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Primer text from The College of William & Mary

ADHD is one of the most commonly diagnosed conditions of children (Centers for Disease
Control and Prevention, 2015).

In a 2016 Centers for Disease Control and Prevention study, scientists found that 6.1 million children aged 2-17 years living in the U.S. had been diagnosed with attention-deficit/hyperactivity disorder (ADHD), which is similar to previous en
Ages 6-11: Approximately 2.4 million children
Ages 12-17: Approximately 3.3 million children

Organizational Supports for ADHD Students
Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

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Test data plays a crucial role in software development by providing inputs that are used to verify the correctness, performance, and reliability of software systems. Test data encompasses various types, such as positive and negative scenarios, edge cases, and realistic user scenarios, and it aims to exercise different aspects of the software to uncover bugs and validate its behavior. By designing and executing test cases with appropriate test data, developers can identify and rectify defects, improve the quality of the software, and ensure it meets the specified requirements. Moreover, test data can also be used for regression testing to validate that new code changes or enhancements do not introduce any unintended side effects or break existing functionalities. Overall, the effective utilization of test data in software development significantly contributes to the production of reliable and robust software systems.

https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner, 2011). Factors that foster attention, positive behavior, and academic and social success include establishing positive relationships with students, adopting classroom management techniques, and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a student with ADHD (Piffner, 2011).

Playlist with added assessments

Playlist with added assessments

Additionally, the use of tablets and computers may engage students more fully in learning activities. Priming Procedure: Prime the student before an assignment or lesson by reviewing a list of student-identified privileges or reinforcements that can be earned following a specified work period. Proximity Control: Teacher proximity is highly effective for helping students with ADHD maintain attention. For example, the teacher may move closer to the student when giving directions and monitoring seatwork. Timers: Set a timer to indicate how much time remains in the lesson or work period. The timer should be clearly visible so students can check the remaining time and monitor their progress. Wristwatch or Smartphone: Teach the student to use a wristwatch or smartphone to manage time when completing assigned work. Many watches and smartphones have built-in timers that can be programmed to beep at set intervals.
Music: Play different levels and tempos of music to help students understand the activity level appropriate for particular lessons. For example, using quiet classical
music for individual learning activities helps block distractions and creates a calm classroom environment (U.S. Department of Education, 2006). Children with ADHD require specific and frequent feedback and/or reinforcement immediately following the demonstration of desired behaviors. When students are learning new behaviors, it is generally important to reinforce close approximations first as a way to shape behavior. Once a behavior is established, the frequency of reinforcement can be gradually decreased. Students with ADHD tend to quickly lose interest with repetition, so a variety of easy-to-implement reinforcers should be considered.
Praise, Praise, Praise: Attentiveness and appropriate classroom behavior are prerequisites for learning; therefore, interventions that promote these behaviors
should be an integral part of the teaching process for all students. When teachers are attentive to positive behavior and specifically praise students for these
behaviors, they can engage students before their attention drifts while highlighting desired behavior (U.S. Department of Education, 2006).