One effective guidance strategy teachers can use for children with attention-deficit/hyperactivity disorder (ADHD) is to allow time for transitions by giving children a plan for the next step. What is the best example of this strategy? a. "In five minutes, it will be time to clean up and put the toys away." b. "Tomorrow we will be visiting the zoo, so be sure to bring a coat." c. "Let's go to the table because it is time for lunch." d. "Remember to wash your hands before lunch."

Suggest an effective intervention to address the needs of a child with ADHD in the classroom.

describes which of the following ways adults can create an appropriate learning environment for children identified as ADD or ADHD? a. Provide timely and appropriate feedback. b. Provide materials and activities that interest young children. c. Provide a traditional classroom setting to promote inclusivity. d. Provide meaningful tasks and opportunities for repetition

Suggest references from literature sources about how teachers can provide effective support for students with ADHD and difficulty with attention in the classroom.

Teachers guide children’s social behavior with the ultimate goal of helping each child to understand consequences, to problem solve, and to increase their self-esteem. In this video, the early childhood teacher guides her students’ behaviors while engaging them in developmentally appropriate activities. She emphasizes the importance of integrating guidance into the classroom curriculum and safety rules as well as guiding behavior through assistance, modeling, and praise. A well-managed classroom has established rules that communicate clearly what is expected of each child. In this video, the teacher reviews the rules for circle time by asking the children questions about the rules. What is another method that you might use to review established rules with children? Illustrate with an example.

What instructional strategies are recommended for students with learning disabilities and ADHD? a. Use a combined approach of direct and strategy instruction. b. Have limited expectations of students with learning disabilities. c. Provide hands-on learning activities and materials. d. Promote peer tutoring and cooperative learning situations. e. Expect students with learning disabilities to work independently.