Interaction+Ideas

Requests that start with "Don't" or "Stop" actually reduce compliance. Instead of saying "Stop!" or "I don't want to see you get out of your chair again." Try the following: "I need to see your hands at your side, lips together, stand up straight, eyes looking at my nose!" Make sure to model what you want them to do!
 * 1. Make more start requests ("I need to see...") than stop requests ("I better not see...") **

Check-in with student when there is nothing going on - give a little pep-talk and some encouragement to "keep going!"
 * 2. Non-contigent attention **

When the student sees you making the sign they need to get back to work.
 * 3. Create a secret "focus code" between you and the student. **

Kids with ADHD and attention problems are all too aware that they are a "problem". Can you imagine what it is like to constantly be redirected. "I need you to sit down...I need you to stop talking...you are being too loud...we are waiting on you to get out your pencil..." //**Your words of encouragement make a difference!**// TIP: Make a detailed list of all the positive traits, types of positive behavior, talents, interests, intelligences, aptitudes, competencies, and abilities of each student you have who is labeled ADD/ADHD. Each time you feel overwhelmed by the negative behavior of this student, take out this list and study it. Visualize this student as a positive learner.
 * 4. Reflect on your interactions: Are your positives outweighing the negatives? **

An article about self talk and problem solving: [] Develop a secret signal or key phrase to cue self-talk. Teach the child phrases such as...
 * 5. Secret Signal + Self Talk **
 * "Back to Work"**
 * "Time to listen"**
 * "Cam, Listen Now!"**

**6. Explicit Instruction + Modeling + Practice + restating the direction** "The next time you want to ask a question you need to raise your hand and wait until I call on you. Like this. {teacher models} Now you try. {student models} What are you going to do? {student repeats instruction//"// //PS: Don't do this in a large group setting. Can you imagine what it would be like to have to do this with 23 of your peers watching you?//

Instead of "Why were you playing around in the bathroom?" say "You were playing in the bathroom. Pull a stick. Next time you need to go in, use the bathroom, wash your hands and come back to class." Instead of "What are you supposed to be doing right now???" say "You are supposed to be writing your sentences. Go back to your seat, pick up your pencil and I will check on you in 3 minutes." //The objective is to point out the student's mistake while also telling them the behavior that you want to see.//
 * 7. Give directions concisely. Do not use a question format. **

Planned ignoring is not intended to just let students get away with whatever they want. Sometimes we inadvertently reward attention-seeking behaviors by attending to off-task behavior. Decide in advance what behaviors can be ignored. Have a plan. Use the lesson on planned ignoring to teach your students what to do when they are being bothered by someone! (Tattlers can sometimes derail your attempts. Say "Okay, thank you." and send them back to their seat. Don't say "I know John is not doing what he is supposed to be doing." That is just passively acknowledging the student.)
 * 8. Planned ignoring **

**9. Teach memorization tricks** Memory is often a problem for students who are ADHD or struggle with inattentiveness. As often as possible, teach skills using rhymes, mnuemonics or songs to enhance memorization.

**10. Make the student repeat directions back to you + broken record** //This seems like a huge time committment. But you'll have to spend the same amount of time talking to Johnny later when he doesn't follow directions...//
 * Teacher:** "When you are done with your math page, you need to put it in the yellow basket and get out your vowel packet. What are you going to do when you are done with your math page?"
 * Johnny:** "Uhhhhhh...."
 * Teacher:** "When you are done with your math page, you need to put it in the yellow basket and get out your vowel packet. What are you going to do when you are done with your math page?"
 * Johnny:** "Put it in the basket."
 * Teacher:** "When you are done with your math page, you need to put it in the yellow basket and get out your vowel packet. What are you going to do when you are done with your math page?"
 * Johnny:** "Put it in the yellow basket and get out my vowel packet."
 * Teacher:** "Great! Show me..."

**11. The One-sentence intervention**

**12. Announce your intent**. Say what you are going to say before you say it. "Now I am going to give directions." "In 5 seconds I am going to ask you to line up for music."