Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.

School interventions should include a team approach across multiple settings, consisting of both
preventive and intervention strategies.

Wheat, any of several species of cereal grasses of the genus Triticum (family Poaceae) and their edible grains. Wheat is one of the oldest and most important cereal crops. Of the thousands of varieties known, the most important are common wheat (Triticum aestivum), used to make bread; durum wheat (T. durum), used in making pasta (alimentary pastes) such as spaghetti and macaroni; and club wheat (T. compactum), a softer type, used for cake, crackers, cookies, pastries, and flours. Additionally, some wheat is used by industry for the production of starch, paste, malt, dextrose, gluten, alcohol, and other products.

Choice as Reward: Choice in and of itself appears to be highly reinforcing.
Provide choices of activities between assignments or embed choices within
assignments (e.g., choice of materials, readings, response modes, peer partners).
Choices also provide students practice in decision making.


Checking With Chimes: In order to teach students to monitor their attention to
task, set reminders at random intervals on an electronic device, such as a
smartphone or kitchen timer. Time intervals should be set based on the student’s
attention span and the pace of the lesson (typically 3 to 5 minutes). When the
tone sounds, the student charts or marks whether she is engaged in learning. A
simple yes or no checklist works well. Students can monitor their own behaviors
by giving themselves points or checkmarks for appropriate behavior. Extra points
may be awarded when student and teacher ratings match. The student could then
chart her score using a computer program, tablet, smartphone, graph paper, or
poster board.

Behavior Management Strategies and ADHD students
Text from William & Mary and Texas A&M
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

The goal of behavior management strategies is to help students learn to manage their own
behavior. The following strategies are most effective when used in conjunction with evidence based instructional strategies.


Prevention Strategies
Here are some preventive measures that support students in demonstrating positive
behavior.

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

As a result of the behaviors listed above, students with ADHD are at greater risk of academic
difficulties, social/emotional issues, and limited educational outcomes.


The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmental
demands.

Therefore, it is not unusual for the student to perform differently across settings.

For example, a student with ADHD may experience academic success in elementary school;
however, when he enters middle school, the increased academic and organizational demands
may increase his need for additional academic and behavioral supports

What is Attention Deficit Hyperactivity Disorder?

Individual strengths
Using a set of guiding questions, the teacher will identify one response accommodation for a student with a disability based on his or her individual strengths and needs and the barrier created by the disability. The educator will then implement the accommodation and evaluate its effectiveness. Finally, the teacher and student will reflect on the effectiveness of the accommodation.

educators identify and select accommodations to address the needs of individual students?

Digital Learning Environment
Educator provides evidence of their understanding of communication and outlines and provides evidence of a lesson that uses technology to support students’ use of communication in learning.

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People often wonder about the difference between scholarships and grants. Both are student financial aid that helps to pay for the necessities associated with higher education such as tuition, room, board, and textbooks. Though people sometimes confuse the terms or use them interchangeably, each has their own eligibility requirements and guidelines. One similarity grants and scholarships have is that they don’t need to be repaid, unlike college loans. Let’s take a look at the various characteristics of scholarships and grants.

This project aims to develop a sentiment analysis system for product rating. It is an e-commerce web application. The main goal of this sentiment analysis system is to understand the hidden sentiments of customers in feedback and comments and analyze their product rating patterns.