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Strategies for Supporting Students with ADHD and Executive Functioning Disorder

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Strategies for Supporting Students with ADHD and Executive Functioning Disorder

In my third-grade classroom, I will account for the existence of ADHD and Executive

Functioning Disorder (EFD) by creating a supportive and structured environment that caters to

the needs of all students. To ensure inclusivity and support, I will implement instructional

routines, incorporate multi-sensory activities, and provide individualized accommodations.

Firstly, I will establish instructional routines to help students with ADHD and EFD stay

organized and focused. Following Dr. Anita Archer's suggestion, I will establish the transition

procedures and classroom routines as clearly as possible, give assignments, and facilitate their

completion accordingly (UPDC, 2011). Through the explicit provision of instructions and such

visual aids as charts and checklists, the students will have a very clear understanding of what will

be expected of them as well as how to properly navigate their daily activities. Moreover, the

organization of the academic year coupled with the syllabus will not only support the student

with ADHD and EFD but also nurture a predictable and welcoming learning environment for all.

For the first activity, a class discussion, I will implement several supports. To ensure

interaction and participation, I will employ a strategy that allows the students to discuss their

ideas with their partner first and then share their feedback with the whole class. Through this

teaching method, students with ADHD and EFD are enabled to freely revisit their thought

processes and sort out their ideas before coming out to address the whole class (Kamradt et al.,

2020). Beyond this, I will incorporate some tools, such as graphic organizers and sentence

starters, to help students develop an outline of their thoughts easily.

In the second activity, a group project, I will ensure support for students with ADHD and

EFD by incorporating multi-sensory activities. For example, if the project is based on creating a

presentation, I will ensure that students have a choice for the mode of presenting their ideas, like
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using visuals, audio recordings, or written texts. According to Rosello et al. (2020), such an

arrangement enables students to pursue the approach that matches their comfort level and

interests, which in turn helps them to overcome insecurities and fully involve themselves in the

task. In this regard, I will outline the objectives and the timelines, along with the checklist, to

ease the management of time and become organized.

Lastly, I will make special arrangements for tasks that require autonomous effort, such as

filling out worksheets or writing assignments. Focusing and finishing tasks may be more

challenging for those with ADHD or EFD. These kids will have access to a peaceful and well-

organized study area that is favorable to learning with minimal interruptions and visual aids to

help them finish tasks. In addition, I will break down the larger projects into manageable chunks

and provide visual aids like checklists to keep students on track and monitor their progress.

In conclusion, I will make my third-grade classroom a welcoming and inclusive place for

all kids by establishing routines for instruction, using multi-sensory activities, and making

adjustments for those who need them. All students, not just those with ADHD or EFDD, will

benefit from these tactics, which will make class more interesting and productive. I aim to

provide an inclusive classroom environment where each student may flourish and realize their

maximum potential by actively supporting and understanding them.

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References

Kamradt, J. M., Nikolas, M. A., Burns, G. L., Garner, A. A., Jarrett, M. A., Luebbe, A. M., &

Becker, S. P. (2021). Barkley deficits in executive functioning scale (BDEFS): Validation

in a large multisite college sample. Assessment, 28(3), 964-976.

Roselló, B., Berenguer, C., Baixauli, I., Mira, Á., Martinez-Raga, J., & Miranda, A. (2020).

Empirical examination of executive functioning, ADHD associated behaviors, and

functional impairments in adults with persistent ADHD, remittent ADHD, and without

ADHD. BMC psychiatry, 20(1), 1-12.

The UPDC. (2011). Anita Archer explains the use of instructional routines in the classroom.

Www.youtube.com. https://www.youtube.com/watch?v=ZzvPwvxnBrQ