A student who struggles with self-regulation and has been diagnosed with ADHD is often disruptive during group work. Which of the following is an appropriate strategy to support this student?

The chosen strategy effectively addresses the needs of a student with ADHD who faces challenges with self-regulation. Allowing the student to take frequent breaks acknowledges their need for movement and helps them to recharge, which can improve focus and reduce disruptive behavior. Offering specific praise reinforces positive behavior and helps the student recognize what is expected, thereby fostering self-regulation skills. This approach supports the student's engagement in the task without overwhelming them, making it easier for them to contribute positively in a group setting.

Involving the student in leading the group might enhance their confidence, but it could also increase the pressure they feel to perform, potentially exacerbating disruptive tendencies. Setting strict timelines could create additional stress or anxiety for the student, hindering their ability to stay focused. Encouraging the student to minimize communication with peers limits their social interactions, which are important for collaboration and may not address the underlying issues with self-regulation. Overall, the correct strategy encompasses both recognition of the student's needs and an effective way to promote positive behavior in collaborative learning environments.