ttings. This necessitates the creation of effective classroom management strategies which teachers can use to assist the ADHD child in gaining control over behavior and, correspondingly, maximize development of appropriate social skills and achievement of academic potential.
The literature suggests that ADHD is difficult at times to diagnose properly. There are three distinctive signals of ADHD: inattention, impulsivity, and hyperactivity (Barkley, 1998; Stevens, 1997). Professionals who are called in to make such a diagnosis, usually because a child has experienced attention deficits or what seems to be hyperactivity in the classroom, must determine that six or more items from each of the following lists are present.
- pays little attention to details; makes careless mistakes
- does not listen when spoken to directly
- does not follow instructions; fails to finish tasks
- avoids tasks that require sustained mental effort
- leaves seat in classroom when remaining seated is expected
- runs about or climbs excessively at inappropriate times
- blurts out answers before questions are completed
Many of these behaviors, of course, are typical of younger children; thus, making the ADHD diagnosis requires a variety of professional inputs and activities (Barkley, 1998).
In the period from the late 1970s to the present, other avenues that medication for treating ADHD have been explored, at least in part because of concerns regarding the long-term effects of the use of Ritalin and other drugs (Barkley, 1998). Alternative treatments and interventions include the following:
Expanded use of behavior modification techniques via cognitive-behavior modification which develops self-directed speech;
Development of a parental training format for families with ADHD and oppositional children;
New classroom techniques for managing ADHD children (smaller classes, pull-out programming, shorter lesson times, g...