Classroom Interventions for Attention Deficit ...（课堂干预注意力缺陷）.pdfVIP

Classroom Interventions for Attention Deficit/Hyperactivity Disorder This packet focuses on classroom intervention strategies to enhance the learning environment for students with attention deficit/hyperactivity disorder (ADHD). An overview of ADHD is presented along with a brief description of the challenges students with ADHD typically demonstrate in the classroom. Strategies for academic interventions, behavior management, and home-school collaboration and communication are also included. Definition ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease Control and Prevention, 2015). The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013). The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list three types of ADHD and the accompanying characteristics. • Predominantly inattentive type. The student may: o submit inaccurate or incomplete work, o have difficulty attending to conversations, activities, or tasks, o be easily distracted, o have difficulty following directions, o frequently lose materials, and/or o have difficulty organizing tasks and materials. • Predominantly hyperactive/impulsive type. The student may: o appear to be in constant motion, o frequently fidget or move in his or her seat, o become restless during quiet activities, o leave his or her seat when expected to remain seated, o interrupt others and classroom activities, o talk excessively, and/or o fail to follow classroom procedures (e.g., blurt out answers without raising hand). • Combined type.