Classroom Behavior Management Tips For ADHD

Classroom behavior management is a collaborative effort between teachers and students to achieve a productive learning environment. It involves setting rules, having structured plans, and other methods that encourage positive behavior and address challenges. For students with ADHD, behavior management may require additional support. The Classroom Behavior Management Tips For ADHD handout provides teachers with engaging and easy-to-implement ideas to effectively support their students. The tips are presented through the POWER MOVES acronym, with tips tailored to their needs and accompanied by examples. Moreover, the handout includes a quick tip on how to help students smoothly transition between tasks. Through this handout, teachers can create an environment where kids and teens with ADHD are given the chance to excel. Once teachers implement the recommended strategies, students can reflect on their actions and note their progress using a journal. Check out our 29-page ADHD Handouts Bundle, which includes this and other handouts providing coping skills and psychoeducation on ADHD. *This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed. Want more resources like this? Check out our full catalog of ADHD worksheets and handouts. References: Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The effects of classroom interventions on off-task and disruptive classroom behavior in children with symptoms of attention-deficit/Hyperactivity disorder: A meta-analytic review. PLOS ONE, 11(2), e0148841. https://doi.org/10.1371/journal.pone.0148841 Pfiffner, L. J., & Haack, L. M. (2014). Behavior management for school-aged children with ADHD. Child and Adolescent Psychiatric Clinics of North America, 23(4), 731-746. https://doi.org/10.1016/j.chc.2014.05.014 Staff, A. I., Oosterlaan, J., Van der Oord, S., Van den Hoofdakker, B. J., & Luman, M. (2023). The relation between classroom setting and ADHD behavior in children with ADHD compared to typically developing peers. Journal of Attention Disorders, 27(9), 939-950. https://doi.org/10.1177/10870547231167522