The presence of an ADHD student in the classroom will define the meaning of "The Interrupter." Teachers struggle with the student, and the other students become agitated as the student continues to interrupt everything the teacher says and monopolizes every classroom presentation or conversation.

Follow up:

Helping this child must come from understanding this child. The child needs help and is unable to control himself.  The child may have already been diagnosed with ADHD so go back to his IEP's and read the suggestions. This is the first resource to use. However, there may not be any suggestions given that work.

Observe the child. When is he most likely to interrupt?  How often does he interrupt?  Keep a record for a few days of how frequently the student interrupts. A discreet method to use for this type of record keeping is to carry a book or put a piece of masking tape on the arm. When the student interrupts, make a mark. Soon a readable data record will be established. This method works for all ages levels and is easy to keep. Tally the marks. A baseline of information has been established and the student can be consulted with the facts.
Find a suitable time and place that allows you to speak to the student in private. Let him know that you are concerned with his behavior and that the two of you need to discuss problem-solving behavior. Tell him how the interruptions prevent you from giving instructions and teaching effectively. Let him know that this affects not only the other students in the classroom but that it affects him also. Be sure that he realizes that it is your goal to help him. Share the baseline information that you gathered with him. Be aware that this is not a malicious child. For the most part of his life, he has gained adult attention inappropriately and has not been taught how to appropriately gain their attention. The child may not be aware of how his behavior is affecting others or how often he speaks out. There are some students who interrupt purposefully to disrupt instruction, but by using an attitude of concern and desire to help him, trust will be gained.

Tell the student that the two of you need to figure out a way to help him stop interrupting. Make a plan that will allow him to get your attention appropriately such as a visual reminder that the two of you share. Move his desk to a point that the two of you have eye contact. Be sure the student knows to stop talking without you having to do anything. Keep track of new interruptions, and hold a quick daily conference in which encouragement is given. Reinforce behavior that was good. Compliment even the smallest improvements. A smile in that child's directions will work wonders as will an appropriate "Thank you." Do be aware that behavior some times gets worse before it gets better. Give the plan time to work before giving up. Keeping a daily graph of his behavior is often very helpful to you and the student because the improvement can be seen more easily.

Keep in mind that this student is begging for attention. He just doesn't know how to appropriately achieve attention. Give the student a job to do. Provide opportunities for the student to gain attention for himself that are appropriately essential. Jobs don't have to be hard to do, but they do need to be worthwhile. Let the student become a working part of the class - not an interruption.