Educational strategies for students with ADHD

Before using any psycho-pedagogical strategy for the benefit of the student with ADHD, it is important to know that several factors intervene in the teaching-learning process. Among these, the classroom environment is one of the most important. When using beneficial strategies for students with ADHD, the teacher must be aware of the importance of promoting a safe and supportive environment for students.

We can take, for example, the typical pedagogical situation in which the subject of a first-year university student who is easily distracted and consequently wants to withdraw from a class is addressed. In this particular case, it is necessary to identify that we must work with the motivation and attention of the student and provide strategies to help him. It is important to keep in mind that the teacher will serve as a facilitator, supervisor, and monitor during this teaching-learning process.

Below are several strategies to avoid distractions and promote attention in students with ADHD before, during, and after class.

Recommended strategies before class

Methodological sequence

It is recommended to provide students with a course syllabus so that they can follow the sequence and organize themselves for their classes.

Agendas

The use of agendas allows students to organize themselves in real timetables and avoid overload. The use of checklists is useful when completing the tasks of the day.

Recommended strategies during class

Relaxation

The teacher can carry out a different game, reflection, or initial activity at the beginning of his class. This will capture the attention of the students and increase their motivation.

Routines

Routines provide students with an assurance of what to expect and how to manage and organize their day. This way you can prepare and have a sequence to follow. Once the initial relaxation activity is completed, a review of the previous class can be done, so that the students can locate themselves in time and place.

Desk or table location

Students should be located near the teacher or at a point where they can have eye contact. In this way, the teacher can notice when the student loses the focus of attention and use a strategy to capture it.

Dynamism

Dynamism cannot be lacking in every constructivist class. The use of images, videos, visuals, organizers, diagrams, changes in the tone of voice, and teacher movement is recommended. In this way, the teacher can make changes that keep the attention of students with ADHD.

Participation

Encouraging the participation of the students makes them stay aware of the class and their attention is sustained. In the same way, the use of notes can be encouraged.

Use of group work and discussions

Interaction and work in pairs are useful to divide the academic load and responsibility for it. This will allow students to interact with their peers while there is a division of tasks to achieve group work. In the same way, ideas are shared, and it allows students to speak and share in their educational process.

Task segmentation

The segmentation of tasks is a very useful strategy to avoid distractions since students can use selective attention in the process to be completed. This will prevent incomplete work and demotivation. The Pomodoro technique is very useful in the segmentation of tasks.

Immediate reward

The use of rewards and positive reinforcement is extremely important for students with ADHD. Rewards can range from recognition, time off, bonus points, etc. This will not only motivate students, but it will also make them want to outdo themselves every time.

Adaptation of tests

The exams must be divided into parts (segmented); Extra time must also be provided to complete them.

Recommended strategies after class

Feedback

The teacher must provide feedback at the end of each assessment or each block of the course. In this way, strategies can be applied to improve or maintain student performance.

Tutoring

The recommendation of tutoring either by peers or in university programs is a very effective help. In the same way, the teacher’s office hours can help students to clarify doubts.

References:

Balado, C., Canosa, N., Ferradás`, M., Ferrer, E., Fociños, D., & Freire, C. et al. (2019). El alumnado con TDAH en la universidad [Ebook] (1st ed.). : Universidade da Coruña, Fundación INGADA y Fundación María José Jove. Retrieved on April 2, 2021 from https://www.uma.es/media/files/GuiaTDAHUniversidad.pdf