Happy October! We are now 26 schools days into the school year and I am sure that many of you are seeing behaviors that are “standing out” more than others by now. Tips for the month of October will be focused on children with hyperactivity and inattention symptoms. Below are some interventions that can be used for those students who exhibit hyperactivity/inattention in the classroom (information taken from the nasponline.org)
1) Peer tutoring 
It is recommended that the peer tutors be of the same gender, age, with higher academic and behavioral skill (as little as 20 minutes a day has been found to result in significant increases in on-task behavior).
2) Scheduling 
It is recommended that critical instruction be provided in the morning; given that the on-task behavior in students worsens as the academic day progresses.
3) Productive Physical Movement 
For those who have difficulty staying still for prolonged periods of time; plan for increased physical movement such as; stretch breaks, a trip to the office, a chance to sharpen a pencil, taking a note to another teacher, watering the plants, or simply just standing at the desk while completing classwork.
4) Self-Monitoring 
Many of our students who display ADHD behaviors have the skill to perform desired behaviors. An example of this would be CICO (Check in Check out system) and playing an audio of tones at random intervals to remind the student to monitor his/her behavior. At a predetermined time, teacher and student records are compared and the student is reinforced for agreement with teacher responses.
5) Token Economy 
This involves giving students miller tickets when they display appropriate behavior. The tickets are in turn exchanged for tangible rewards or privileges at specific times. This is an effective way to deliver effective feedback in a busy environment.
6) Response-Cost programs
Involves giving a specific amount of points at the start of each day. When a rule is broken (problem behavior is displayed), points are taken away. To maintain their points and receive reinforcement, students must avoid displaying inappropriate behaviors. **Since students with ADHD characteristics are easily frustrated, it may be helpful to allow them the opportunity to earn points back by displaying appropriate behavior. At the end of the day, students are allowed to exchange the points they have earned for a tangible reward or privilege.
7) Time-Out 
This typically involves removing the student from classroom activities. This is to be used only with the most disruptive classroom behaviors with a trained staff member available to monitor the time-out process (They can come to the SW Office). Before a time out is implemented, it should be clear that it is not reinforcing for the child (giving the student what he/she wants). Example includes a student is displaying aggressive or disruptive behaviors to receive attention from peers, removing the student from his/her peers (time out) would be effective. If the student is trying to avoid schoolwork, time-out would be not be effective.
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