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For example, Bingo can be used to review basic facts and concepts. Students who require more immediate feedback and recognition of their efforts might begin with a Bingo board that has only
three cells across and three cells down. The number of cells can be gradually increased to four across, four down, then five, and so forth.


Computer Games: Computer games increase o

Generative AI starts with a prompt that could be in the form of a text, an image, a video, a design, musical notes, or any input that the AI system can process. Various AI algorithms then return new content in response to the prompt. Content can include essays, solutions to problems, or realistic fakes created from pictures or audio of a person.

Early versions of generative AI required submitting data via an API or an otherwise complicated process. Developers had to familiarize themselves with special tools and write applications using languages such as Python.

Now, pioneers in generative AI are developing better user experiences that let you describe a request in plain language. After an initial response, you can also customize the results with feedback about the style, tone and other elements you want the generated content to reflect.

Classroom Interventions for Attention Deficit/ Hyperactivity Disorder Considerations Packet

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

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).


The Diagnostic and Statistical Manual (DSM) V (APA, 2013) criteria for diagnosing ADHD list three types of ADHD and the accompanying characteristics.

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).

For example, creating a signal and routine for “taking a five minute
break” at a specified classroom location provides an opportunity for the
student to recognize when he is becoming restless or frustrated and prevents
behavior from escalating. This system is most effective if used before the
behavior escalates or intensifies.


Choice as Reward: Choice in and of itself appears to be highly reinforcing.
Provide choices of activities between assignments or embed choices within
assignments (e.g., choice of materials, readings, response modes, peer partners).
Choices also provide students practice in decision making.


Checking With Chimes: In order to teach students to monitor their attention to
task, set reminders at random intervals on an electronic device, such as a
smartphone or kitchen timer. Time intervals should be set based on the student’s
attention span and the pace of the lesson (typically 3 to 5 minutes). When the
tone sounds, the student charts or marks whether she is engaged in learning. A
simple yes or no checklist works well. Students can monitor their own behaviors
by giving themselves points or checkmarks for appropriate behavior. Extra points
may be awarded when student and teacher ratings match. The student could then
chart her score using a computer program, tablet, smartphone, graph paper, or
poster board.

Playlist with added assessments

Playlist with added assessments

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).