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School-Based Interventions : Attention Deficit/Hyperactivity Disorder
Interventions for Hyperactivity

  1. Provide alternative responses for excessive motoric activity

    Have the student wiggle his/her finger instead of his/her leg/arm.
  2. Identify acceptable times/places where the student can move

    Allow the student to carry the attendance sheet to the office, move papers or books in the classroom, or change water in the fish tank (such opportunities can be used as reinforcers for other classroom successes).
  3. Allow the student to get out of his/her seat while working

    Allow the student to stand up at his/her desk or at a table to do longer assignments.
  4. Devise routines for the student's transitions

    Plan steps for the student to employ during transitions ("I will alert you three minutes before the transition so you can put away your materials. I will clarify where you're going next. Then you line up behind [name], and carry your notebook so it touches your right leg").
  5. Assign a specific place/specific peer for the student to stand next to when in line

    Provide the student a particular place in line ("third") or a specific peer to follow when lining up.
  6. Clarify volume and movement expectations of the student before unstructured activities

    "As we go through the hall, we'll only use our whispering voices if we have to speak, then in the lunchroom we'll remember to use our 'inside' voices."
  7. Specify acceptable personal space

    Clarify space boundaries with visuals such as "each person has the space of four tiles." Have the student stand in a hula hoop or put tape on the floor to demonstrate that others stand outside this distance.
  8. Structure student responses by limiting what the student can describe

    "Tell me two things you did over the weekend."
  9. Structure student responses by limiting when the student can describe things in detail

    Give the student a "talk ticket" to assure the student that he/she will have a chance to talk, while allowing the teacher to schedule a meeting with the student for a time that does not disrupt classroom instruction. top
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