Examples of target behaviors (Rief, 2003) or goals selected for intervention in the individualized behavior plans of children with ADHD might include variations of
• On-task/effort (for example, turns in homework, on-task/working, starts seatwork right away, works quietly, uses class time effectively, pays attention, finishes/almost finishes assignments, shows good effort on tasks, participates)
• Cooperation and appropriate interactions with others (for example, uses appropriate language, refrains from fighting or arguing, gets along with peers, respects adults, works cooperatively, plays cooperatively, shares with classmates, solves problems peacefully)
• Following directions (for example, follows teacher instructions, obeys class rules, follows playground rules, listens to teacher, complies with adult requests without arguing)
• Showing preparedness, readiness to work, time management/organization skills (for example, brings all needed materials, arrives on time, is ready to work)
• Being in proper location (for example, stays in seat, participates and stays with group, remains in assigned area)
• Controlling impulsive verbal responses (for example, waits turn without interrupting, refrains from blurting, raises hand to speak)
Note: Any of the target behaviors should be more specifically defined for the child, so it is clear what the criteria for success will be. For example, if any warnings will be given and, if so, how many; what each of the positive behaviors should look like and sound like, within what amount of time, the degree of accuracy expected, and so forth.
The following are individualized interventions beneficial for students with ADHD.
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