Jessica Alvarez #1

Characteristic-Strategy Graphic Organizer

To organize Needs & for Intervention Purposes
Disability Category: Attention Deficit Hyperactive Disorder
(ADHD)
Possibly / Common Strengths: Sense of humor, special talents,
eagerness to be like and to please, looking at things from a
unique angle, seeing things with a different perspective,
energetic, compassionate- understand the underdog

Common Disability
Characteristics

Instructional or Behavioral
Jessica Alvarez #1
Strategies
student may be taught to use for school
success

Academic
A) Difficulty sustaining attention

B) Easily distracted

A-1 task duration- because of a short

attention span, academic assignments
should be brief and feedback regarding
accuracy should be immediate
A-2 Direct instruction- there are many ways
to implement DI. For example using
flashcards for multiplication facts. It helps
the student with comprehension and to be
on task.
B-1 productive physical movement- allow
students opportunities for controlled
movement such as: stretch breaks, trip to
the office, taking a note to another teacher
etc.
B-2 Help students stay on task remind
them to focus on their assigned task,
provide follow-up directions or assign
learning partners

Social / School (Skills)

A) Social skill deficit (etiquette,
sharing, conversation)

B) Miss social cues (teacher

interactions)

A-1 Use structured peer-tutoring (PAL)

A-2 Small groups of students to help a
student with ADHD. These groups can
include activities that are interactive and
cooperative. Students are practicing taking
turns, and learning how to socialize with
one another
B-1 Social skill instructions
B-2 visual cues- to remind the student to
remain on task. For example, point at the
student while looking at him or her in the
eye, hold out your hand, palm down, etc.

Behavior / Organization
A) Hyperactive in constant
motion- may seem to glide over
things

B) troubled relationships

A-1 productive physical movement this

strategy works for behavior as well,
because if the child is in constant motion in
the classroom, the teacher can have them
take a trip to the office, take a note to
another teacher etc.
A-2 Behavior specific praise should be
specific for the positive behavior displayed
by the student. Focus on what the student
did right and what was desirable. For
example, praise the student for quietly
completing their math lesson
B-1 build a relationship- teacher should
model and show that they care for their
students.
B-2connect learning to students life
demonstrate purpose