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