How to Reach and Teach Children and Teens With ADD/ADHD by Sandra F. Rief

Author:Sandra F. Rief
Language: eng
Format: mobi
Tags: Special Education, Education, General
ISBN: 9781118937792
Publisher: Wiley
Published: 2016-07-25T21:00:00+00:00

What Teachers and Parents Can Do to Help with Time Management

Time management—making efficient use out of the minutes and hours of our days—is a challenge for many of us. Time management requires a number of skills that involve “executive functions,” such as the following (Rief, 1998, 2003):

Estimating

Planning ahead

Prioritizing

Breaking things down into steps

Problem solving

Staying focused on a future goal

For individuals with ADHD, these are areas that pose significant problems. Children and teens with ADHD generally need a great deal of structure and support in order to learn and gain competence in this important “life skill.”

Time Awareness

Lack of time perception or awareness is very common among individuals with ADHD. Consequently, they often underestimate how much time they have to complete a task or to arrive somewhere on time. Students with ADHD tend to be oblivious to deadlines and due dates. Remember that this is part of the disorder and not apathy or deliberate misbehavior.

Any opportunity to practice time estimation is very helpful for increasing such awareness. For example, challenge children to estimate how long it takes to walk to the office and back (without running), get dressed in the morning, or any other task. Make a game out of predicting, timing, and checking their time estimates for various activities.

Encourage self-monitoring during homework and independent seatwork time in class by recording the start time on the paper. When the work period is over, have the child record the time (noting, as well, how much work was actually produced). This is helpful documentation, as well, with regard to how well the child is able to stay on-task and work productively.

Assignment Sheets, Calendars, Student Planners/Agendas

Parents and teachers need to communicate and maintain the clear expectation that all assignments are to be recorded on students’ assignment calendars, and monitor that this is occurring.

Teachers

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