ADHD is characterized by chronic inattention, impulsivity and hyperactivity (Greenberg & Horn, 1991).

It is six to nine times more common in boys than girls which may be due to the fact that boys are more likely to display frustration in an aggressive or anti-social way than girls and are therefore more often referred for evaluation of ADHD (Greenberg & Horn, 1991). When considering how teachers can manage students with ADHD in the classroom, Anderson and Rumsey, (2002) make note that we are only capable of changing our own behavior. They go on to say, In order to change a student's behaviour because it is disruptive, aggressive, or off-task, we must first change our response to it. This may involve reversing our way of interpreting or judging behaviour. For example, when a student is displaying stubborn behaviour, focus on the positive attributes of this behaviour - determination, self-directedness, and perseverance. Classroom Suggestions based on Research: 1. Theory Application in the Classroom 1. Gardners Theory of Stretch breaks Multiple Traveller: materials Intelligences: manager, delivers Bodily-Kinestheticmessages between Learner groups etc. Manipulatives (Anderson & Rumsey, Energizer Centre: area 2002) of the classroom/hall for positive energy release (ropes, mats for stretching etc.) Hands on Activities I. cooperative games II. Role-play characters from stories, history, science. III. Build objects to reflect concepts IV. Field trips V. Practice writing letters and numbers in salt trays 2. Green Spaces and Reduction of ADHD symptoms (Kuo & Taylor, Do large group activities in a green outdoor setting when possible When doing activities

Classroom Set Up Cool down areas inside/outside the classroom Learning centres Informal areas for relaxation and quiet reading (carpet, couch, beanbag chair etc. Variety of seating arrangements (semicircle, groups etc.) Headphones available for quiet work to block out distractions Seat children with ADHD near a window with

Support When we concentrate, our brains release neurotransmitters (NTs). People with ADHD seem to have a shortage of these NTs. Bodily movements stimulate the release of NTs such as dopamine and may therefore assist in concentration.

Tasks that require individuals (without ADHD) to deliberately direct

2004)

indoors or in built outdoor settings have students with ADHD work individually or in pairs

a green view when doing seatwork. Where possible take students outside to teach a lesson

3. Safe Space (Shea and Weiner, 2003)

Intervention program that would provide victimized children with explicit peer support. (eg. assigning a protective buddy or arranging for the child to have a friend in the same class.) Help build and empathetic community I. Role model positive relationships II. Open a friendly, nonthreatening line of communication with the bully III. Teach empathy through reading stories about

attention or inhibit unwanted stimuli draw on a shared mechanism that is subject to fatigue. As a result it becomes difficult to pay attention and inhibit impulses. Outdoor activities reduce attention fatigue as they engage the mind effortlessly. Green outdoor activities have been found to reduce the symptoms attention fatigue (which mirror the symptoms of ADHD) when compared to builtindoor and outdoor activities. Positive peer relationships and the ability to coordinate social and academic goals are related to academic success in school. Children with ADHD are at a risk for peer rejection and are at increased risk as victims of aggression.

4. Classroom Management (Reid, 1999)

bullying, role playing and discussing roles and how people feel IV. Teach leadership: provide activities and opportunities that channel energy into constructive leadership situations V. Teach students how to make aments for past behavior and how to connect with others who have the same interests as them VI. Set consistent consequences for unacceptable behavior VII. Work with parents, caregivers, communities and colleagues to foster a climate where every student feels safe and cared for. Classroom Environment Create and maintain a predictable and structures regimen Effectively communicate expectation (eg. you need to have your reading book and pencil Task and Materials Schedule academically heavy work in the morning and hands on in the afternoon Schedule non-preferred activities before preferred activities (eg. must finish math seat work before free

Post a daily schedule in the classroom Give the student two desks (one on either side at the front of the classroom that they can move between if they need to. Stand-up desk Seat close to teacher, away from doorway, window, pencil

reading) Curriculum and Instruction Give feedback about behavior at regular intervals (eg. have coins in teachers pocket, transfer coin when feedback has been given. Praise/reinforce good behavior, ignore/mild reprimand rule violations Get attention before giving short, clear specific directions. Rephrase the directions and check for understanding Set aside specific times for transitions (eg. getting a drink, sharpening pencils) and establish expectations for transitions between activities. Match difficulty of individual seatwork to student achievement level Use Assistance cards to place on desk (red means you need help, green means keep working) to help a child who needs assistance if the teacher is working with others at the time. Give a student 5 math problems to do at a time rather than a whole worksheet Peer Tutoring Class wide-entire class divided into competing

sharpener. Work in a study carrel Surround student with good behavior models

teams and awarded points Standard peer tutoring School-Home Note Contract written between teacher, student and home. Contract placed on students desk as a reminder and if they meet the contract it is sent home and parents reinforce the goal.

References
Anderson, A. & Rumsey, R. (2002). Channeling energy using bodily-kinesthetic intelligence: helping children with ADHD. Physical & Health Education Journal 68(3): n/a. Greenberg, G.S., & Horn, W.F. (1991). Attention Deficit Hyperactivity Disorder: Questions and answers for parents. IL: Research Press. Kuo, F.E & Taylor, A.F. (2004) A Potential Natural Treatment for AttentionDeficit/Hyperactivity Disorder: Evidence From A National Study. American Journal of Public Health. 94(9): 1580-1586. Reid, R. (1999). Attention Deficit Hyperactivity Disorder: Effective methods for the classroom. Focus on Exceptional Children, 32(4), 1-20. Shea, B. & Wiener, J. (2003) Social Exile: The cycle of peer victimization for boys with ADHD. Canadian Journal of School Psychology. 18: 55-90.