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 Strategies
student may be taught to use for school success

Academic
A) Difficulty sustaining attention

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

B) Easily distracted

Social / School (Skills)

A) Social skill deficit (etiquette, sharing,

A-1 Use structured peer-tutoring (PAL)

conversation)

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) Miss social cues (teacher interactions)

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

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.

B) troubled relationships

Jessica Alvarez #1

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