Verbal Redirection: Many students with ADHD require frequent redirection.
Redirect students using clear, concise, and inconspicuously delivered verbal cues
to remind students of desired behaviors, rather than long explanations.
Corrective Feedback: Some students with ADHD require brief, simple
correction for disruptive behaviors. Correction should be directed at the student’s
behavior, not the student (e.g., “No shout-outs. Please raise your hand before
answering the question” vs. “stop being disruptive!”). Provide the feedback
immediately following the behavior. Provide correction in a calm manner and in
close proximity to the student (Piffner, 2011). Avoid humiliating the student
when correcting his behavior.
Options for Students: When providing corrective feedback or redirecting the
student, it is often helpful to provide the student with options. For example, “Sue,
you can do the assignment now, during lunch, or after school.”
