Briefing Paper By: Lucky Sevens

Darren (ADHD)

Case Characteristics
 Darren has recently been taken off his
ADHD medications
 He has difficulty getting started on
seatwork
 He is disruptive and prevents other
students from getting to work
 These problems are having an adverse
effect on his friendships
- he was seen by a teacher
sitting
alone on the stairs during
lunch
time recently
- teachers can see his peers
are
annoyed with him
 What can a teacher do to help his academic and social
problems?

Options to Deal with Academic Problems

 Restructure the class and surround Darren with peers who stay
on task (this will prevent his from getting distracted so easily)
 Give Darren interval work (this will help increase motivation to
work and stay focused)
 Use all three learning styles: audio, visual and kinesthetic (by
using a variety of learning styles, Darren will be able to stay
engaged for longer periods of time)
 Cue Darren when he is off-task (this would be a pre-arranged
signal that Darren and the teacher decided on that will help
when he is not focused)
 Set classroom expectations at the beginning of the year, and go
over them as a class once in awhile
 Avoid excessive unstructured time (limit the amount of “free
time” in the class: this will help Darren from misbehaving)
 Give immediate praise and acknowledgement for good work and
positive behaviour (applying the principles of B.F. Skinner)

Recommendations
 Restructure the class and surround Darren with peers who stay
on task
 Use all three learning styles: audio, visual and kinesthetic
 Cue Darren when he is off-task
Briefing Paper By: Lucky Sevens

Darren (ADHD)
 Set classroom expectations at the beginning of the year, and go
over them as a class once in awhile

Options to Deal with Social Problems

 Psycho-stimulants (a strong medication used to control
behaviour)
 Exercise (added advantage of healthy interaction with their
peers during socially acceptable activities)
- 3 to 5 exercise sessions per day could negate the need for
medication
 Movement opportunities in class (integrating academic subjects
with physical activity such as a gallery walk or intermittent
stretch breaks)
 Co-operative learning (students work together in specifically
arranged groups based on academic/social needs and
experiences)
 Behavioural and social contracts (the contracts can be used for
classes and individuals: they provide guidelines for acceptable
behaviours in class)
 Token reward system for good behaviour (students earn tokens
for good behaviour that can be traded in for pre-arranged
rewards)
 Self-monitoring and self-assessment strategies (students use
checklists to keep themselves accountable and aware of their
academic and social progress)

Recommendations
 Exercise (particularly movement opportunities in class)
 Co-operative learning opportunities
 Behavioural and social contracts
 Self-monitoring and self-assessment strategies

*Note: The specific recommendations we have made are based on

Darren’s specific needs, not for children with ADHD in general. For
more information, please visit the Wiki for our list of references.