated in a firm,
repetitive manner (Heiman, 2003). Therefore, in cases similar to the above scenarios, it is
imperative to address the needs of children appropriately (Martin, 2005), being that the needs of
each student is simply different from the next. On that note, this point of reference would be
heavily stressed in the workshop that I am purposing, which would address educators, ADHD
students, and parents.
One-on-one assistance is a method of communication that is highly utilized by educators
as a means to offer support to struggling ADHD students (DuPal, 2007). Current statistics tell us
that students diagnosed with ADHD tend to struggle, academically, far more than mainstream
students (Schultz, 2009). As a result, various educators have adapted to the concept of offering
additional resources, as a means to bridge the gap between struggling students versus exceptional
students.
Martin’s study (2005) suggests if ADHD students are experiencing difficulty in a given
subject, the educator would take it upon herself to guide the student, as needed. Often times,
special needs students struggle, academically, so much so that they are provided with one-on-one
assistance. Strategies to combat the short attention span include explaining assignments,
speaking clearly, and speaking systematically to enhance student comprehension of the
educator’s material (Pliszka, 2007). After the fact, the educator would review the noted material
with students encouraging them to bring forward concerns or questions before allowing them to
work on their own. Indeed, the communication methods listed above are designed to assist in
building a heighten level of confidence, increasing the chances of student success. ADHD
students can be challenging to work with; therefore, the concept of patience would be stressed
within the workshop setting that I am proposing to educators, ADHD students, and parents.
Specifically, the concept known as modifications are strategies utilized by educators that
act as guides, in the teaching process for ADHD students. Educators may adjust assignment
requirements if they see their students are struggling with assignment lengths. ADHD students
are better able to focus for a shorter span of time rather than a longer span of time (“Helping the
student with ADHD in the classroom, 1998”). The Gureasko study (2007) reinforces the point
by mentioning that this measure will lessen the possibility of frustration that may arise due to
becoming overwhelmed.
Research suggests ADHD students benefit from assignment modifications. The Jacobson
study (2010) expands on a widely used modification, “shortening the intended lesson,” in which
it found that struggling ADHD students perform better due to the use of modifications. The act
itself, allows ADHD students the opportunity to relax, take their time, and maintain a sense of
focus. In doing so, students would stand a greater chance of completing assignments as oppose
to experiencing a sense of anxiety along the way (Dawson, 2007).
The Nadeem study (2009) expands on the usefulness of modifications, in relation to the
completion of group work or special projects. For instance, if ADHD students are asked to work
in group settings with their classmates and they refuse to do so, an educator may take students to
the side and display a sense of concern in relation to the matter. All the while, the educator
would possibly convey to students the importance of group involvement and social interaction.
Also, it would be important to stress the impact of the assignment which could affect their
overall grade point averages. However, if for some reason students fail to adhere to the initial
demands, the educator could take it upon herself to offer an alternative to assist in meeting the
needs of students.
To enhance skills within the school setting, the article, “Helping the Student with
ADHD” (1998) expands on the many benefits of encouraging modifications to be implemented
within the home setting. ADHD students often struggle when interacting with others. This is a
widespread concern that often affects one’s ability to advance academically. Therefore, if
students are having a hard time fitting into a group setting within the classroom because they feel
awkward or out of place, ADHD students could model various behaviors in the home setting
which could provide a sense of structure and balance. Furthermore, students could transfer
learned skills into the school setting (Sheridan, 2009). Overall, the intended outcome would be
centered on the students’ ability to work within a given setting as well as to develop a sense of
security and competence. This factor constitutes whether or not a student is on the road to
success or failure (Martin, 2005). In order to expand on the importance of modifications, the
workshop setting that I am purposing would emphasize to educators, ADHD students, and
parents, how one’s ability to interact with others, plays a major role on their ability to succeed.
Equally important, according to the Volpe study (2009) educators have been known to
incorporate games into the curriculum to promote learning. ADHD students often isolate
themselves from others, which hinders the learning process. To counteract such circumstances,
while promoting learning and social interaction, educators may utilize fun activities to spark an
initial interest in students and thereafter encourage students even more so by providing verbal
praise. To be specific, an educator may design a lesson, incorporating a student’s ability to
listen, comprehend, and work in a group setting. Team building exercises are utilized by
educators as a resourceful tool (Volpe, 2006). Within a team building exercise, an educator may
instruct a group of classmates to work together to solve a problem. In other words, the educator
would provide a step-by-step process as to how each team should carry out a specific task.
Therefore, the educator would verbally instruct groups as to how they should conduct and or
maneuver themselves. In doing so, teams would be formed, allowing students the opportunity to
work effectively. The entire process allows each student to build their verbal, listening,
comprehension, and social skills. In fact, these concepts will all be stressed within the workshop
setting that I am purposing to educators, ADHD students, and parents alike. Learning should be
fun as well as informative (Jitendra, 2007), which is a reference that would be brought into the
public view as well.
In addition, the Dawson study (2007) expands on the effectiveness of exposing ADHD
students to an active classroom setting. Educators often strive to incorporate active educational
activities as a means to encourage students to become more involved. To emphasize, if the
educator is focusing on a Language Arts activity, she may instruct students to read an article or a
short story in a group setting. Then, the educator would prompt students to participate in a group
discussion, by asking the entire class a series of questions. Various questions that may spark an
interest may include: Where is the story taking place?; Who are the main characters within the
story?; What is the main idea of the story? While taking this approach, the educator is allowing
each student to actively participate, within the class setting. Also, educators often utilize hands-
on projects as measures to spark various interests in ADHD students. In particular, if an
educator is providing instruction within an art setting, she would encourage students to be
creative. To incorporate personal involvement with students, the educator could prompt them to
paint a personal portrait of themselves. The educator would work side-by-side with students as
they develop their work, encouraging class participation. The Schultz study (2009) clearly
defines this measure as a therapeutic tool, highly effective in the instruction process for ADHD
students. Surely, this exercise allows students to reflect on their work, while interacting with
others around them. Overall, the educator could take this opportunity to utilize verbal praise, as
a means to encourage students. As well, the workshop that I am proposing will be geared toward
educators, ADHD students, and parents and would explore the many benefits of verbal praise.
This tactic is widely utilized within active classrooms settings across the country, as a token to
inspire learning (DuPal, 2007).

To add, it is a well known fact that the use of color in the classroom acts as a stimulant
that prompts learning (Quantum learning for teachers, 2008). To point out, the use of color
activates the brain which leads to an enhanced way of thinking (Ellis, 2005). Due to these
statistics, educators across the country have adopted these practices as a valuable strategy when
seeking to enhance ADHD students (Zentall, 2005). In utilizing this method of teaching, many
educators use colored markers when providing instruction. To explain, if an educator were to
create a timeline to explain a segment in history class, the educator would design a colorful
graph to depict the significance between each period. In doing so, the use of color would allow
each student to see the drastic differences between each span of time. In an effort to explain this
strategy further, the workshop setting that I am purposing would focus on various ways to utilize
color in the classroom. Educators, ADHD students, and parents would be informed of the basic
processes taking place within the brain that are stimulated due to the use of color. In addition,
the overall benefits of color would be conveyed as well.
In a like manner, according to the source, Quatum Learning for Teachers (2008) the
incorporation of music in the classroom can be resourceful as a foundation to prompt learning.
The concept of music can be utilized in a number of ways to enhance the learning process for
ADHD students. For example, music can be used as a signal to start or stop a designated
assignment. Therefore, as an indicator, the educator would convey to a group of students the
assignment at hand and thereafter present the parameters. Students would start working as soon
as the music starts and would stop working as soon as the music ends. This process allows
students to brainstorm about certain concepts for a certain time span and then a break would be
provided, which would allow students to reflect on their work.

Music can be a motivating factor for struggling ADHD students, those who lack
confidence and a sense of security (Hannaford, 2005). In this manner, music can be used as a
therapeutic tool to arouse one’s mind. Therefore, if students are instructed to work on a
designated project and they are in need of a motivating force, music can actually act as a vehicle
to excite one’s thoughts. A high pitched, upbeat rhythm would be beneficial to arouse the senses
of the group. This type of stimulation is commonly used among educators today and is classified
as highly effective (Quantum learning for teachers, 2008).
As well, music can also be incorporated as a calming mechanism. If students have lost
their sense of focus, music could be used to encourage students to relax. A soft, subtle melody
could be used to calm the atmosphere, allowing students to prepare for any upcoming activities.
The concept of music would allow the educator to bring forth a change within the environment,
by arousing students in a pleasant manner as oppose to taking a harsh approach. To inspire the
use of music within the classroom, the workshop setting that I am purposing would focus on the
various types of music that are appropriate for school aged children, along with emphasis of how
music can be incorporated into particular lessons. Educators, ADHD students, and parents
would be granted an opportunity to become enlightened about this subject matter.
whole group, small group, side by side approach. Another helpful strategy, designed
to assist in the process of drawing ADHD students into an intended lesson is coined, the whole
group, small group, side-by-side approach (Allen, 2009). The strategy is broken into three
different segments and each component plays a vital role in connecting with the others. For
instance, the first segment, whole group, is designed to provide instructions to the entire group.
The educator would prompt the entire group to participate. The second segment, small group,
provides the educator the opportunity to reinforce the lesson, by breaking students into a group
setting. This process allows students the opportunity to advance their thoughts, due to the
discussion that would take place within the group setting. Lastly, the educator would provide a
side-by-side approach, allowing students to work on their own to complete an individual
assignment. At that point, the educator would assist students with individual questions, by using
a side-by-side approach. During this time frame the educator would provide feedback, on a one-
on-one basis. The entire process provides ADHD students with the structure needed to increase
their listening, reading, and comprehension skills. In fact, most ADHD students tend to suffer,
academically, due to a lack of enhanced skills (Zentall, 2005). Furthermore, ADHD students
often struggle with being able to relate to various subject matters; therefore, they often loose
interest and begin to stray from the intended lesson. As a result, students often become bored or
begin to day dream. As a means to meet their needs, the above concept is highly recommended
by professionals across the country (Quantum learning for teachers, 2008).
The concept termed as whole group is a strategy in which the educator seeks the attention
of the entire group. Specifically, the educator would seek to engage the group in small talk first
as a measure to gain the group’s attention. For example, if the educator is focusing on teaching
Literacy, the educator may prompt the group to openly discuss the topic at hand before actually
diving into the lesson. This process allows students to connect to the content, indirectly. In
doing so, the educator may ask the group a series of questions, relevant to the subject matter.
Overall, the process provides students with the opportunity to grasp the intended idea.
After exposing ADHD students to the subject matter, the intended lesson would be
presented to the group. Therefore, after becoming familiar with the topic, the educator would
instruct the group to take turns reading out loud, as a means to build listening skills. All the
while, the educator may convey to students to highlight any sections that are of importance,
along the way. In fact, studies have shown, this style of teaching is quite beneficial, which leads
to long term growth and development (Winebrenner, 2003).
Secondly, the concept small group is a teaching method that encourages educators to
break ADHD students into small groups, to discuss a lesson at hand (Allen, 2009). To explain,
the concept small group, enables ADHD students to engage in group discussions, relevant to the
original lesson that was presented. While doing so, students are prompted to examine the topic
from different angles. For instance, students may question the topic further, in search of truth
and understanding. A question that may surface could be: Why did the author use certain terms
in the text to convey his/her thoughts? Another question may reference the following: Why did
the author describe the characters in such a fashion? These and other questions may be brought
to the forefront, in order to connect with the storyline. In this fashion, students are able to work
together, collectively.
Small group could act as a networking system that allows ADHD students to become
more in touch with their emotions. As noted in the Jitendra study (2007) students tend to express
themselves far more with their peers than they do with her teachers. Peer involvement is a
necessary factor that allows the learning process to flow at ease. To illustrate further, educators
often utilize this element of structure to encourage students to become in touch with their inner
feelings. To prompt learning, the educator may encourage students to openly discuss their
feelings about the subject matter. Students could take the discussion further to incorporate the
following: how the story made them feel, how they felt about the characters, as well as how they
felt about the behaviors of the characters. Again, this method of instruction allows students to
connect with the subject matter to reinforce the concept of learning.

In addition, small group provides ADHD students with the opportunity to determine the
important elements within the text. On one hand, students could pull information from one
another to allow them to sort the facts from the text versus the interesting details. Certainly, the
story may incorporate important dates or historical facts, relevant to the subject matter.
Consequently, students are more likely to make solid connections when working within a group
setting as oppose to working by themselves (Taylor, 2004).
The side-by-side concept provides ADHD students the opportunity to return to their
assigned seats, away from the group setting (Allen, 2009). Students would begin to reconnect
with all of their thoughts, feelings, reactions, and beliefs. Students would begin to assess their
findings by reconnecting with their thoughts. Valid connections from the text, along with
findings from the group setting would be analyzed. This phase would allow students to think
independently while searching for answers. Indeed, the aspect is quite different from the first
two phases because there is no social interaction taking place between students. However,
educators would make themselves available to students, prompting them with small talk. To
better direct students, educators would ask students a series of questions: Are you struggling
with the content?; Do you need me to clarify any parts of the lesson? Educators would seize the
opportunity to connect with students during this time frame. This is a vital factor, being that
most ADHD students lack communication skills (Kern, 2007). In an effort to connect with
students, many educators find this source to be valuable as a continued attempt to inspire
learning (Davis, 2004).
Throughout the side-by-side approach, educators would be extremely attentive towards
the needs of those who may be experiencing a delay of some sort. However, to eliminate any
unwanted stressors or nervousness, educators would circle the room in an orderly fashion,
focusing on students who appear to be in need. In an attempt to create a comfort zone, educators
would provide students with a space cushion to enable them to feel totally at ease. Subsequently,
this strategy would be sending positive messages to the group. Ultimately, the one true goal
would be to connect with students effectively. On that same note, the importance of each phase
would thereafter be conveyed to educators, ADHD students, and parents, within the workshop
setting that I am purposing. Attendees would be informed that the technique is widely used
throughout the country and is deemed as a highly effective strategy that generally enhances the
learning process (Allen, 2009). To add, the use of the technique along with examples for each
phase would be provided to clarify the differences between each approach.
Movement is classified as an “essential element to learning and to the manifestation of
life itself” (Hannaford, 2005, p. 107). Above all, movement is a process that takes shape long
before birth occurs. For instance, an unborn child is subjected to movement on a daily basis,
such as: the mother’s breathing patterns as well as her heart rhythm. In other words, movement
is a part of daily life. Likewise, movement is tied to smell, sound, touch, and taste. Movement
is a major component, which allows ADHD students to manipulate the world around them. In
essence, movement is a process that shapes one’s visions and their overall perceptions of the
world. The act of movement anchors thought, which is why it is an important element to
incorporate when providing instructions to ADHD students. Surely, the benefits of movement
are endless. The process allows ADHD students to incorporate a sense of learning, while
remaining in an inviting atmosphere.
Early on, the learning process of many ADHD students may have been hindered. These
factors could be related to a combination of physical and/or environmental factors. As a result,
these circumstances may have interrupted the learning process which may have led to learning
deficiencies. In order to bridge the gap in the learning process, it is suggested that the use of
movement be made available to ADHD students in the classroom setting. In fact, this tool has
been proven to produce outstanding results (Hannaford, 2005). Furthermore, as noted in the text,
Smart Moves (2005) the incorporation of movement does not have to be structured in a
sophisticated manner. In truth, activities that are often simple can still be quite effective, such
as: “stretching, walking, dancing, skipping, hopping, twirling, Tai Chi, Yoga, and even rough
and tumble play appears to contribute to the minor adjustments necessary to enable the system to
proceed with the learning process” (Hannaford, 2005, p. 123). For this reason, students are at an
extreme advantage when they are exposed to physical exercises. Thus, educators can implement
these measures in a number of ways all throughout the day to assist in stimulating the mind as
well as the body. For instance, in between each subject educators could instruct students to stand
up and move around. Students could jog in place, stretch from side to side, hop in a circle, twirl
their arms and walk around the room. The educator would communicate these strategies to
students as a measure to enhance their educational experience.
Movement is a vital factor in relation to learning and understanding. As the body is in
motion the mind is stimulated. Thereafter, the process of absorbing new information is possible.
According to Quantum Learning for Teachers (2008) movement is a highly recommended
teaching strategy for ADHD students. Educators have found it to be useful to utilize movement
in the form of physical activities. ADHD students stand to benefit, tremendously, by remaining
physically and mentally active all throughout the course of the day.
The use of movement stimulates the brain which increases the likelihood of learning
readiness. As the mind and body join forces, they begin to work together as a team. In order for
ADHD students to remain open-minded and active, there is a need for educators to continue to
manipulate the surrounding environment. Surely, the integration of movement decreases the
likelihood of failure (Hannaford, 2005). The process can be tedious, but the long-term outcome
would be rewarding. Movement would be stressed within the workshop that I am proposing to
educators, ADHD students, and parents. An overview of the endless rewards associated with
this concept would be explained. As well, the speaker would model various physical techniques
to provide clarity and an in-depth perspective of the topic itself.
The teaching strategies above are all designed to meet the needs of ADHD students, but
four strategies in particular, truly stand out, which are: modifications, one-on-one assistance,
verbal prompts, and conveying clear, precise instructions. These strategies outweigh the others
in a number of ways. For example, it is essential to adjust assignments to offer extra support and
to provide structure and balance (Marin, 2005). Without the use of this set foundation, it would
be nearly impossible to implement the other suggested strategies (Jun, 2009). Again, these
factors would be stressed within the workshop setting that I am proposing.
Above all, the number one objective is to enhance the lives of students (Power, 2009). In
carrying out such an enormous role, educators are often faced with the task of conveying clear,
precise instructions to students. While seeking to fulfill such a big task, the challenge starts with
the ability to communicate. Educators have often found it to be helpful to repeat a set of given
instructions to a group as a means of reinforcement (Gureaske, 2007). For example, exercising
the ability to follow simple classroom rules can often pose challenges for ADHD students
(Jacobson, 2010). In this case, repeating the classroom rule list several times, throughout the
course of the day could act as a measure of reinforcement. As well, the very same tactic could
be used to reexplain an assignment. For instance, if the educator is instructing a group of ADHD
students in the science lab, she may utilize this measure more than once as a means to reinforce
each step. The process itself may be painstaking, but the outcome has the potential to yield great
results (Peck, 2005).
As indicated, ADHD students are often confronted with various obstacles that interfere
with the learning process. In any case, students who are afforded the proper education are more
likely to excel. The benefits of quality educators, alongside special needs students are endless.
To add, academic based teaching strategies, geared toward the needs of ADHD students will
increase the likelihood of student success. Furthermore, the workshop setting that I am
purposing would provide various resources for educators, ADHD students, and parents. As a
result, the above parties would be better informed about present teaching strategies that are
highly recommended by professionals today.
Effective Behavioral Based Teaching Strategies
In a like manner, behavioral based teaching strategies are designed as well to meet the
needs of struggling ADHD students. However, the measure of intervention is centered on
various notable behaviors that are displayed often, which prevent students from functioning
within the classroom setting. As discussed in the Findling study (2008) disruptive students,
those who choose to purposefully act out, to avoid completing assignments are quite challenging
for educators. In this case, as an effort to create more of a relaxed and comfortable setting,
educators would assess the needs of certain students to make note of various behavioral patterns.
After the fact, educators would be better able to assist students. In particular, short breaks in
between class assignments would allow students an opportunity to release any built up tension.
In this case educators could inform students that if they finish an intended assignment, they could
take a few minutes to relax. This method provides students with a positive outlet, which may
ultimately lead to less severe behavioral concerns. Certainly, these concerns would be addressed
within the workshop setting that I am purposing. Educators, ADHD students, and parents would
become openly aware of some of the reasons behind disruptive behaviors in the class setting and
alternative methods to counteract such behaviors would be addressed as well.
In addition, defiant behaviors are also a major concern that many educators are
confronted with. The Jun study (2009) discusses circumstances relevant to ADHD students, who
often lack the ability to listen and follow instructions. These behaviors often lead to chaos, a
reflection of disrespect and a total disregard for authority. In an effort to reduce the tension,
behavioral teaching strategies serve as useful measures. For instance, if there are students that
are unwilling to lower their voices, other students may not be able to handle this situation. To
rectify the issue, the educator would more than likely attempt to calm the atmosphere by
speaking to the disruptive students in a mild and respectable manner. The educator would seek
to assess the situation by prompting students, stating: “Can you please lower your voices and
have a seat?” In the meantime, if the disruptive students remain in the exact same state for an
extended period of time the teacher may suggest to the other students to pick up their work
materials and move to a different location within the building, until the situation subsides
(DuPaul, 2007). By utilizing this tactic, the educator is providing an outlet for the remaining
students instead of subjecting them to a chaotic situation, which may eventually spiral out of
control. In other words, to avoid the possibility of additional behaviors, the educator would
usher her students out of the noted setting into a calm atmosphere. Likewise, within the
workshop that I am purposing, this strategy would be brought to the attention of educators,
ADHD students, and parents as an illustration of how to defuse defiant behaviors within the
classroom setting. Of course, members would have the option to ask questions and receive
feedback.
Educators often find themselves shortening quizzes as well as tests because ADHD
students often struggle with the ability to sit still for periods of time (DuPaul, 2007). Quizzes
and tests generally require a great deal of time which often poses a huge concern for a large
number of ADHD students (Vereb, 2004). In an effort to lessen the probability of behaviors,
educators often find comfort by communicating to students that if issues arise various
accommodations can be provided. To discuss further, if students are displaying signs that they
are having a difficult time completing a test, the educator may suggest to students to relax and
breathe easy. However, if the concern continues, the educator may intervene a second time. If
students are struggling to understand the material, the educator may ask these students if they
need additional assistance. As well, the educator could reexplain the test requirements to
students in an effort to put them back on track. Again, this step-by-step process would be
thoroughly explained to educators, ADHD students, and parents within the workshop that I am
purposing as a means to stress the importance that ADHD students should always seek out
positive options as oppose to negative ones when they are confronted with frustrating
circumstances.
Similarly, if students are displaying signs that they are unable to focus when completing a
quiz or test, the educator may suggest to students to take a short “time out” to regain a sense of
self control. Thereafter, the educator may prompt students to take their quizzes verbally as
oppose to a written format. The educator would be put in a position to verbally interact with
students, by reading select questions to them and prompting them to respond, accordingly. To
add, the educator may utilize a second option by reading select questions to students, prompting
them to record their answers.

By the same token, if students are displaying difficulty because they are in need of
additional time to complete an assigned quiz or test, the educator would consult with students to
identify any underlying factors. For example, the educator may ask students, “Is there a certain
spot in the room where you would be more comfortable, when taking quizzes or tests?” Also,
concerns may surface, such as: “Are there any distractions taking place around you that can be
promptly removed?” After assessing the situation, the educator would move toward various
alternatives to meet the needs of the students. Perhaps on quiz and test days the educator would
relocate students to a different location. Certainly, if needed, the educator may opt to revise or
shorten the quiz or test or simply provide students additional time to complete the task.
Regardless of the option, the main focus would be on students. Surely, the educator’s main
objective is to communicate effective strategies that would serve to benefit students. The
workshop setting that I am purposing would also emphasize to educators, ADHD students, and
parents the relevance of assessing student concerns to rectify any existing problems up front.
As well, a broadly used teaching strategy of great significance for ADHD students is
centered on the knowledge of being victorious as oppose to being a victim (Quantum learning
for teachers, 2008). The consequences of one’s actions are solely based on choice; therefore,
educators often find it helpful to implement behavioral teaching strategies designed to heighten
one’s self esteem. Specifically, educators find it to be of importance to focus on creating social
settings to intensify one’s thinking patterns, in relation to making wise choices, taking
responsibility for one’s actions, and ultimately, taking ownership of one’s life. While conveying
positive messages to students, the overall objective is to prevent students from falling into a state
of self pity. The ultimate goal is to encourage students to take full rein over their state of being
instead of feeding into negative factors. This point of reference is “key” in relation to managing
behavioral concerns, which would be expressed as well within the workshop that I am proposing
to educators, ADHD students, and parents. In fact, students are more prone to obtain success if
they have developed a high sense of self-esteem and have learned to maintain a sense of self
control (Martin, 2005).
The above behavioral options are all essential when seeking to meet the needs of ADHD
students. However, the foundation of behavioral based teaching strategies are mainly centered
on the following aspects: the educator’s ability to remain calm, the need for the educator to
convey firm directions to students, the need for the educator to allow students to maintain a sense
of personal space, during confrontational episodes, and lastly, the need for educators to seize the
opportunity to incorporate teachable moments to aid in building each student’s self- confidence.
One’s self esteem is a key component that would be spotlighted within the workshop that I am
purposing to educators, ADHD students, as well as parents. This aspect is quite significant
because students tend to show drastic improvements when they have a positive self-image
(Zentall, 2005).
To reiterate, behavioral based teaching strategies are teaching methods designed to assist
in the learning process. ADHD students tend to exemplify behavioral concerns while in the
classroom setting which is why it is imperative to incorporate measures of intervention
(Winebrenner, 2003). While doing so, educators are generally able to build a solid rapport with
students to promote growth and continuous development. As well, the need to incorporate
behavioral based teaching strategies on a daily basis is indeed a vital factor. To heighten the
potential success rate of ADHD students, these strategies are deemed as true necessities (Kern,
2007). To add, ADHD students respond well to structure (DuPal, 2007); therefore, the lack of
structure within the educational setting would lessen the student success rate (Heiman, 2003).
Behavioral based teaching strategies would benefit educators, ADHD students, and parents and
this point of reference would be stressed within the workshop I am purposing.
Effective Communication Strategies
Comparatively, in addition to effective teaching strategies, effective communication
strategies are imperative as well, in relation to educators, ADHD students, and parental
relationships. In order to bridge the gap between the school setting and the home setting, an
open line of communication is an essential component. Educators should always convey clear
concerns to students as well as parents (Eccles, 1993). As well, educators should always
communicate in a manner to inspire feedback from students and parents, whenever concerns
arise (Graham, 2005). However, in spite of this factor, educators often experience difficulty
when seeking to reach out to families, whose children suffer from ADHD (Dawson, 2007).
Often times, family members are too embarrassed to ask questions or they have become
overwhelmed by their child’s overall condition. Despite any underlying factors, the reality
remains, the level of communication between educators, ADHD students, and parents must
remain open in order to set the stage for student success.
Due to such widespread concerns, there are educators who seek to connect to the families
of their students, quite often, depending upon behavioral concerns (Miretzky, 2004). While
putting forth the effort to connect with the family, educators generally exercise a great deal of
caution. Parents can be quite sensitive when it comes to the care of their children (Knight, 2007).
As well, educators tend to find it helpful to not only connect with the families of their students,
when they are acting out, but also, they find it to be a quite beneficial to connect with their
students when they are behaving properly as well (DuPaul, 2007). In this case, this allows the
educator an opportunity to convey positive thoughts to the parents, in hopes to build a stronger
rapport. To clarify, this tactic would be utilized as a measure to keep the line of communication
open, which sets the foundation for a continuous dialogue to take place between educators,
ADHD students, and parents. While implementing this tactic, the objective is for parents to feel
at ease, comfortable enough to address concerns when needed. Even more so, ADHD students
would benefit from educators because there would be a continuous effort in place that would act
as a guide for students. Furthermore, in the workshop setting that I am purposing, educators,
ADHD students, and parents would be enlightened about the importance of bridging the gap
between educators, students, and parents. As well, the importance of maintaining an active
relationship would be thoroughly explained as a vital concept that would stand to increase the
likelihood of student success (Vereb, 2004).
Additionally, due to such widespread use of technology, along with demanding work
schedules, many educators make use of email (see Appendix, page 33). Educators and parents
would benefit from this method of communication if they work long or awkward hours (Bloch,
2002). In this manner, educators and parents could take it upon themselves to address concerns
according to their personal schedules as oppose to taking time out of their day, which may not be
convenient for them. Of course, one should keep in mind that the use of email is an official
document; therefore, it is of importance to avoid the revelation of detailed information, instead, it
would be in the educator’s best interest to just state the main concern (Bloch, 2002). The
reasoning behind this concern is that it is better to aire on the side of caution than to be too
explicit. The majority of educators totally agree with this tactic because it is better to refrain
from providing too much information via email; such as, making detailed statements or
insinuating judgments without providing a thorough explanation in person (Martin, 2005).
Therefore, email is a great source of communication between parties, but should be utilized
sparingly (Bloch, 2002). Within the workshop setting that I am purposing, the importance of
email would be expressed, but emphasis would be place on the importance of confidentiality,
where vital information should remain undisclosed, until a face to face meeting can be arranged.
Equally important, the concept of sending home daily and weekly reports (see Appendix,
page 34-36) serve to benefit educators, ADHD students, and parents as well (Miretzy, 2004). To
clarify, a daily or weekly report would be an overview of concerns relevant to one’s behaviors
and work related issues. For instance, if John’s parents were to receive a daily or weekly report,
they would be able to better assess any areas of concern. Again, this measure would allow the
educator to communicate with the parents, which would ultimately affect John’s needs. Daily
and weekly reports are simply alternative methods of communication. These reports would
provide a detailed account, upfront, if for some reason parents were unable to access their emails
on a consistent basis. Therefore, the workshop that I am purposing would stress the importance
of daily and weekly reports, as an option that is widely used by educators today to assist in
serving the needs of ADHD students (Davis, 2004).
As well, the tactic of utilizing an open door policy to promote an open line of
communication could also be utilized as an option to serve the needs of ADHD students
(Graham, 2005). To point out, parents would have the option to visit the classroom setting
throughout the course of the day. At that point, parents would be granted the option to either
interact within the classroom or simply sit on the sideline as an observer. For example, due to
the past history of John, his parents may have grown overly concerned. Due to these
circumstances John’s parents may desire to visit his classroom without any prior notice. In doing
so, the observation (see Appendix, page 37) itself could possibly promote an improvement in
John’s overall behavior (Vereb, 2004). Surely, the act could stimulate John to want to improve.
Equally important, this method allows the educator to once again make contact with the parents,
and those concerns would thereafter be conveyed to the student. In the long run, John would
benefit from these interactions. Current studies do show that ADHD students whose parents
maintain an active relationship with educators, tend to excel more so than those who are not
exposed to the very same resources (Graham, 2005). Also, as a means to address educators,
ADHD students, and parents, the importance of communication would be discussed within the
workshop that I am purposing. Emphasis would be placed on the value of constant parental
involvement, in relation to the success rate of ADHD students.
Lastly, due to the overwhelming demands placed upon parents they often find it difficult
to relate to educators (Eccles, 1993). In this case, parent/teacher conferences (see Appendix,
page 38) would provide endless opportunities for educators, parents, and ADHD students. These
prearranged meetings could provide further insight into teacher/parental concerns. Teachers
could provide a detailed list of concerns to parents, along with a plan of action to aid in
preventing future issues. In addition, a portfolio could be presented to parents as a display of
their child’s current efforts. The educator would continue to assess the situation by evaluating
the various triggers that may very well set the behaviors in motion. In conjunction with these
efforts, the educator may advise the parents to seek out additional services, such as consulting
with a local social service agency that could possibly provide referrals for a host of other
services. Above all, these techniques would assist in the communication process, between the
educator, the parents, and the student. To add, the workshop that I am purposing would
incorporate a list of objectives that would serve to meet the needs of ADHD students, in relation
to the benefits of parent/teacher conferences. A point of reference would be incorporated as
well, indicating that a majority of educator/parental relationships are strained due to the many
affects that students are confronted with (Hoover, 2001). Overall, the workshop would stress
that parent/teacher conferences provide the structure needed to aid in long term student success
(Davis, 2004).
As shown above, the techniques mentioned are all geared toward enhancing the mode of
communication. However, in spite of the strategies mentioned, the key factor is centered on
educators and their ability to create a comfort zone with parents to inspire them to express their
concerns honestly and openly (Graham, 2005). Certainly, in order to incorporate any of these
strategies on a consistent basis, parents must be willing participants. Indeed, the success rate of
ADHD students depend heavily on the educator, parent, student relationship (Heiman, 2003). To
illustrate further, ADHD students are more likely to excel, academically, if the proper support
systems are in place (Sheridan, 2009). Therefore, in order to bridge the gap between educators,
ADHD students, and parents, the use of interactive measures are imperative. To include, the
useful communication strategies discussed in this segment would be tied to the workshop that I
am purposing, by informing educators, ADHD students, and parents of the benefits of each
strategy and details would be provided to incorporate more insight as to why these strategies are
of great significance. As well, various resources would be provided to the audience as a means
of keep them well-informed, in connection to current and future findings on ADHD.
Conclusion
In any event, educators often find it difficult, when working with ADHD students.
However, in spite of the many challenges, the need to incorporate effective teaching strategies,
along with interactive measures, to enhance the communication process between educators,
ADHD students, and parents, are all vital factors that will stand to benefit ADHD students
(Quantum learning for teachers, 2008). In particular, some of the most successful teaching
strategies, when working with ADHD students seek to allow students to express themselves in a
creative manner, but must also be structured activities that promote learning as well as social
involvement (“Helping the Student with ADHD,” 1998). The process of incorporating an open
line of communication between educators, ADHD students, and parents, play a vital role in the
achievement process as well. Ultimately, the exposure to effective teaching strategies, along
with effective communication strategies will determine whether or not ADHD students will in
fact defeat the existing odds that they are faced with (Jitendra, 2007). As an added extension, the
workshop model that I am purposing would provide an overview of each teaching strategy, along
with various behavioral strategies. As well, a listing of communication factors between
educators, ADHD students, and parents would be brought to the forefront too. Emphasis would
be stressed to imply that these components are all essential elements that are needed to ensure a
heighten student success rate. In reality, without the proper components in place, ADHD
students are more likely to fail than to succeed (Martin, 2005).

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Appendix
Effective Communication Examples and Resources
Page 36 Communication Strategy/Email Example
Page 37-39 Communication Strategy/Daily/Weekly Report Example
Page 40 Communication Strategy/Class Observation Example
Page 41 Communication Strategy/Parent/Teacher Conference Example
Page 42 ADHD Related Websites

Communication Strategy
Email Example
Hello Mr. and Mrs. Doe:
Jamie has been experiencing various noticeable behaviors since the start of the school year and I
would like to speak with the both of you, in hopes to rectify those issues. Please feel free to
contact me by phone, Monday thru Friday, between 3-4 p.m. I am looking forward to speaking
with you both. Please enjoy your day.
Sincerely,
Mrs. X
*A follow up phone call should be made to Jamie’s parents, if they do not respond to the
above email within 24 hours.

Weekly Report Example
Student: John Doe
Monday
Behaviors: acting out; not listening/following directions; was not able to stay on task
Tuesday
Behaviors: was unable to stay on task for periods of time
Wednesday
Behaviors: was able to complete assignments, by use of verbal praise; major improvement
displayed (work and behavioral related)
Thursday
Behaviors: completed all assignments, by means of redirection; was able to listen and stay on
task, for the majority of the day
Friday
Behaviors: great day; completed all assignments, independently; was able to participate in a fun
activity
*Behaviors should be communicated by phone, initially, at the start of the week, and once
again, as an update, at the end of the week.

Daily Report Example
Student: Jamie Doe
Monday
Behaviors: refused to listen and follow instructions; yelling in class
Interventions Used: phone call home; sent to time out; sent to the social worker for counseling
Tuesday
Behaviors: unable to focus and stay on task; heated encounters with staff and students
Interventions Used: phone call home; time out; extra time given to calm down; one on one
assistance
Wednesday
Behaviors: struggling to keep up with work related demands; disrespectful to staff; throwing spit
balls; mocking students
Interventions Used: phone call home; sent to time out; one-on-one assistance; sent to the social
worker for counseling
Thursday
Behaviors: talking back to staff; poking fun at other students; disregarding staff; refusing to
complete work
Interventions Used: phone call home; sent to time out; extra time given to calm down; one on
one assistance; removal from the room to a different setting
Friday
Behaviors: verbal/physical aggression toward staff and students; refusing to complete
assignments; attempting to spit at classmates; refusing to listen/follow directions

Interventions Used: phone call home; sent to time out; sent to the social worker for counseling;
removal from the room into a different setting; phone call home, a second time; student received
an early dismissal, due to extensive behaviors displayed
*The above concerns should be noted and sent home for review, on a daily basis, but
should also be communicated, verbally, by phone as well.

Class Observation Example
Student: John Doe
Noted Behaviors:
*John’s parents would make note of any behaviors, witnessed, throughout the course of the
observation and would later relay those concerns to John’s teacher.

Parent/Teacher Conference Example
Student: Jamie Doe
Detailed Concerns: acting out; being disrespectful towards staff and students; inability to focus
and stay on task; exercising physical aggression
Plan of Action:
1st Attempt: verbal warning
2nd Attempt: redirect the student
3rd Attempt: phone call home
4th Attempt: allow additional time to get back on task

5th
Attempt: seek out assistance from the school’s social worker
6th Attempt: follow up phone call home

7th
Attempt: advise parents to seek out additional resources from the school’s social worker,
such as: counseling services and recreation services
*The educator would discuss the above concerns with the parents, at the time of the
conference.
ADHD Related Websites
Resources
www.add.org
www.chadd.org
www.newideas.net
www.PediatricNeurology.com
www.ADDvance.com
www.ADDchoices.com
www.ADHDnews.com
www.helpforADD.com
www.ADDresource.com
www.mentalhealth.com
www.add.about.com
www.oneaddplace.com
www.edutechsbs.com/adhd
www.adhd.com
www.schwablearning.org
Workshop Schedule
Planned Events:
Location: Governors State University

1 University Parkway
University Park, IL
Date: 6/1/2012
Time: 9 a.m. - 5 p.m.
Title: ADHD: Communicating Effective Teaching Strategies to ADHD Students
Agenda
Segment 1 9 a.m. - 12 p.m Academic Based Teaching Strategies
Lunch 12 p.m. - 1 p.m.
Segment 2 1 p.m. - 3 p.m. Behavioral Based Teaching Strategies
Segment 3 3 p.m. - 4 p.m. Effective Communication Strategies
Segment 4 4 p.m - 5 p.m. ADHD Resources

ADHD
Communicating Effective Teaching

Strategies to ADHD Students
Preview Questions
• Please refer to handout #1 for further
instructions
What is ADHD?
• Neurological disorder
• Affects on school age children
• Related symptoms
• Quality of life
• Defeating the odds
Academic Based Concerns
Segment 1
• Easily distracted
• Nervousness
• Poor listening skills
• Poor comprehension skills
• Poor time management skills
• Poor communication skills
• Lack of confidence
Academic Based Teaching
Strategies
Segment 1
Academic Based Teaching Strategies
 Verbal prompts
 One-on-one assistance
 Modifications
 Incorporating games
 Creating an active classroom setting
• Incorporating the use of color
• Incorporate music
• Whole group, small group, side-by-side
approach
• Movement
• Communicating effectively
Spotlight
Segment 1
Spotlight
• Modifications
• One-on-one assistance
• Verbal prompts
• Precise instructions
Think Tank

instructions
Whole Group, Small Group, Side
by Side Approach
Segment 1
See Handout #7
Behavioral Based Concerns
Segment 2
Behavioral Based Concerns
• Disruptive behaviors
• Defiant behaviors
• Inability to sit still
• Unable to focus
• Frustration
• Negative thinking patterns
Behavioral Based Teaching
Strategies
Segment 2
Behavioral Based Teaching Strategies
• Short breaks
• Calming the environment
• Isolation
• Shortening assignments
• Providing support
Behavioral Based Teaching
Strategies
• Time out
• Alternative testing methods
• Investigate underlying factors
• Taking ownership
Spotlight
Segment 2
Behavioral Based Teaching Strategies
Spotlight
• Calm atmosphere
• Firm directions
• Personal space
• Teachable moments
• Solid rapport
• Consistency
Think Tank
instructions
Communication Based Concerns
Segment 3
Communication Based Concerns
• Embarrassment
• Sensitivity
• Strong rapport
• Irregular contact
• Confidentiality
• Prompting parental involvement
Communication Based Strategies
Segment 3
• Connecting to families
• Use of email
• Daily reports
• Weekly reports
• Open door policy
• Parent/teacher conferences
Spotlight
Segment 3
Spotlight
• Comfort zone
• Willing participants
• Overall relationship
• Interactive measures
Think Tank
• Please refer to handout # 4 for further
instructions
ADHD Resources
Segment 4
Current Findings
www.add.org
• Awareness
• Resources and support
• Conferences
• Current events
www.add.org
• Legislative action
• Webinars
• Scholarship programs
• Memberships
www.chadd.org
• About CHADD
• Understanding ADHD
• Training
• Resources
www.chadd.org
• Magazine archives
• ADHD medication shortages
• Online family training
• Support groups
www.newideas.net
• Statistics
• Treatments
• Alternative measures
• Diagnoses
• Articles
www.newideas.net
• Articles
• Neurology reports
• Medical advances
www.pediatricneurology.com
• Referrals
• Helpful literature sources
• Learning disabilities
• Stress reduction
• Lectures
• Developmental resources
www.addvance.com
• Answer friendly
• Center for girls and women
• Informational links
• ADD multimedia library
• Advocacy organizations
• Upcoming events
www.adhdnews.com
• Information site
• Specialists
• Natural medicines
• Brain games
• Current treatments
• Message boards
Additional Resources
• www.helpforADD.com
• www.ADDresource.com
• www.mentalhealth.com
• www.add.about.com
Additional Resources
• www.oneaddplace.com
• www.edutechsbs.com/adhd
• www.adhd.com
• www.schwablearning.org
Think Tank

instructions
Final Project

instructions
Conclusion
• In order to defeat the odds, ADHD students
need to be exposed to effective teaching
strategies, along with effective communication
strategies. In reality, without the proper
components in place, ADHD students are
more likely to fail than to succeed (Martin,
2005).
Handout #1 Previewing the Topic
Name:
Date:
Lesson Objective: To become familiar with the subject matter, as a means to connect with the topic
at hand. Two preview questions will be asked, initially, as a measure to evoke the thought process.
Students will raise their hands, when asked, and an open discussion will follow.
Preview Questions:
Name some common stigmas associated with the disorder, ADHD?
Have you or any of your family members or friends ever been impacted by any stigmas associated
with the disorder, ADHD? If so, how did you or your family members or friends react to the
situation. Please explain.
Handout #2 Problem Solving Activity
Name:
Date:
Lesson Objective: The lesson is designed to increase one's awareness of existing academic based
teaching strategies. Students will join forces, in groups, in order to identify with the circumstances
at hand and thereafter, each group will address the needs of the mock student, by use of a plan of
action. Each group will present their results in class.
Scenario:
James arrives to school, late, daily. He tends to have a hard time falling into the routine of
completing work, somewhat, due in part to his tardiness. However, James’ listening skills are
compromised as well and often times he is unable to follow along, when the directions are given.
Within your group setting, discuss the various academic based teaching strategies that would best
serve James’ needs. Discuss your thoughts in detail.
Handout #3 Role Playing Activity
Name:
Date:
Lesson Objective: Students will be required to interact in a role playing scene, which will allow them
to receive first hand knowledge, as to how situations often spiral out of control, but educators have
to maintain a sense of focus, even in the midst of chaos.
Scenario: The entire class, with the exception of four students will be working on a brain teasing
puzzle, which requires a great deal of skill and concentration. Two students will be given the role to
act as though they are irate. Apparently, the students do not want to work together in a group
setting and a heated argument has resulted. The following two students will play the role of
educators. These two students will be required to make attempts to difuse the situation, by using
behavioral based strategies. All the while, the remaining students, will seek to remain focused, even
in the midst of chaos. After the fact, a group discussion will take place, as means to disucss the
matter, openly, in search of what strategies were effective as oppose to those that were not.
Handout #4 Building Communication Skills
Name:
Date:
Lesson Objective: The exercise is designed to allow each student to beome better in touch with their
inner self, which in turn would prompt students to become enlightened and to also look outward as
well. In other words, the exercise is designed to prompt students to search within, but would also
prompt them to express themselves, as to the needs that they may be lacking or needs that they are
in search of. This project is designed to build one's overall communication skills, with the intent to
make them better communicators
Directions: Each student will create a project referred to as an "I" statement. Each student will
receive a cardboard cut out of the letter "I." After the fact, each student will search through
magazines and will cut out pictures and will glue them onto the cardboard, that are self reflections of
their personalities. After the fact, each student will provide a 3 minute presentation on their collage,
referenicng the pictures they chose and why. This project will allow students to openly
communicate, which will build one's communication skills.
Handout #5 Web Based Summary
Name:
Date:
Lesson Objective: The lesson is designed for students to search throughout the many web based
sites and locate information that they were unaware of. After the fact, students would write a one
page summary about the new facts that they discovered. The lesson would allow students the
opportunity to navigate throughout the different sites, which would be helpful for future purposes.
Directions: After reviewing the sites listed, write a one page summary about the topic of discussion
that was most interesting to you.
Handout #6 Final Project
Name:
Date:
Lesson Objective: Create a lesson plan utilizing a series of academic and behavioral based concepts.
The lesson plan must state an objective or a purpose statement. In addition, the lesson plan must
be written in a systematic fashion, indicating the time of day and the intended concept due to take
place during that block of time. The lesson plan must start at 8 a.m. and end at 3 p.m. Please
indicate the following subjects within the lesson: Language Arts, Literacy, Math, Spelling, Science,
Social Studies, Physical Education, Art, and Music. Please provide a detailed description of the
events to take place, within each block of time. Furthermore, discuss any methods of intervention
that would take place, if behaviors occur. Lastly, the lesson plan should be typed, 12 point font,
double spaced, with 1 inch margins. Please feel free to choose the font style of your choice.
Handout #7 Whole Group, Small Group, Side-by-Side Instructional Exercise
Name:
Date:
Lesson Objective: The educator would model the teaching approach to give students a better
understanding of this style of teaching. Students would interact accordingly.
Lesson Details:
Phase #1 The educator would prompt students with preview questions as an entire group and the
main topic would be introduced.
Phase #2 Students would be broken into groups for further discussion.
Phase #3 Students would be prompted to work alone, on an individual assignment. The educator
would provide one-on-one assistance.

Communicating Effective Teaching Strategies To ADHD Students

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Governors State University

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Communicating Effective Teaching Strategies to

Follow this and additional works at: http://opus.govst.edu/capstones

Visit the Governors State Communication and Training Department

Communicating Effective Teaching Strategies to ADHD Students

Governors State University

ADHD, Attention Deficit Hyperactivity Disorder, is a neurological disorder that is presently

parents. In an effort to join forces, change is definitely possible.

ADHD, Attention Deficit Hyperactivity Disorder, is classified as a mental condition that

am purposing to educators, ADHD students, and parents.

Effective Academic Based Teaching Strategies

students, and parents.

One-on-one assistance is a method of communication that is highly utilized by educators

speaking clearly, and speaking systematically to enhance student comprehension of the

to experiencing a sense of anxiety along the way (Dawson, 2007).

ADHD” (1998) expands on the many benefits of encouraging modifications to be implemented

praise. To be specific, an educator may design a lesson, incorporating a student’s ability to

public view as well.

activities as a means to encourage students to become more involved. To emphasize, if the

on projects as measures to spark various interests in ADHD students. In particular, if an

inspire learning (DuPal, 2007).

the overall benefits of color would be conveyed as well.

incorporation of music in the classroom can be resourceful as a foundation to prompt learning.

provided, which would allow students to reflect on their work.

as highly effective (Quantum learning for teachers, 2008).

would be granted an opportunity to become enlightened about this subject matter.

side-by-side approach, allowing students to work on their own to complete an individual

by professionals across the country (Quantum learning for teachers, 2008).

to long term growth and development (Winebrenner, 2003).

connect with the subject matter to reinforce the concept of learning.

setting as oppose to working by themselves (Taylor, 2004).

learning (Davis, 2004).

Throughout the side-by-side approach, educators would be extremely attentive towards

phase would be provided to clarify the differences between each approach.

Movement is classified as an “essential element to learning and to the manifestation of

remaining in an inviting atmosphere.

factors could be related to a combination of physical and/or environmental factors. As a result,

students as a measure to enhance their educational experience.

Movement is a vital factor in relation to learning and understanding. As the body is in

According to Quantum Learning for Teachers (2008) movement is a highly recommended

to provide clarity and an in-depth perspective of the topic itself.

factors would be stressed within the workshop setting that I am proposing.

instructions to a group as a means of reinforcement (Gureaske, 2007). For example, exercising

results (Peck, 2005).

highly recommended by professionals today.

Effective Behavioral Based Teaching Strategies

needs of struggling ADHD students. However, the measure of intervention is centered on

alternative methods to counteract such behaviors would be addressed as well.

them to record their answers.

control (Martin, 2005).

classroom setting which is why it is imperative to incorporate measures of intervention

this point of reference would be stressed within the workshop I am purposing.

Effective Communication Strategies

Comparatively, in addition to effective teaching strategies, effective communication

remain open in order to set the stage for student success.

likelihood of student success (Vereb, 2004).

document; therefore, it is of importance to avoid the revelation of detailed information, instead, it

insinuating judgments without providing a thorough explanation in person (Martin, 2005).