ADHD

• ADHD


  One of the most common neurodevelopmental disorders of childhood
• ADHD is usually first diagnosed in childhood and often lasts into adulthood
• Children with ADHD


  • May have trouble paying attention
  • May have trouble controlling impulsive behaviors (may act without thinking about what the result will be)
  • May be overly active
• It is normal for children to have trouble focusing and behaving at one time or another
• Children with ADHD do not just grow out of these behaviors
• The symptoms continue, can be severe, and can cause difficulty at school, at home, or with friends
• Inattention symptoms


  • Often fails to give close attention to details or makes careless mistakes
  • Often has difficulty sustaining attention in tasks or play activities
  • Often does not seem to listen when spoken directly
  • Often does not follow through on instructions and fails to finish schoolwork, chores or duties in the workplace
  • Often has difficulty organizing tasks and activities
  • Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort
  • Often loses things necessary for tasks or activities
  • Is often easily distracted by extraneous stimuli
  • Is often forgetful in daily activities
• Hyperactivity and impulsivity symptoms

  • Often fidgets with or taps hands or feet or squirms in seat
  • Often leaves seat in situations when remaining seated is expected
  • Often runs about or climbs in situations where it is inappropriate
  • Often unable to play or engage in leisure activities quietly
  • Is often "on the go", acting as if "driven by a motor"
  • Often talks excessively
  • Often blurts out an answer before a question has been competed
  • Often has difficulty waiting his or her turn
  • Often interrupts or intrudes on others
• Combined inattentive and hyperactive impulsive


  Has symptoms from both of the above presentations
• Criteria for ADHD diagnosis

  • Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years
  • Several inattentive or hyperactive-impulsive symptoms are present in two or more settings
  • There is a clear evidence that the symptoms interfere with, or reduce the quality of social, academic, or occupational functioning
  • The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder
• Giving transition warnings


  1. Giving advance notice can help students switch gears and be prepared for what's next

  2. One way to do this is by using nonverbal signals
• Respectful redirection


  A positive behavior strategy to give in-the-moment feedback without making a big deal of it
• Breaking directions into chunks

  1. Breaking down directions into manageable chunks

  2. This may take a little more time at the start but will save time, confusion, and frustration in the end
• Brain breaks


  Quick, structured breaks using physical movement, mindfulness exercises, or sensory activities
• Using wait time


  1. Ask a question and then pause for three to seven seconds before taking responses

  2. This pause helps students think about their answers before sharing
• Don't overload them


  • Reduce the total workload by breaking it down into smaller sections
  • Give concise one- or two-step directions
  • Plan to have the class tackle the most difficult academic subjects and assignments when they are most alert and engaged
• Tools and flexible rules


  • Allow students to stand up or use fidget toys
  • Prevent boredom by changing up rewards frequently
  • Do not use the loss of recess as a consequence
• Providing frequent feedback


  1. Give quick feedback about how students are doing

  2. Provide immediate praise for good behavior

  3. If a negative behavior is minimal and not disruptive, it's best to ignore it
• Limiting distractions


  • Seat students away from sources of disruption
  • Limit other distractions in the room like noise and visual stimuli
  • Seat students near the front close to the teacher
  • Allow listening to "white noise" or soft background music
• Keeping expectations consistent


  1. Keep classroom rules clear and concise

  2. Review and update rules regularly

  3. Have students repeat back rules, expectations, or instructions

  4. Provide a schedule and use timers, taped time signals, or verbal cues to help with transitions
• Accommodations for ADHD in the classroom

  • Extended time on tests
  • Shortened assignments
  • Instruction in note-taking or designating a class notetaker
  • Segmented assignments for long-term projects (with separate due dates and grades)