What is an effective strategy for a middle school student with ADHD to self-monitor without disrupting the class?

What is an effective strategy for a middle school student with ADHD to self-monitor without disrupting the class?

• A. Regular check-in with the teacher
• B. Using cues
• C. Taking frequent breaks
• D. Utilizing technology

Answer: (B)

Using cues is an effective strategy for a middle school student with ADHD to self-monitor without disrupting the class because cues can serve as gentle reminders to help the student focus and stay on task. These cues can be visual, auditory, or even tactile, allowing the student to receive prompts without needing to interrupt their peers or the teacher. For instance, a subtle signal or a designated object can remind the student to check their behavior, refocus on their work, or manage their time effectively. This approach minimizes distractions, as the student can utilize the cues quietly and independently, allowing them to engage in their learning while managing their symptoms of ADHD. Moreover, such self-monitoring techniques can promote autonomy, helping students develop skills to manage their attention and behavior without relying heavily on teacher intervention.

Using cues is an effective strategy for a middle school student with ADHD to self-monitor without disrupting the class because cues can serve as gentle reminders to help the student focus and stay on task. These cues can be visual, auditory, or even tactile, allowing the student to receive prompts without needing to interrupt their peers or the teacher. For instance, a subtle signal or a designated object can remind the student to check their behavior, refocus on their work, or manage their time effectively.

This approach minimizes distractions, as the student can utilize the cues quietly and independently, allowing them to engage in their learning while managing their symptoms of ADHD. Moreover, such self-monitoring techniques can promote autonomy, helping students develop skills to manage their attention and behavior without relying heavily on teacher intervention.