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This is a pathway about Social and Emotional Learning

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School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.

Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur.

Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).

Before Dwight Eisenhower became president in 1953, he served in the U.S. Army as an Allied Forces Commander during World War II. He was faced with difficult decisions every day that led him to invent what is now called the Eisenhower matrix, or the urgent-important matrix.

How it works:

Organize your task list into four separate quadrants, sorting them by important vs. unimportant and urgent vs. not urgent, as shown in the graphic below. Urgent tasks are those we feel need to get done immediately. Important tasks are those that contribute to your long term goals or values. Ideally, you should only work on tasks in the top two quadrants—the other tasks, you should delegate or delete.

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).

The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American Psychiatric Association [APA], 2013).

Factors that foster attention

peer-mediated activities
In creating peer-mediated activities, the teacher may need to choose students whose
skill levels complement each other. Students with and without attention difficulties and
impulsivity should be considered for peer partnerships.