ADHD: Classroom Interventions

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood behavior disorders. The 2006 National Health Interview Survey indicated that 7 % of children ages 3–17 have at some point been diagnosed with ADHD (Bloom & Cohen, 2007). Combined with this high prevalence is the fact that ADHD’s core symptoms of inattention, hyperactivity, and impulsivity are associated with a variety of school adjustment challenges. It is not surprising that these students are at risk for school failure and require behavioral interventions to promote school success. GENERAL APPROACHES TO BEHAVIOR INTERVENTION Before offering interventions for specific ADHD challenges, it is important to acknowledge that, while these students do have a core set of common difficulties, this group is very diverse. Instead of focusing only on ADHD symptoms, intervention should begin by identifying specific challenging behaviors. Next, identify alternative desired behaviors that would preclude the occurrence of the challenging behaviors (behaviors that are incompatible with the undesired behaviors). Keep both sets of behaviors in mind. Educators need to not only make clear to students what behavior is unacceptable, but also what behavior is acceptable. Ensure that intervention plans are based on a functional assessment of behavior. Identify antecedent