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1. Children who have ADD/ADHD may feel less in control of themselves, which can be frustrating. Giving them a choices during instruction can provide a sense of personal control over the task. "This technique may be beneficial not only in increasing task performance and productivity, but also in improving social relatedness" (Dilawari & Tripathy, 2014, p. 22).

2. These children (and many without ADD/ADHD) can have trouble ignoring stimuli, so it's a good idea to reduce distractions by performing your instruction in a location that is going to minimize physical, visual, and auditory interference (Deiner, 2013). Some examples include facing students away from windows or the door as they might be distracted by people coming into the classroom to observe/assist or children, etc., outside.

References

Deiner, P. L. (2013). Inclusive early childhood education: Development, resources, and practice (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

Dilawari, K., & Tripathi, N. (2014). Strategies to improvise teacher tasking for children suffering from attention deficit hyperactive disorder (ADHD).International Journal on Disability and Human Development, 13(1), 19-24. doi:http://dx.doi.org.mutex.gmu.edu/10.1515/ijdhd-2013-0016

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Children with ADHD need consistent behavior plans because of their need for attention.  The students should be aware of what behaviors are acceptable and unacceptable.  Teachers should avoid arguing with a child and administer consequences immediately as well as monitoring and supporting appropriate behavior frequently  (Deiner, 2013). In addition, the teacher should find out the child's preferred learning style and teach in a way that supports that child's style of learning whether that be auditory, visual, or kinesthetic.  Often, there are questionnaires that can be made age appropriate and used to determined a child's learning style (Deiner, 2013).

Heather Campbell

Deiner, P.L. (2013).  Inclusive early childhood education: development, resources, and practice (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

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Strategies for students with ADHD LAKICIA 

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Strategies for students with ADHD LAKICIA 

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Some of the ways to meet the needs of students who are demonstrating characteristics of ADHD is by providing frequent opportunities to move around. Providing visual schedules with shortened directions. Give them multiple opportunities and extended time to complete work as well as reduce work when presenting them. Give them maybe one or two pieces of a puzzle versus all puzzle pieces at one time. Give corrective feedback when necessary and provide fidget toys . it always good to give them something that can maintain their attention and keep those hands busy .  Students also benefit with working in areas that are less distracting.

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As an educator it is very important to recognize symptoms of disabilities. Although we are not doctors, we can assist parents in narrowing down the cause. Students with ADHD require special accommodations to ensure their success. In preschool aged children social-emotional skills are very important. Teachers should work on identifying feelings. Help children learn the specific facial configurations of different emotions (p.248).  Allowing students to express themselves will assist in managing their behavior.

Deiner (2013), speaks of allowing students space to actually move around. Instead of assigning the student one chair, allow for two chairs and standing work place (p. 247). Keeping in mind that the student may need to frequently fidget, sway or rock, giving them a predetermined space to do such allows for a sense of freedom. As far as seating on the carpet, I learned to place the student on the front row and near me may be best. That student can become a special helper (e.g. a dry eraser may fall off the ledge, the student's job can be to retrieve it).

(Kimberly Dedmon)

Deiner, P.L. (2013). Inclusive early childhood education: Development, resources, and practice (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

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One strategy is from Sydney Zentall and her colleagues at Purdue University emphasize how important it is to provide stimulating environments for children with ADD/ADHD. The theory is that children with ADD/ADHD are understimulated and require more stimulation that typical children.  Stimulus enhancers can include sound, color and others stimulus enhancers.     Another strategy is incidental learning is when children incidentally pay attention.  An example given was the teacher is reading a story about a character lost in the woods, as she is reading in real life an fire truck loudly roars by, instead of yelling at kids to sit down, don’t look out the window and trying to knock off dojo points, she incorporates the fire engines into her story.  The little boy lost in the woods heard the fire trucks as was able to follow the noise and find his way out of the woods.  The incidental stimulus became the central focus.  Most children with ADD/ADHD have a hard time focusing on the central stimuli but pay excellent attention to these types of incidental stimuli, so when the teacher is able to make that the central stimuli they are actually helping these students learn.  These strategies were retrieved from Armstrong, T.  (1999).  Chapter 3.  Strategies to empower, not control, kids labeled ADD/ADHD.  ADD/ADHD alternatives in the classroom.  Retrieved from http://www.ascd.org/publications/books/199273/chapters/Strategies-to-Empower,-Not-Control,-Kids-Labeled-ADD~ADHD.aspx  

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One strategy is from Sydney Zentall and her colleagues at Purdue University emphasize how important it is to provide stimulating environments for children with ADD/ADHD. The theory is that children with ADD/ADHD are understimulated and require more stimulation that typical children.  Stimulus enhancers can include sound, color and others stimulus enhancers.     Another strategy is incidental learning is when children incidentally pay attention.  An example given was the teacher is reading a story about a character lost in the woods, as she is reading in real life an fire truck loudly roars by, instead of yelling at kids to sit down, don’t look out the window and trying to knock off dojo points, she incorporates the fire engines into her story.  The little boy lost in the woods heard the fire trucks as was able to follow the noise and find his way out of the woods.  The incidental stimulus became the central focus.  Most children with ADD/ADHD have a hard time focusing on the central stimuli but pay excellent attention to these types of incidental stimuli, so when the teacher is able to make that the central stimuli they are actually helping these students learn.  These strategies were retrieved from Armstrong, T.  (1999).  Chapter 3.  Strategies to empower, not control, kids labeled ADD/ADHD.  ADD/ADHD alternatives in the classroom.  Retrieved from http://www.ascd.org/publications/books/199273/chapters/Strategies-to-Empower,-Not-Control,-Kids-Labeled-ADD~ADHD.aspx  

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Jessica Leckner

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With a particular 5 year old boy in mind, the characteristics of a child with ADHD observed in his behavior include hyperactivity-impulsivity, short attention span, talks excessively during story time, and lack of self-control. His teachers would say, "He never listens because he just can't help himself". Unfortunately, African American boys with characteristics of ADHD are often misdiagnosed.

According to Deiner (2013), "Characteristics of ADHD during the preschool years frequently lead to judgments of immaturity" (p. 238).Until children who show symptoms of ADHD are diagnosed, educators must develop strategies aimed to support each child's area of growth. For some children with ADHD, Deiner (2013) shared that "Children's ability to selectively ignore stimuli varies" (p. 247). In other words, reducing visual and auditory distractions can be helpful during activities such as story time, small group discussions, and morning meeting.

In addition, other strategies including offering children with stress balls can decrease typical ADHD characteristics such as fidgeting, swaying, and rocking, and touching other peers. Most importantly, Deiner (2013) mentioned that educators must "Avoid ridicule, criticism, and sarcasm. Remember, children with ADHD have difficulty staying in control" (p. 247). The diagnosis of ADHD is intriguing because it can be directed in several directions before providing appropriate support for the children affected.

(Anita Hockenberry)

Reference list
Deiner, P. L. (2013). Inclusive early childhood education: Development, resources, and practice (6th ed.).
Belmont, CA: Wadsworth, Cengage Learning.

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Deiner (2013), discussed many different strategies and adaptations that’s teachers can use when working with children with ADHD. One that I really liked was that teachers should keep lessons brief and fast-paced (p. 247). I know that most young children without ADHD have trouble paying attention for long periods of time, so it seems that all children especially children with ADHD would benefit from short whole group lessons. When the teacher notices that students are getting distracted, instead of correcting the student maybe the teacher can offer a brain break. Deiner (2013) also proposed that students with ADHD work better in quiet environments (p.245). Therefore, the teacher could start teaching whisper voices in the classroom at the start of the school year.

(Katrina Hutzell)

Deiner, P. L. (2013). Inclusive early childhood education: Development, resources, and practice (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

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Since children who have ADHD are often very active and fidgety it's good to give them extra space to work in such as sitting at the end of a table instead of in between other students along the side of the table.  These children might also need to sit close to the teacher so they can be easily redirected.  They might also need to have a designated quiet spot in the classroom to go to when doing work.

One behavioral accommodation for children with ADHD is lots of positive reinforcement.  Deiner (2013), p. 245 states that "Rewarding desired behavior is more effective than punishing undesired behavior."  The positive reinforcement could be verbal or through the use of an incentive chart or both.

Another accommodation would be giving the child with ADHD jobs in the classroom that he or she is easily able to do.  This raises their sense of responsibility and autonomy when they know they are contributing positively to the classroom experience.

(Kim Skinder)

Deiner, P.L. (2013). Inclusive early childhood education: Development, resources, and practice (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

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For students who have ADHD and display challenging behavior assigning them tasks during instructional time helps them rear their focus to the activity. Something I used to do for my prek4 classroom, during read a louds, I would ask my most fidgety friends to help me hold the book, turn the pages and show the book to the class. I would tell them that it is important that they show the book to everyone because everyone wanted to see and learn. By doing this, they were being held accountable and included as they performed their job (Deiner, 2013, p. 243).

Another strategy that I used in the past as well is using a sticker chart. For every time the student was on task she would receive a sticker. She could receive up to e stickers a day, and if the student had at least one sticker for three consecutive days she would get rewarded. The rewards would include choosing a song for the wiggle break, an object from the treasure box or more time in a center that she wanted. Also communicating the small achievements to her parents would help this child feel good and I noticed that she would make a greater effort to stay focused after we told her parents about how well she behaved. By doing this, positive reinforcement was being used and a system was established to help the student learn about rewards and consequences for actions (Deiner, 2013, p. 243).
(Eunice Perez)
Deiner, P. (2013). Inclusive early childhood education: Development resources, and practice (6th ed.). Belmont, CA: Cengage Learning.

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As Denier (2013) suggests, students can benefit greatly from fidget objects - they can help students focus while keeping them occupied. Seeing these at work in my own 3rd grade classroom show me how useful they truly are. Students can be given a variety of objects that they can manipulate while still participating/learning. They help to keep the student's hands busy and therefore, their brain more focused.

Another strategy that is easy to add into a classroom is flexible seating. Many students do not do their best learning in a traditional desk/chair setting; by providing alternate seating for students, they are able to be comfortable while they learn. Some examples of flexible seating might be: standing desks, yoga balls, wobble stools, stools, beanbag chairs, etc.

(Emily Pakrul)

Deiner, P. (2013).  Inclusive early childhood education: Development, resources, and practice (6th ed.). Belmont, CA: Cengage Learning.

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Strategies to empower children with ADHD

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Strategies to empower children with ADHD

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As children with ADHD may have problems with attentions and hyperactivity, I would recommend providing fidget tools to help children focus in the classroom. Children may use any fidget tool as long as it is safe and would keep them focused, such as a squeeze ball or a fidget cube.

Furthermore, helping children with ADHD to develop organization skills is essential for success and may be encouraged through using a checklist, as a checklist will help children monitor themselves and get them into the habit of organizing their “to do” list.

Since writing maybe a challenge for children with ADHD, a visual strip of letters and numbers can be attached to the writing area so that children will have a visual model ( Deiner, P/L/. p.150). Graphic organizer can be used as well for writing to keep the child focused on his mission.

According to Deiner, P. L. (1998),” Decrease waiting and increase on-task time. Plan ahead” (p. 247). A strategy that can be used to help a child with ADHD stay focused on a task may be decreasing child’s waiting time and teacher’s talking timer and increasing the on-task time instead. This  implication can be conducted through reducing teacher’s talk time in the classroom and encourage child’s talking instead and encourage them to ask questions, such as breaking down the instructions for the child and giving it gradually as the activity progresses.

An educator may also help a child with ADHD feel comfortable about seeking assistance through supporting the child immediately for any demonstrations of good behavior until those behaviors are well established ( Deiner, P.L., p.248).

(Ala Aburub)

Reference :

Deiner, P. L. (2013). Inclusive early childhood education: Development, resources, and practice (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

(Insideadhd). (2011). ADHD Classroom Strategies, retrieved from

https://www.youtube.com/watch?v=Dd62-eL0JYI

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Using a visual schedule with young children who exhibit the characteristics associated with ADD or ADHD can help them focus on the next task as hand. At times, the stimulation of the classroom can be overwhelming and children cannot focus on what to do next. The visual schedule provides a consistent mechanism for children to refer to so that they know what to do.
(Dr. Stone)