Tips on Coping With Impulsive ADHD Behavior: Several Strategies Teachers Can Use

The classic
textbook symptom of ADHD or Attention Deficit
Hyperactivity Disorder is
the evident lack of attention. The student is incapable of completely
understanding the teacher or the series of instructions. The assignments are
not turned in. Books are left behind. And lessons are easily forgotten. Besides
these manifestations of the lack of attention, the ADHD-diagnosed students also
have difficulty in socially interacting with their peers. They find it hard to
wait in line or take turns. They misread social cues and will easily regard a
constructive criticism into a hostile remark. And then they say or do things
that lead to undesirable consequences. Such social difficulties are not just
due to the lack of attention. These are also due to impulsiveness.

All
children, of course, are impulsive due to the lack of social maturity. But many
of them develop the ability to postpone instant gratification for even greater
rewards or social acceptance. With ADHD-caused impulsive behaviors, the trained
teacher has to step in and carry out certain measures to assist the special
students in overcoming their impulsiveness. Some of the ideas of coping with impulsive adhd behavior are
the following.

  • Encourage
    the students to think out loud. Instead of allowing the special student to
    silently go on his/her way, the teacher must ask the student to verbalize
    thoughts and reasoning. There are two purposes in making the ADHD student think
    aloud. First, the teacher will gain insight into the thought processes of the
    student, providing the teacher a greater understanding of the student and more
    ideas on how to connect with the student. Second, the verbalization will slow
    down the student and will force him/her to curb impulsive behaviors.
  • Uphold
    simple and clear classroom rules regarding behavior. The rules should be simple
    and agreed upon by the whole class. The agreement of the class will ensure that
    a certain rule is reasonable and acceptable. These rules, however, can be
    redefined as the school term progresses. Then, desired behaviors exhibited by
    ADHD students should be rewarded.
  • And finally,
    role-play social situations. These social situations should demonstrate the solutions
    or acceptable reactions that the special students can emulate. With the help of
    friends and with the safety of role play, the ADHD can prepare for social
    situations and react with less impulsiveness.

As the
teacher’s experience with special students increases, the teacher will gain
more ideas or fine tune the ones above to make them more effective in helping
the ADHD students to achieve better academically and respond more maturely
socially.