Strategies to improvise teacher tasking for children suffering from attention deficit hyperactive disorder (ADHD)

摘要

This article aimed to review the empirical support for teachers to provide strategies for handling students with attention deficit hyperactivity disorder (ADHD). Three major aspects discussed are the alarming rise of ADHD among students, interrelated issues with teaching students with ADHD, and unleashing strategies for handling these children. Practical implications of the school-based outcome literature were delineated, including the need for the following: (a) technical-support mediated strategies; (b) classroom strategies; (c) activity-based strategies; (d) peer tutoring strategies; and (e) homework strategies. In order to bridge the gap between the empirical literature and actual practices employed in schools, school-based professionals are urged to implement empirically supported strategies through individualized interventions based on assessment data. Through long-term implications of such evidence-based strategies, the deficit characteristics of ADHD can be minimized and the likelihood of school success for these students optimized.