Suggestions for Modifications in Tutoring ADD Youth with or without Hyperactivity

FOR EXCESSIVE ACTIVITY:

  • allow standing during assignments, especially during end of task
  • allow directed movement that is not disruptive (e.g. sharpen pencils, give 2 seats so child can move)
  • encourage verbal participation in small and larger groups
  • use tutoring activities that encourage active responding (talking, moving, organizing, movement)
  • allow alternative ways to get attention from peers (e.g., paper passer, peer tutor, story teller)

FOR INABILITY TO WAIT:

  • instruct child on how to continue on easier parts of tasks (or do substitute task) while awaiting help
  • teach how to cross out incorrect answers on multiple choice tests
  • make child underline or rewrite directions before beginning
  • cue child about upcoming difficult times or tasks where extra control will be needed
  • allow child-pacing of activities, rather than pacing for him or her
  • for children who interrupt others, teach them to recognize pauses in conversations
  • instruct and reinforce social routines (hellos, good-byes; please and thank you)
  • point out cause and effect of behavior
  • give magic markers or colored pencils for child to underline directions or relevant information

FOR FAILURE TO SUSTAIN ATTENTION TO ROUTINE TASKS AND ACTIVITIES:

  • use fewer words in explaining tasks (concise and global verbal directions)
  • give fewer spelling words
  • allow reduced time on one assignment (e.g., two shorter assignments rather than one long one)
  • allow work with partners (buddies)
  • allow work in small groups
  • allow a limited choice of tasks, topics, activities
  • alternate low and high interest tasks, so that the child can look forward to interesting tasks
  • teach child to ask questions that are on-topic
  • allow child to sit closer or nearer at will
  • use games to over-learn rote material, and to maintain attention

FOR NONCOMPLIANCE AND FAILURE TO COMPLETE TASKS:

  • give verbal compliments for improved work
  • give verbal compliments for improved behavior—catch the child being good
  • avoid paying attention to unwanted behavior (e.g. “sit down!”, “pay attention!”);
  • many of these children will increase negative behavior to get attention
  • give tallies for good conduct or work completion (and take them away for incomplete)
  • give tallies to trade for activities or rewards of greater value
  • use time out from preferred activity
  • state your goals for improved social behavior directly to the child
  • give child opportunity to demonstrate to others his/her skill area
  • bring child’s interests into assignments

FOR DISRUPTION AND NOISE:

  • give three possible strikes at which time something less pleasant will have to be done
  • give back strikes for hits (particularly kind behavior or good answers)
  • do not take away time for motor activities

FOR DISORGANIZATION:

  • retrieve routinely used objects of clothing, books, assignments, etc.
  • encourage routines of pocket folders with new work on one side and completed, graded work and class notes organized chronologically on the other. (check this)
  • organize desk or locker with labels and places for certain items
  • before leaving one place for another (walking out of a door) teach routine of child self-question—“Do I have everything I need?”
  • tape prompt cards in desks, on books, or on assignment folders to order ideas and thoughts:
  • teach the child to take notes on lectures or on written materials in three columns (main points, supporting details, questions)

FOR POOR HANDWRITING:

  • allow reduced standards for acceptable handwriting
  • do not have child recopy material; it will get progressively worse instead of better
  • allow student to copy a peer’s notes or the teacher’s notes
  • accept typed or taped assignments
  • display particularly good samples of the child’s work

FOR BOSSY BEHAVIOR:

  • teach how to negotiate, and teach the rules of negotiation
  • teach how to ask questions of others
  • explain consequences of bossiness and how it differs from suggesting things to others

FOR LOW SELF-ESTEEM:

  • call attention to areas of child’s strengths
  • recognize that excessive activity can also mean increased energy and productivity
  • recognize that bossiness can also be leadership potential
  • mark student’s correct performance, not the mistakes