The ADHD Information Library has designed a web site just for you classroom teachers. We have taken 500 classroom interventions that we have gathered over the years from dozens of sources, and placed them on the site for you to visit, consider, and use if appropriate. Consider it a resource from classroom teachers to classroom teachers. The site is located at http://www.ADDinSchool.com, and we would invite you to visit often.

Here are some of the tips for teachers that are also on the site. They are just a brief look at the 500 interventions available.

1. Use rows for seating arrangement, and avoid tables with groups of students. Having groups at tables maximizes interpersonal distractions for the ADHD child when he is trying to do individual work. Where possible, it may be ideal to provide several tables for group projects and traditional rows for independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work. Whatever arrangement is selected, it is important for the teacher to be able to move about the entire room and have access to all students.

2. Have distractible students seated near the teacher, as close as possible without being punitive. Locate the student's desk away from both the hallway and windows to minimize auditory and visual distractions. Keep a portion of the room free of obvious visual and auditory distractions. For example, have one area of desks that doesn't have interesting objects hanging over it that invite the hchild to study them rather than her/his work.

3. Use desk dividers and/or study carrels. Be sure to introduce their use as a "privilege" or pair appropriate carrel usage with reinforcement, so these study aids are not perceived as punishment.

4. Seat appropriate peer models next to ADHD child.

5. Stand near the student when giving directions or presenting the lesson. Use the student's worksheet as an example.

Please consider some of these ideas that have been passed on to us at the ADHD Information Library over the years from professional educators. And please visit our teacher resource at http://www.ADDinSchool.com.

Teach your child this five step problem solving strategy:

1. Ask yourself, "What is the problem?"
2. Think up three possible solutions (options) to the problem.
3. Look at each option for a minute. Ask yourself, "Is this a good move or a bad move?"
4. Pick the best option/solution.
5. Try it out and see if it works.

I use Checkers in my practice to teach this formula. It is a great way to practice without it effecting anything in the "real world." I use this formula:

• Move "A" - Think of three good moves you could make. Pick the best move.
• Move "B" - Chose your move. Now once you have moved, ask yourself, outloud, "Is this a good move or a bad move?" If it is a bad move, go ahead and move something else.
• Move "C" - Now ask yourself, "Now that I've moved here, what will the other player move next?" If you look ahead and find that you won't like the consequences for your move, go ahead and change your move. Think ahead!

I really like the kids to be able to think in terms of "Look at all of your options," "Is this a good move or a bad move?" and "If I do this, what will happen next?" Parents, you can do this with your kids at home. Just remember the point of the checkers game is for the child to learn the problem solving strategies (let him change his move even if he's taken his hand off of the game piece!). Game by game watch your child (if age 6 or older) get better and better at making decisions and good moves. Then use the "language" from the game to talk about real life situation. Good luck with this.

If you would like to learn more about how to help children with Attention Deficit Hyperactivity Disorder, please visit us at the ADHD Information Library at http://www.ADD101.com.

ATTEND has over 70 specific ingredients. Clinically tested - by our own Dr. Cowan - in 1996-97, and manufactured by VAXA International. It works or your money back!