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Children with Attention Deficit/Hyperactivity Disorder (AD/HD) generally display the following behaviors, independently or in combination, at unusually high levels:

According to the American Psychiatric Association publication - Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV), the diagnosis of AD/HD can be classified into three subtypes:

AD/HD has been called an environmentally dependent disability and can lead to academic, social, and family problems. Symptoms often co-existing with other mental health impairments such as Learning Disorders, the Disruptive Behavioral Disorders (Conduct Disorder and Oppositional Defiant Disorder), Mood Disorders, and Substance Use Disorders, especially in adolescence.

Treatment strategies can be supported in the regular classroom, in a special education classroom, at home, or in any social setting.

General guidelines for improving the academic and social performance of AD/HD children:

Daily Report Cards (DRC) - The Daily Report Card (DRC) is a cost-effective procedural system used to monitor, reinforce, set goals, and modify the child’s behavior at school. The DRC is individualized to provide feedback to the child and the parents on schools performance. The teacher rates the child on each behavior, initials the card, and in-turn, ratings are converted to a point system. The children are required to bring it home every day from school. The point totals are then incorporated into home-based reinforcements, resulting in the gain or loss of privileges, activities, or of reinforcers. DRCs are probably the most widely used of all interventions for AD/HD and are proven to be very effective. Over time the child learns to develop an internal sense of self-control based on targeted behaviors.

Behavior Modification Charts - Behavior modification can be done through several reward systems including token economy, response cost, and labeled praises. In the token economy classroom, children are given tokens (i.e., chips, stickers, stars, check marks, etc.) for appropriate behaviors. In the Response Cost system children are given tokens for free and then withdrawn for inappropriate behavior (e.g., out of seat, off-task, etc.). The most effective programs use a give-and-take method, which is a combination of both methods. Children are given tokens for behaving appropriately and lose tokens when misbehaving. In exchange for tokens, children are given tangible reinforces or rewards, such as food, pencils, extra free time, privileges, etc.

    For more powerful results, teachers are encouraged to give labeled praises acknowledging specific behaviors along with each of these systems. For example, a labeled praise for sharing is “Mike, nice job sharing your marker with Lisa,” instead of just saying “Good job, Mike.”

Peer-Mediated Cooperative Learning - Because many AD/HD children have difficulty with social skills, peer-mediated cooperative learning can be very beneficial. In this type of setting, students engage in small-group work for the learning of academic material. Usually groups are rewarded for good performance. Within each group, a different leader is assigned each day, who is responsible for motivating the group to stay on-task and follow the rules. Individual rewards can be given for group leaders and exceptional work within the group setting. Studies have shown that children in such a cooperative learning environment show higher levels of self-esteem, improved interpersonal cooperation, greater tolerance of others, increased social acceptance, and improvements in achievement and productivity.

Timeout - Some studies have shown that prudent negative consequences are an effective and necessary component of classroom management. Students tend to respond better to positive reinforcement, however punishment is sometimes necessary. Use it sparingly and with sensitivity!

Verbal reprimands followed by time-out and a loss of privileges works best. During time-out, students are placed in a predetermined location out of the mainstream, such as a “time-out chair.” It should not be a traumatic place, such as a closet or dark basement. The purpose of time-out is to allow the child to cool-off and regain control of their behavior. The important aspect of time-out is that the child no longer has the privilege to choose where her or she wants to be or how time is spent. Usually, the child stays in time-out for a period of five minutes, shorter for younger children, and must remain quiet.