Classroom interventions for children with ADHD
In a typical classroom, children are instructed to remain seated, perform independent seatwork and follow teachers’ instructions. Children with attention deficit hyperactivity disorder (ADHD) may find these classroom demands particularly difficult to adhere to because, by definition, children with ADHD experience difficulty in paying attention, possess more motor restlessness and respond more impulsively to their environment compared with other children. In class, children with ADHD often struggle to sustain attention when carrying out tasks or listening to instructions, frequently call out or talk to classmates at inappropriate times and regularly leave their seat without permission. They commonly show behavioural problems and have difficulty in progressing with their schoolwork, which often results in underachievement. These factors may lead to poor academic outcomes for children with ADHD and contribute to teacher stress, as teachers often do not have the necessary skills to deal with the behavioural problems of these children.
ADHD in practice 2016; 8(3): 44–47
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