Does your Child Interrupt his Teacher?

This is one of the most important social skills for a child with ADHD to learn. Why? Because whether in a classroom, on an athletic field, in a music class, or during an extracurricular activity, teachers and coaches give instructions as to exactly what to do. These instructions are typically given to the whole group and are not usually repeated. What happens if the child interrupts? First, the teacher becomes annoyed very quickly. Second, the student misses a step before he begins his assignment; he hasn’t listened, so, therefore, he does not know what to do.

Why do children with ADHD have difficulty listening to instructions?
Why do they interrupt?

Children with ADHD have all of their thoughts spinning around in their minds. They just
cannot wait to say what is in their thoughts. They must say those thoughts immediately. What can a teacher or a parent do to help children with ADHD to wait before they interrupt another person? This social skill is one that requires children with ADHD to learn how to self-regulate.

Here are some possible steps:

Method!

This intervention is particularly good for a child with ADHD who is of an older elementary age, perhaps ten to twelve years old, for example. Within a role playing situation, the teacher practices the following steps with the child with ADHD:

1. When the child with ADHD wants to talk when his teacher is giving him instructions, the teacher shows the child how take three DEEP breaths and count each one: one deep breath; two deep breaths; and three deep breaths.

2. Instruct the child to write down two things he wants to say. (If he does not write, have him draw a picture or choose from a choice of pictures that the teacher provides.)


3. Write down two instructions that the teacher is saying. (The child can choose pictures here as well, in order to indicate what the instructions incorporate.)

4. As the teacher is speaking, wait for a break in conversation.

5. The child reads the conversation points that he has written down. (Or, he can describe the pictures that he has chosen to represent the instructions.)
6. The child asks himself: Are my conversation points related to the teacher’s instructions?

7. If the conversation points are not related, the child does not speak.


8. If the conversation is related, the child raises his hand and WAITS for the teacher to call on him.

9. When the teacher calls on him, he states his two points.