Investigation of Teachers’ Verbal and Non-verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students’ Behaviours within a Classroom Environment

Oct 15, 2026

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This paper investigated teachers’ verbal and non-verbal strategies for managing students with Attention Deficit Hyperactivity Disorder (ADHD) within a classroom setting. Findings indicate that effective approaches combine voice control, short phrases, repeated instructions, using students’ names, and integrating visual cues with verbal guidance. The study concludes that teachers’ talk helps gain attention and can support calming and clearer communication, while non-verbal strategies were found more useful for classroom management. The paper supports building confidence, implementing positive classroom strategies, and improving student-teacher relationships to increase learning time.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

ADHD impact and diagnosis

Teacher intervention responsibilities

Controversies in assessing and treating ADHD

Building learning-conducive classroom relationships

Communication as a foundation for behaviour management

Australian Journal of Teacher Education Investigation of Teachers’ Verbal and Non-verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students’ Behaviours within a Classroom Environment Gretchen Geng Charles Darwin University [Gretchen.Geng@cdu.edu.au](Gretchen.Geng@cdu.edu.au) Abstract: This paper investigated teachers’ verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students’ names, and visual cues and verbal instructions combined. It has been found that teachers’ talk is instrumental in gaining the students’ attention and that strategic teachers’ talk can result in students calming down or communicate better with the ADHD students, however, teachers’ non-verbal strategies were found more useful in classroom management. Teachers may find this paper useful in developing more confidence in managing ADHD students’ challenging behaviours, implementing positive strategies in the classroom that lead to more time learning and less time managing behaviours, and improving their relationships with students in the classroom environment. Introduction Attention Deficit Hyperactivity Disorder (ADHD) affects more and more children around the world, as it occurs across all socioeconomic, cultural, and racial backgrounds and affects individuals of all intelligence levels (for example, Barkley, 2006; Loe & Feldman, 2007; Sonuga-Barke, 2002, 2003) . The Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1995) defines the essential feature of ADHD as a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development, ADHD is currently seen as aneurobiological, developmental disability (Deault, 2009; DeShazo Berry, Lyman & Klinger, 2002; Rapport, Scanalan & Denney, 1999) . Children who are diagnosed with ADHD are constantly having difficulties in the classroom environment ( DuPaul, McGoey, Eckert & VanBrakle, 2001; Loe & Feldman, 2007) and after their graduation (Murphy, Barkley & Bush, 2002) and more likely to be expelled, suspended or repeat grades (Lefever, Villers, Morrow & Vaughn, 2002) . If a child is diagnosed with ADHD and a treatment plan is established, it may be the responsibility of the teacher to implement an intervention in the classroom (for example, Davis & Florian, 2004; Vereb & DiPerna, 2004) . Although few studies have evaluated the long-term effectiveness of psychotropic medications managing challenging behaviours in ADHD children, researchers have suggested that the variables which affect treatment effectiveness include a teacher's knowledge of a student's problem, knowledge of the intervention, or the acceptability of the intervention, such as how appropriate the intervention Vol 36, 7, July 2011 17 Australian Journal of Teacher Education is perceived by the classroom teacher (Vereb & DiPerna, 2004), and teachers and clinicians may need to communicate with one another about their expectations to create intervention solutions for ADHD students (Power, Hess & Bennett, 1995) . ADHD students’ behaviours include distractibility, impulsivity, and hyperactivity (Barkley, 2006) . Assessing and treating children with ADHD has been a controversial challenge. Although some research (for example, Davis & Florian, 2004) has found that it is important for educators to begin focusing on implementing successful interventions in their classrooms, there has been little research conducted on the impact and effects of teacher factors, which include teachers’ understanding of ADHD, philosophies on intervention, experience, and tolerance levels with respect to ADHD behaviors in the classroom (Sherman, Rasmussen & Baydala, 2008) . Creating a classr

FAQs

What verbal strategies did the paper find effective for managing ADHD students?

Effective verbal strategies included voice control, short phrases, repeated instructions, and using students’ names, combined with verbal guidance.

Which non-verbal strategies were emphasized as more useful for classroom management?

The paper highlights teachers’ non-verbal strategies as more useful, including the use of visual cues together with verbal instructions.

How does the paper link teacher communication and classroom management outcomes?

It argues communication supports problem solving and conflict resolution, and that positive communication helps promote positive behaviour and a productive learning environment.

Oct 15, 2026

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