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Overview of Needs

Hyperactivity – the pupil is often restless, can’t sit still, talks a lot, fidgets, runs or climbs excessively.

Inattentiveness – the pupil lacks self-control, acts without thinking, interrupts or blurts out inappropriate comments, talks back, loses temper, can appear aggressive.

Impulsiveness – the pupil is disorganised, has difficulty keeping on task, appears easily bored, is forgetful, loses things, makes careless mistakes, doesn’t seem to listen.

What you might notice

  • Struggling to focus on conversations
  • Struggling to stay on task
  • Remembering to bring the right equipment and resources
  • Difficulty organising their work
  • Unable to appropriately prioritise tasks
  • Difficulty adjusting to frequent changes of activity
  • Not always realising or considering the consequences of their actions or seeing things from another’s perspective
  • Unable to co-ordinate their actions and/or sit still
  • Unable to wait or turn-take
  • Problems sequencing words when expressing themselves, both verbally and in writing
  • Poor working memory
  • Slower to process or recall information
  • Struggle in afternoon lessons due to poor sleep patterns at night.

Strategies

  • Sit near to positive peer role models, but away from distractions like windows, heaters etc.
  • Have a clear and consistent routine for every lesson eg they always have to come in and answer a question on the board.
  • Keep instructions clear and simple.
  • Use the pupils name and make sure you have their attention before you give them instructions.
  • Ask the pupil to repeat instructions back to you or show you what they should be doing.
  • Give clear expectations of the minimum amount of work you expect to be completed by a given time.
  • Provide regular time updates or give the pupil a clock/timer to monitor their own tasks.
  • If a pupil starts to lose focus during a class discussions, direct a question at them.
  • If a pupil is struggling to maintain focus in group work, give each member of the group a role to fulfil, or a structure to follow.
  • During longer tasks, build in a ‘movement break’ if it’s appropriate.

Resources Interventions and Activities

Assistive Technology
Tools for Organisation:

Todoist or Trello: Digital task management.
Google Keep or Evernote: For note-taking and reminders.

Focus Tools:

Pomodoro Timers (apps like Focus Booster): Helps manage time in chunks.
Noise-cancelling headphones to reduce distractions.

Reading and Writing Tools:

Read&Write or Kurzweil 3000: Supports reading and writing tasks.
Speech-to-text apps like Dragon NaturallySpeaking.

Gamified Learning Apps:

Kahoot! or Quizlet: Engages students in interactive learning.
Websites and Organizations
CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder):
Offers evidence-based strategies, webinars, and resources for parents and educators.
Website: https://chadd.org

ADDitude Magazine:

A hub of articles, tips, and free resources for managing ADHD.
Website: https://additudemag.com

Interventions

Classroom Strategies

Environmental Adjustments:

Seat the student away from distractions (e.g., windows, doors).
Use a visual schedule or checklist to outline the day’s tasks.
Provide fidget tools, such as stress balls or tangles.

Instructional Techniques:

Chunk Information: Break assignments into smaller, manageable parts.
Clear Instructions: Use short, direct language, and repeat as needed.
Check for Understanding: Have the student repeat instructions back.

Behavioural Supports:

Implement a reward system: Offer incentives for meeting goals (e.g., stickers, free time).
Use positive reinforcement: Praise specific behaviours like “great job staying focused!”

Flexible Teaching:

Offer alternatives to traditional assignments (e.g., oral presentations instead of essays).
Allow movement breaks to help them release energy.

Executive Functioning Support

Teach organizational skills using tools like planners or digital calendars.
Provide step-by-step guides for multi-step tasks (e.g., breaking down how to write an essay).

Home Support Strategies

Establish consistent routines for homework, chores, and bedtime.
Use visual timers to help with time management.

Activities

Focus and Attention
Mindfulness Exercises:

Practice deep breathing or use apps like Headspace for Kids or Calm.
Engage in body scans or progressive muscle relaxation.

Concentration Games:

Play games like Simon Says, Spot the Difference, or card games that require attention.

Physical Movement:

Include movement-based learning, like hopping to letters in spelling words.
Encourage brain breaks with stretches, jumping jacks, or yoga.

Impulse Control

Role-Playing Activities:

Practice social scenarios to develop self-regulation.
Use puppets or role reversal to discuss appropriate behaviours.

Turn-Taking Games:

Play board games that emphasize waiting turns, like Uno or Connect Four.
Self-Monitoring Tools:

Teach students to use checklists or self-assessment charts to evaluate their focus.

Social Skills Development
Cooperative Learning Activities:

Use group projects to practice sharing responsibilities and communication.
Play team-building games like “Two Truths and a Lie.”

Emotion Identification:

Use flashcards or apps like Zones of Regulation to identify and discuss emotions.

Academic Engagement
Interactive Lessons:

Use tech-based learning tools like Kahoot! or Nearpod to maintain attention.

Gamify learning with point systems or achievement badges.

Creative Outlets:

Encourage drawing, storytelling, or journaling for self-expression.
Incorporate art or music into lessons to engage interest.

Kinaesthetic Learning:

Use hands-on activities like building models or experimenting in science.

Classroom Accommodations

  • Allow extra time for tests and assignments.
  • Provide frequent breaks during lessons or tasks.
  • Permit movement or “standing desks” to help with focus.
  • Allow students to work in short bursts with check-ins.
  • Provide written copies of instructions alongside verbal explanations.