Issue link: http://digital.copcomm.com/i/45361
go to the prize box. The other kids weren't jealous; they understood he had difficulties." Davis constantly uses positive feedback with ADD/ADHD students. "I say 'thank you for sitting in your seat' and 'good job' and 'keep it up.'" of responsibilities. It makes them feel like a leader, and they love it." Rief suggests breaking up instruction to It's essential to give much encouragement and praise, because these students are easily discouraged. Stephen Brock It helps to also have empathy, says Davis. "I understand they have to fidget to focus. Sometimes I am like that, doodling in a lecture. As long as they are not disturb- ing the other kids, it's OK." It helps to keep them busy, she adds, so they have a positive way to channel excess energy. "I make them my little assistant. I will have them pass out papers, write assign- ments on the board, and I give them lots include activities with movement and talk- ing. She also recommends structuring larger assignments by dividing them into short, manageable incre- ments with separate due dates and moni- toring points along the way. "Provide visual cues and reminders on cards or pictures in strategic loca- tions," she advises. "And provide more frequent monitoring, feedback on perfor- mance and reinforcement for students with ADD/ADHD. Anticipate problems that can arise from lack of structure, unclear expec- tations or environmental triggers in the classroom and adjust accordingly." The use of technology and multimedia is especially engaging for students who have trouble concentrating, she adds. Students with ADD/ADHD can some- times work well with student partners or "buddies" who are supportive, tolerant and well-focused, she adds. "They can assist with clarifying directions, make sure assignments are recorded in planners, remind students to turn in work, and help with other tasks or activities." Brock suggests that teachers use morn- ings for more rigorous academic instruction, since studies show that on-task behavior of students with ADD/ADHD worsens pro- gressively throughout the day. Auditory cues are also helpful, such as playing a tone at irregular intervals to remind students to monitor their on-task behavior. "It's essential to give much encourage- ment and praise, because these students are easily discouraged," he says. "And teachers should keep in mind that rewards used with these students lose their reinforcing power quickly and must be changed or rotated frequently." MORE INFO To learn more about ADD/ADHD, please visit the Children and Adults with Attention Deficit/Hyperactivity Disorder website at www.chadd.org or the Centers for Disease Control and Prevention at www.cdc.gov/ ncbddd/adhd. #1 #2 #3 #4 #5 Break up instruction to include activities with movement and talking. Structure larger assignments by dividing them into short, manageable increments. Provide visual cues and reminders on cards or pictures in strategic locations. Provide more frequent monitoring, feedback on performance and reinforcement. Anticipate issues from lack of structure, unclear expectations or environmental triggers. October 2011 / www.cta.org 17 Tips for teaching STUDENTS WITH ADD