Educational Strategies for AD/HD
In most cases of true Attention Deficit Disorder with Hyperactivity (ADHD), man experts feel Ritalin or Cylert should be used as part of a "multimodal" treatment program that might also include behavior modification, counseling, special education (if the student qualifies), and/or parent training.  Frequent "vacations" from the drug are recommended by doctors because children often outgrow the disorder as their brain's filtering systems mature.  When you think about it, the following recommendations should work with all students...
 

01.  Provide a great deal of structure and consistency (e.g., consistent seating arrangement, daily schedules, clearly defined rules, expectations, and consequences.

02. Place the student next to students who won't provoke and close to the teacher's desk, on the outer edge of the class.

03. Give encouragement, praise, and affection as ADHD children discourage easily.  Giving them responsibilities that they can successfully carry out will help them feel needed and worthwhile.  Begin with the simple tasks first and gradually build toward more complex ones.

04. Provide a non-stressful climate with adequate emotional warmth and physical contact from the teacher and, when possible, from the peer group.

05. Never intentionally embarrass or "put down" the student.

06. Provide for small group learning and social opportunities.  Many ADHD children do much better academically, behaviorally, and socially in a small group situation as opposed to a large group.

07. Communicate with parents.  They often know what "works" with their child.

08. Pace the work.  Twelve five minute assignments achieve more than two one-half hour assignments.  Also changing the pace or task frequently will eliminate the focusing on their inability to sustain effort, and this will be helpful to their perception of themselves.

09. Allow opportunities for controlled movement such as a trip to the office or a chance to sharpen a pencil, take a note to another teacher, water the plants or feed the hamster, etc.

10. Adjust your expectations to take into account the ADHD child's deficits and disabilities.  For example, if the student has a short attention span, don't expect him to concentrate on one task for a long period of time.

11. Reward effort, persistence, and desired behavior.

12. Provide ongoing social skills training.  Frequent feedback on how the student's behavior impacts on self and others will be helpful.

13. Provide frequent teacher/student contacts.  This will provide additional "control" for the ADHD child, help him get and stay on task, give meaningful additional help, and allow for frequent reinforcing of desired behaviors.

14. Set firm, clear-cut limits;  provide non-harsh discipline and regular feedback with some helpful concrete suggestions for appropriate behaviors.

15. Be sure that directions are clear, simply-stated and given one at a time, with a minimum of classroom distractions.

16.  Offer a screened corner to your class as an earned privilege during scheduled times rather than a punishement (punishment does not work).  This avoids segregating the ADHD child who may need the screened corner to reduce distractions.

17. Develop a repertoire of physical activities for the entire class, such as stretch breaks or isometrics.

18. Set predictable intervals of "no-work periods" which the child may earn as a reward for effort.  This will help increase his attention span and impulse control through a gradual training process.

19. Notice whether or not the ADHD child withdraws during noisy, stimulating recreational situations.  This may signal coordination or auditory processing difficulties which may need extra practice during unstressful conditions.

20. Prepare the ADHD child for new situations in advance (e.g., establish a "learning set").  He is especially sensitive to his limitations and can easily become frightened and discouraged.

21. Develop varied sensory approaches (sound, vision, touch) for successful teaching ideas.  However, when new experiences involve a myriad of sensations (such as multiple sounds, movements, emotions, or colors) the ADHD child will probably need extra time to complete tasks.

22.  Don't be a martyr!  Recognize your tolerance limits and vary the ADHD child's program only to the degree to which you feel comfortable.  You will be resentful and feel frustrated if you do more than you really want to do.

23. Stay in close communication with your school's counselor, psychologist, principal, and IEP team members;  someone who can be a liaison between school, parents, and physician.

These educational recommendations for the ADHD child are from the Neurology, Learning, & Behavior Center, Salt Lake City, Utah.
 

ADHD vs. SIGNIFICANT ATTENTION DIFFICULTIES:
With a few exceptions, school psychologists don't ordinarily diagnose an attention deficit disorder with hyperactivity; ADHD is a medical and/or a clinical diagnosis -- unless the school psychologist has a medical degree, psychiatric, or a clinical psychologist degree, s/he cannot officially diagnose ADHD.  However, school psychologists are trained and certainly quite able to determine if/when a student possesses "signficant difficulties with attention," and/or whether or not there exists a significant psychological processing disorder with attention (for example, when assessing learning disabilities).  School psychologists provide a myriad of educational, environmental, and psychological interventions and recommendations for students who have difficulties paying attention.  I make this distinction here because I have had some parents (and others) upset with me ("What do you mean you won't assess for ADHD?").  I tell them, if you want comprehensive assessment and highly-detailed information and recommendations regarding this student's attention levels, I am quite able to complete that assessment, write a comprehensive report, and share the results which will lead to appropriate interventions.  If, on the other hand, you want an official [medical or clinical] diagnosis (which often results after the administration of just one brief rating scale and/or asking the student a few questions), then you'll need to talk with a medical professional, psychiatrist, or clinical psychologist.
 

DO YOUR OWN ASSESSMENT:
Here is the true test as to whether a student is truly ADHD... or not.  First, observe the student in reading, writing, math, or other academic subject he doesn't like... he will no doubt easily meet the criterial for ADHD as per the DSM-IV.  Then go home and observe the same child playing his favorite video game... if he is only able to play his favorite video game or watch his favorite television show for about 1-3 minutes, then you might be looking at a child with some significant attention difficulites.  If, on the other hand, the student sits down and plays hour after hour of video games and/or watches tv all night, you're looking at a motivational (or attitude, or avoidance, or something else) issue.
 

ANOTHER VIEW OF ADHD:
ADHD remains a controversial topic in 2002 (just as in 1990).  The above strategies are useful interventions for children identified as ADHD, but can also be effective interventions for any child.  ADHD is a sexist and discriminatory handicap (as many handicaps are):  almost all children diagnosed as ADHD are male.  Medications are often mismanaged and/or ineffective.  Side effects of Ritalin can include psychosis or death;  children on medications in school learn under a condition called "state specific learning," which means when they finally are removed from meds, they have difficulties remembering what they learned while on drugs.  A possible moral/ethical dillema exists with medications in that, on one hand we advocate "drug free schools" and teach the harmful effects of drugs, while on the other hand we put students on drugs to "enhance learning."  Finally, another moral dillemma:  many, many individuals and outfits are getting rich riding the ADHD bandwagon.  Is ADHD a legitimate medical/learning handicap... or just an ongoing fad and an "easy answer?"  I know what my answer is.