Exhibiting behavior that resembles that of younger children, children with ADHD often act immaturely and have difficulty learning how to control their impulsiveness and hyperactivity. They may have problems forming friendships with other children in the class and may have difficulty thinking through the social consequences of their actions.
The purpose of behavioral interventions is to assist students in displaying the behaviours that are most conducive to their own learning and that of classmates.
Here are some effective behavioural intervention techniques:
- Verbal reinforcement of appropriate behaviour: This is perhaps the most important and effective technique. Praise should be given to a student when he or she begins and completes an activity or exhibits a particular desired behaviour.
- Selectively ignore inappropriate behaviour: This is particularly useful when the behaviour is unintentional or unlikely to recur or is intended to gain your or classmates' attention without disrupting the classroom.
- Create "escape valve" outlets: Permitting students with ADHD to leave class for a moment, perhaps on an errand (such as returning a book to the library), can be an effective means of settling them down and allowing them to return to the room ready to concentrate.
- Hand gestures: Use hand signals to communicate privately with a child with ADHD. For example, ask the child to raise his or her hand every time you ask a question. A closed fist can signal that the child knows the answer; an open palm can signal that he or she does not know the answer. You would call on the child to answer only when he or she makes a fist.
†U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices, Washington, D.C., 2004.
For more information please visit :
- NSW Department of Education & Training - behaviour management