The characteristics of students with ADD/ADHD can vary greatly. A diagnosisdoes not dictate a specific response from educators. ADD/ADHD differs fromspecific learning disabilities in that its effects are not confined to a particulararea. Rather, the attention difficulties and impulsivity associated with thedisorder may give rise to behaviors that interfere with learning in all academicand social arenas.Regarding problem solving, the array of symptoms and behaviors associatedwith this disorder can make it difficult for a teacher to know where to start. Astudent who is inattentive, impulsive, and/or hyperactive may make aconscientious teacher feel overwhelmed.Therefore, certain problem behaviors may need to be extinguished while otherconstructive replacement behaviors will need to be developed. A systematicapproach to behavioral intervention can lead to a greater sense of control andfocus for the teacher, the student with ADD / ADHD, and the class as a whole.
Isolate problem behaviors:
While many behaviors may be unusual or irritating, it is necessary to prioritizethe behaviors that are most problematic. Specificity is the key.
Limit your problem solving to behaviors that interfere with a student’s academic
achievement or disrupt the ability of others to do their work.
Example: Jason calls out when I am giving directions to the whole class.
Analyze the behavior:
Effective methods of behavioral analysis consider the setting of the behavior as
well as its end results. This is referred to as ‘functional analysis of behavior’ or‘antecedent
consequence (ABC) analysis’.
In other words, when and where does the behavior take place and what typically happens as a result? Example: