1. Children who are diagnosed as "attention deficit hyperactivity disorder" need more specific behavior results than ordinary children. In order to make them act correctly, teachers must pay more attention to them and praise or criticize their specific behaviors. In the initial stage of intervention, we must strengthen their correct behavior one by one. If there is continuity, the correction effect is not good. Research shows that when reinforcement (reward) is used to strengthen these children's learning behavior, timely reinforcement and small reinforcement are more useful than large reinforcement and delayed reinforcement. In other words, once they show correct and serious learning behavior, they will be strengthened immediately.
2. When dealing with these children who can't concentrate, positive reinforcement should be the first. Teachers should focus on children's behaviors of paying attention and listening carefully, pay more attention to these outstanding behaviors, and praise or encourage them in time. Mild criticism and punishment are also necessary. With rewards as the main task, they can verbally blame themselves for their inattention, so that they can better concentrate on their studies. When verbal criticism interferes with children, teachers should speak in detail and put forward detailed requirements for detailed misconduct, and this criticism should follow the students' misconduct. But one value of doing so is that it may disturb the normal study of other students. Together, when teachers criticize these students who can't concentrate, they should also consider their self-esteem, and when criticizing and blaming, they should be concise and calm. If possible, you can criticize privately, and your eyes should be in contact with the students when criticizing.
When students are prevented from assigning homework, they can repeat the homework requirements in front of the teacher until they understand the teacher's instructions and stop. Teachers can only give children one kind of homework at a time, and break the messy homework into several units. If possible, for children with attention deficit and hyperactivity, the amount of homework can be appropriately reduced. You can take a step-by-step approach, and then increase the workload after you can successfully complete the existing homework. Try not to let these children do a certain kind of homework repeatedly, and try to make the learning materials change.
4. When choosing the strengthening policy, we should aim at the quantity and quality of homework, rather than staying in our seats. This has many advantages, first of all, it can let teachers master the most important things; Secondly, it enables students to master learning skills, learn to arrange learning materials and complete homework independently; Finally, paying attention to this kind of learning behavior can avoid the unlucky results caused by teachers paying too much attention to distraction and damage.
When using intensive words, teachers should remember that intensive words are most suitable for students' favorite activities, such as free time, maybe entering the accounting room, etc. Instead of details like candy bars. These children can be allowed to engage in their favorite activities after completing their homework, or they can follow the "Primak criterion", that is, activities with high attack probability that children like are used to strengthen activities with low attack probability. For example, children who like accounting activities can do several math problems after engaging in reading activities they don't like.
6. Teachers can use the privileges in the classroom as a means of reinforcement. They can discuss with students in advance what their favorite privileges are in class, such as giving priority to speaking, ending self-study classes early, and using this privilege to strengthen their behavior of completing homework. If they finish their homework on time, maybe the number of mistakes in their homework will be reduced to rules and regulations, and they will be given such privileges.
7. Teachers' enrichment should be monitored. Teachers should record the daily strengthening times of teachers and evaluate whether teachers have completed the strengthening tasks as required, what are the shortcomings and what needs to be improved.
Only by mastering the above standards can teachers better and more consciously implement the intensive program. These knowledge and skills are not common in teacher training and should be paid attention to by teachers.