Behavioral Accommodations For Students With Adhd ( Nowacek & Mamlin )

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accommodations in academic areas. However, behavioral accommodations were understood and implemented. Surprisingly, elementary and intermediate teachers didn’t apply individual adjustments to students with ADHD (Nowacek & Mamlin, 2007). It becomes important to stress that educators need strategies that are quick and accessible to implement within daily busy schedules. Developing time sensitive strategies that can be managed in a reasonable amount of time will ensure that teachers will address ways to give students an opportunity to gain success with not only behavior, but academics as well. After all, children are the future of our society.
In addition to reading impairments and modifications, motivational factors played a key role in the way teachers educate their students. In Hadre and Hennessey’s (2013) study, educators were not consistent and aware of how to sustain motivation for their students. Educators did in fact incorporate short term techniques to get students attention, however, long term strategies may be more beneficial to the student’s success in academics (Hadre & Hennessey, 2013). Providing adequate strategies for educators to utilize with their students, specifically students with ADHD may in fact assist in closing the gap in reading deficiencies. Students with reading disabilities and ADHD experience a decline in motivation over a period of time (Beike and Zentall, 2012). Providing students with adequate techniques to guarantee motivation is displayed,

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