Boyd, a second-grade student diagnosed with ADHD, struggles with task completion but shows more on-task behavior under close supervision. Which is the most appropriate intervention?

• A. Increasing the amount of time he spends reading and doing math
• B. Providing small-group, teacher-directed instruction with frequent feedback
• C. Teaching explicit strategies for note taking and organizing his personal belongings
• D. Individualizing reading and math learning goals to keep them below grade level

Answer: (B)

Focusing on structured, explicit teaching with frequent feedback supports a student with ADHD who shows better on-task behavior when closely supervised. When instruction is delivered in a small group with clear, direct guidance and ongoing checks for understanding, the teacher can tailor pace, provide prompts, model steps, and immediately reinforce correct strategies. This approach helps maintain attention, clarifies expectations, and breaks tasks into manageable chunks, making it easier for the student to stay engaged and complete tasks.

Increasing time on tasks without changing how tasks are taught may not improve completion and can lead to frustration. Teaching note-taking and organization can help, but it doesn’t directly address the need for sustained on-task behavior during core activities. Lowering grade-level goals undermines academic progress and doesn’t equip the student with skills to meet them in the future.