2.9 Individualized Behavior Supports and Interventions
Students with ADHD require far closer monitoring, a higher rate and frequency of feedback, and more powerful incentives to modify their behavior than most children need. So, in addition to classroom (group) behavior management approaches and incentive systems (List 2.8), children with ADHD generally need teachers and parents to implement individualized behavioral interventions such as described in the following sections.
- The child or teen identifies one goal to work on for the day or week, such as “organize my desk or locker,” “no fights,” “get caught up with my incomplete math assignments.”
- The goal sheet includes the student's name, date, and a single goal, such as “My goal that I will work on is _____________.”
- The student also plans the specific steps he or she will take to reach the goal. For example, “Some steps I will take to reach my goal are _____________________” or “This is my plan for reaching my goal ________________________.”
- The teacher, other adult, or older peer mentor meets briefly in the morning with the student to discuss the goal and offer encouragement. At the end of the day, they meet again and reward success.
- Some goal sheets may also include a statement of what the adult or peer buddy will do to support the student in achieving the goal.
- The goal sheet is signed by the student and sometimes ...