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Remember to double-click or use the + sign to start a new post.

Credit will be given to students who create two original posts that provide resources to will help us understand and support students with ADHD.

Put your NAME in each of your posts. Un-named responses cannot be graded.

Use an APA-style citation in the post so we can see where it came from. If it won't fit in the post, make a comment on your post and add it there. No APA-style citation, no points for that section.

In the comments, tell us why you are sharing it and who your audience is (who will benefit from the resource).

Please read the Padlet carefully to be sure you don't duplicate a post or a resource that someone has already shared.

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ADHD is a neurodevelopmental disorder that affects a child's attention, impulse control, memory, social skills, and more. Behavior therapy is an invaluable tool for both the parent and child. This therapy helps to teach the parents how to have positive communication with their child, give positive reinforcements for desired behavior, and how to create structure and a discipline plan All of these are vital to the success of a child with ADHD.                            -Chassity McAllister 

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ADHD is a neurodevelopmental disorder that affects a child's attention, impulse control, memory, social skills, and more. Behavior therapy is an invaluable tool for both the parent and child. This therapy helps to teach the parents how to have positive communication with their child, give positive reinforcements for desired behavior, and how to create structure and a discipline plan All of these are vital to the success of a child with ADHD.                            -Chassity McAllister 

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A Specific Learning Disability or SLD is a brain disorder that affects a child's performance in reading, writing, or math. A few examples of these SLD are dyslexia, dyscalculia, and dysgraphia. 2.3 million students struggle with a SLD. It is not an intellectual disability, but is protected under the IDEA. The dropout rate in students with an SLD is twice as high as a non-learning disabled peer.                                                                          -Chassity M.

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A Specific Learning Disability or SLD is a brain disorder that affects a child's performance in reading, writing, or math. A few examples of these SLD are dyslexia, dyscalculia, and dysgraphia. 2.3 million students struggle with a SLD. It is not an intellectual disability, but is protected under the IDEA. The dropout rate in students with an SLD is twice as high as a non-learning disabled peer.                                                                          -Chassity M.

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ADHD is a disorder in which some student have a tough time sitting still, focusing and completing tasks, or staying engaged during class. This article gives insight as to why there are benefits of chewing gum for kids with ADHD. This articles explains why students who chew gum can have repetitive motions that help with excessive movements in students. This article would be beneficial for students and teachers. Ant tip that would be useful for ADHD students I am sure would be welcomed to help them.

VOLZ, S. (2009). What Are the Benefits of Chewing Gum for ADHD? - Synonym. Classroom. Retrieved October 26, 2023, from https://classroom.synonym.com/benefits-chewing-gum-adhd-6148469.html

Allen, A. P., & Smith, A. P. (2015). Chewing gum: cognitive performance, mood, well-being, and associated physiology. BioMed research international, 2015, 654806. https://doi.org/10.1155/2015/654806

---Taylar Sanders

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Few people would expect to see chewing gum listed as a tool to help fight the characteristics of Attention Deficit Hyperactivity Disorder (ADHD). Studies done by the Baylor College of Medicine indicate that chewing gum in class and while doing homework can increase scores on standardized tests, and others are touting gum-chewing as an aid in controlling abnormal behavior caused by ADHD.

Students who feel stressed by the pressures of work, peer influence and other factors may act out and cause disruption. This can be especially true in the case of students with ADHD, who will not always have the capacity, patience or support to deal with high-stress situations.

According to research done by the Baylor College of Medicine in early 2009, chewing gum can help reduce stress. The activity of chewing is soothing in its repetition and can help students calm their nerves through a basic, repetitive physical action. This reduced stress can result in fewer behavioral or emotional interruptions from students with ADHD.

People with ADHD often exhibit jittery actions, such as foot tapping, doodling and rocking in their chairs. This secondary activity actually helps students focus their minds by occupying their bodies. If they are not distracted by the urge to move, they are more likely to pay attention to the task at hand.

Chewing gum replaces these jittery actions, helping to increase student focus. While the student's body is unconsciously distracted by the movement of chewing the gum, the mind is free to focus on other tasks without thinking about how much the body wants to move.

Both the Baylor College study and a similar study conducted in England in the early part of the century have indicated that chewing gum provides a number of unconscious physical reactions in a student's body that contribute to increased focus and fewer negative effects of ADHD.

Any physical activity, no matter how small, will increase the heart rate of the body. When heart rate increases, so does respiration, and blood vessels all over the body expand. This is the same physical reaction that gives athletes an edge in competition and activates the inherent fight-or-flight instinct for defensive situations.

On a smaller scale, gum chewing causes a slight increase in heart rate and triggers slightly increased respiration and blood flow, so students are not ready to run a marathon. Instead, the increased respiration and blood flow delivers more oxygen to the brain, aiding students in their focus and concentration.

The study in England also noted that chewing gum can cause the body to release insulin, which activates the area of the brain most commonly associated with memory. This can lead to improved concentration and recall ability, which many students with ADHD lack.

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What Are the Benefits of Chewing Gum for ADHD? | Synonym

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Few people would expect to see chewing gum listed as a tool to help fight the characteristics of Attention Deficit Hyperactivity Disorder (ADHD). Studies done by the Baylor College of Medicine indicate that chewing gum in class and while doing homework can increase scores on standardized tests, and others are touting ...

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Not every child who moves a lot has ADHD, but then there are some who do. This article shares insight on how three to seven percent of children have ADHD. Everyone in the school system needs to be educated on ADHD. Not all children have to same types of challenges, and behaviors are different as well. Effective interventions can help students learn how to cope with their ADHD. "Strategic seating, modified assignments (e.g., shorter assignments, frequent breaks), individualized instruction, cooperative learning (e.g., peer tutoring), behavioral modification interventions, and specialized consultation for teachers and parents.” (McClure, 2008) These tips can be helpful to teachers and students in a classroom.

McClure, C. T. (2008). Interventions for Students with ADHD. District Administration, ⁴⁴(6), 78–79. --Taylar Sanders

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ADHD is a neurodevelopmental disorder that manifests itself through consistent patterns of inattention, hyperactivity, and impulsivity. These symptoms significantly disrupt daily functioning and overall development. I found amazing strategies to help students with ADHD in the classroom and at home. These strategies will help teachers and parents work together to provide the best help for the child.

Low, K. (2023, March 28). 8 simple strategies for students with ADHD. Verywell Mind. https://www.verywellmind.com/help-for-students-with-adhd-20538

-Whitney Miller

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It is widely acknowledged that students diagnosed with ADHD face significant challenges when it comes to maintaining focus in the classroom. Consequently, these individuals often struggle with remembering instructions and are prone to impulsive behavior, despite being aware of the rules in place. It's important to recognize that students with ADHD are not intentionally trying to be distracting or disruptive. Implementing teaching strategies that support these students can actually be beneficial for all students in the classroom. Here are some strategies that teachers can consider using to assist students who face challenges with ADHD.

Vierstra, G., MA. (2023, October 5). 8 ADHD teaching strategies. Understood. https://www.understood.org/en/articles/adhd-teaching-strategies

-Whitney Miller

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How can we help students with ADHD succeed?

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How can we help students with ADHD succeed?

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ADHD OR Attention-Deficit/Hyperactive disorder: a chronic condition that usually starts in childhood & can affect a child throughout their life. Symptoms are based on the child's personality and may include staying focused, keeping organized and controlling impulses ect.

We can help our students with ADHD be successful by slightly modifying our instruction, providing small accommodations for them like exter time, and a quiet place to work or take tests that is distraction free,like a library or testing lab. You could even place them somewhere in the class where there aren't a lot of students so they can stay on task.

Also maybe it's something you don't think you have enough of the right tools for so try reaching out to the school counselor or if you have a ADHD specialist that comes on campus, if not reach out to the parent/caregiver and see if there is anything they might could help you with so you can better support your students with ADHD. Parents/caregivers live with them they usually know what works and what doesn't. If not try mentioning or referring them to a ADHD specialist for therapy. Therapy can help form strategies and set up plans for the student to better assist not only the child but the parents/caregivers.- Sarah Stewart

(Waterford.org | Early Learning Curriculum Software, 2018)

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We can support children and their families, if we but only take the first steps to try. 

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We can support children and their families, if we but only take the first steps to try. 

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Studies show that parents who have a child with ADHD have increased stress that can affect their ability to properly handle situations that may arise whether it be behavior issues that impact the family as a whole or not knowing how to properly address some of the symptoms that follow a child with ADHD. ADHD is not a "Behavioral problem" it is a medical diagnosis and should not reflect on how "good" a parent/caregiver is. Tips to help support and guide children and their family's through are, but not limited to is : Manage the behavior appropriately, set goals, stay organized,give positive feedback and stick with a routine. If the child's symptoms seem like they can't be controlled try Family therapy (Which give some great affective strategies) ,support groups or just one on one with the child. Also the American Academy of Pediatrics recommends in some cases to put the child on a stimulant medicine which has shown to help with ADHD symptoms.

Always advocate not only for the child but the parent/caregiver as well. -Sarah Stewart

Villines, Z. (2021, June 30). Advice on how to care for a child with ADHD. https://www.medicalnewstoday.com/articles/how-to-care-for-a-child-with-adhd#potential-challenges

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ADHD is a neuro disorder that presents with issues paying attention, sitting still, or being forgetful. Although these can be normal behaviors in children from time to time children with ADHD have a persistent problem with these behaviors that can disrupt their daily lives especially at school. Parents or guardians should encourage healthy diet, daily physical activities, and getting adequate rest at night.

Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., . . . Wang, Y. (2021). CDC. What is ADHD? https://www.cdc.gov/ncbddd/adhd/facts.html

-Erica Wheat

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Centers for Disease Control and Prevention

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ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood.

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Teachers may find their ADHD students have a difficult time with virtual learning or any type of learning that may require them to stay still and be quiet for long periods of time. These students may also struggle with social interactions, changes, and losing interest quickly in the teaching material. The National Resource Center for ADHD has resources available for parents and teachers with guidance on how to tackle these issues. To help teachers can make changes to their lesson plans to help keep these students engaged, offer breaks to the student to allow for movement and to get their wiggles out, help encourage friendships with other peers, and offer any support the the parents to maintain a open line of communication.

National Center on Birth Defects and Developmental Disabilities. (9/2023). CDC.School Changes-Helping Students with ADHD.

https://www.cdc.gov/ncbddd/adhd/features/adhd-and-school-changes.html#print

-Erica Wheat

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Centers for Disease Control and Prevention

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Many children with attention-deficit/hyperactivity disorder (ADHD) struggle with school. Recently, children have faced a variety of changes in the way that they attend school. Some might be attending virtual classes; others might attend school in-person with many new rules. To help your child with ADHD adjust to these changes, learn about the resources available for parents.

ADHD and schools

Children with ADHD might experience more obstacles in their path to success than the average student.

Most children with ADHD receive some school services. This can mean special education services, such as individual or small group instruction with a special education teacher; or accommodations, such as changing how assignments, tasks, and tests are done, extra help with remembering and organizing work, and frequent communication. Together, teachers and parents can help children with ADHD succeed in school.

A changing school environment

In the recent past, many children experienced changes in their learning environment. Early in the COVID-19 pandemic, many schools switched from in-person schooling to distance schooling, including learning at home and online. Some schools continued with virtual-only schooling, others had a mix of in-person and virtual schooling, and some returned to in-person schooling, but with additional rules in place. Changes in COVID-19 Community Levels may mean more changes, and virtual schooling is an ongoing option in many areas.

School can present challenges for many children with ADHD. Because ADHD symptoms include difficulty with attention regulation, hyperactivity, and impulsivity, which can affect planning, organizing, and managing behavior, many children with ADHD struggle with change. Here are some of the challenges that children with ADHD can face in different learning environments:

Physical activity and movement are important for all children, but especially so for children with ADHD. Rules about keeping distance and more time spent with virtual learning can mean sitting still without moving for longer periods of time. Changes in after-school activities may mean fewer opportunities for active group play. Finding time to move may be especially important for children who struggle with hyperactivity.

Children with ADHD struggle more with boredom and putting mental effort into challenging tasks. Virtual learning or in-person school with more rules may lack the novelty and excitement. Teachers may need to find new ways to keep children with ADHD from being bored and keep them engaged in learning.

Children with ADHD are more likely than their peers to have some difficulties with social relationships, so having fewer opportunities to interact freely during the day may mean they need other ways to practice social skills and build on relationships.

Transitions can be challenging for children with ADHD, and having to spend time doing schoolwork, homework, and family activities in the same space where parents may also have to do their own work can create additional stress for students and parents.

Children with ADHD are likely to have other disorders in addition to ADHD, which can make coping with stress, change, and social isolation associated with virtual learning even more difficult. They may need additional support.

With changes in how school is being conducted, there is also the possibility that children who have special needs are not getting the services they need. The U.S. Department of Education has issued information for implementing special education services for schools that use distance learning.

However, some children with ADHD may respond positively to some of the changes. For example, virtual learning may provide fewer distractions for children who find it more difficult to tune out other people around them. More structured classrooms with more distance between students might help some children focus. With fewer activities in their daily schedules, some children may have more time to get the sleep they need. Since each child may react differently to changes in their environment, parents, teachers, and students need support that works for each individual child.

Working to help parents, students, and teachers

To help parents and students adapt to the changing environment, the National Resource Center on ADHD (NRC), a funded CDC partner, has worked to create resources and support for parents. These resources include advice for parents and teachers on

creating enough structure so that the child can learn new routines,

keeping the child engaged with learning,

managing difficulty with attention while coping with changes,

setting up the home learning environment,

helping children stay connected with other children, and

keeping children healthy and active.

Caring for a child with special needs can mean extra challenges. Parents of children with ADHD may experience extra stress from supporting their child while coping with changes and may need additional help. The NRC has created a parent toolkit, including information and resources to help parents understand more about ADHD and how to support their child, and tips and advice that help parents with their own stress during uncertain times.

CDC also provides information and resources for parents making decisions about schooling, coping with their own stress, and ensuring children's well-being.

Schools are a part of ADHD treatment

To meet the needs of children with ADHD, schools can

Be part of effective treatment plans for children with ADHD; and

Provide special education services or accommodations.

The American Academy of Pediatrics' recommendations for ADHD treatment state that school is a necessary part of any treatment plan. Behavioral classroom management focusing on positive responses is an evidence-based treatment for ADHD and can complement parent training in behavior management. The NRC also provides some tips for receiving treatment via when in-person treatment is not possible. Parents, teachers, healthcare providers, and older children and teens can collaborate to develop an approach that works best for each student.

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Many children with attention-deficit/hyperactivity disorder (ADHD) struggle with school. Recently, children have faced a variety of changes in the way that they attend school. Some might be attending virtual classes; others might attend school in-person with many new rules. To help your child with ADHD adjust to these changes, learn about the resources available for parents.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects children and can persist into adulthood. It is characterized by an inability to focus, difficulty sitting still, and impulsiveness. To encourage positive behavior in the classroom, teachers implement behavioral management strategies that use rewards to reinforce good behavior. This approach has been shown to be effective in increasing students' academic engagement, regardless of their age.

References

ADHD in the Classroom. (n.d.). CDC. Retrieved October 27, 2023, from https://www.cdc.gov/ncbddd/adhd/school-success.html

Kayon Weber

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There are several strategies teachers can use to help students with ADHD succeed inside the classroom.

Seating the student in an area with fewer distractions where he or she can focus on the lesson.

Seating the student next to positive peers who are less likely to provide distractions and can help them stay on task.

Breaking long assignments into smaller parts.

Check with the student before they complete an assignment to see if they heard and understood instructions. Ask them to repeat it back to verify understanding.

Allowing them to take tests in a different room, one that is quiet and has few distractions. Or using aids such as headphones or privacy boards to create quiet spaces in the classroom.

Giving more time to complete assignments, projects, and tests.

Using a timer or alarm to help with time management.

Providing breaks.

Limiting repetitive assignments, particularly those the students have already mastered, or tasks that are too far above the student’s level.

Make sure that the student has the opportunity for physical activities because active movement increases the ability to focus. Recess should never be taken away as a punishment for misbehavior.

Providing tools to help with organization, such as different colored folders, a notebook with dividers, or a homework assignment book.

Using computers or tablets for work.

References

Classroom Accommodations. (n.d.). CHADD. Retrieved October 27, 2023, from https://chadd.org/for-educators/classroom-accommodations/

Kayon Weber

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Along with the difficulties imposed by ADHD, students can feel a significant amount of stress or anxiety. Therefore, it is important to have resources and strategies to support students during those moments. Some methods identified by other students with ADHD include taking a walk, talking to someone, pinpointing stressors, eating a mint, having adequate nutrition and rest, taking appropriate mental breaks, and encouraging yourself with positive talk. While these are a handful of practices that can be used, there is flexibility in some of these on how they can be applied. Teachers and staff can use these as a launchpad to assist anxious students with ADHD to identify solutions and supports to cope with their disability. --Brad Davis

Trevino-Casias, S. (2019, October 16). 8 ways I manage anxiety from my learning disability. Understood. https://www.understood.org/articles/8-ways-i-manage-anxiety-from-my-dyscalculia

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One of the most important things we can do as educators is to come to the profession with understanding. When we can know where our students are coming from, we can be more empathetic to their struggles. The article referenced points out the daily life of a student with ADHD. It lets you see just what it is like from the difficulty of sleeping the night before, trouble getting up on time, anxiousness during class, trouble remembering instructions, or not being able to think about consequences as a result of actions. It leaves us to consider whether or not we are effectively supporting students. Do we provide instructions verbally and on an easy-to-read format? Do we cover the instructions only once or do we check in on our students to make sure they understand the order of events? Also, do we allow opportunities for the student with ADHD to communicate and deal with their stress in a reasonable way. Another aspect we can consider is the social effects of their ADHD on their life. How can we create support socially when they struggle to keep from interrupting or acting impulsively? There are multiple dynamics up for consideration and each need to be considered holistically for the betterment of the child. If we can first understand what their day looks like, how it affects them as a whole, and how our actions affect them in the grand scheme, then we can begin to make progress. --Brad Davis

Rawe, J. (2019, August 5). ADHD: A Day in the Life of a Child. Understood. https://www.understood.org/articles/a-day-in-the-life-of-a-kid-with-adhd

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ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. In an inclusive classroom, where students with ADHD are present along with their peers, it's crucial to create an environment that supports the diverse needs of all learners. You should consider differentiated instruction which requires you to offer different ways for students to demonstrate understanding. Individualized Accommodations allow us to work with the student, their parents, and any support services to develop an Individualized Education Program (IEP) or 504 Plan. Lastly, we should provide professional development for teachers on inclusive practices and foster a collaborative approach among educators to share insights and strategies. By fostering a supportive and inclusive atmosphere, you can help all students, including those with ADHD, thrive academically and socially.

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Many children with ADHD show signs of the disorder before they reach school age. But it's in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis.

ADHD is one of the first things that's suspected when a child's behavior in class, or performance on schoolwork, is problematic. A child who can't seem to sit still, who blurts out answers in class without raising his hand, who doesn't finish his homework, who seems to be daydreaming when the teacher gives instructions-these are well-known symptoms of ADHD.

But these are also behaviors that can be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature.

That's why it's important for teachers and parents both to be aware of what ADHD looks like in the classroom, and how it might be confused with other things that could be influencing a child's behavior. Observing kids carefully is especially important when kids are too young to be able to articulate what they are feeling. And referring struggling kids for diagnosis and appropriate support can help them succeed in school and other parts of their lives, too.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and impulsivity. Of course all young children occasionally have trouble paying attention to teachers and parents, staying in their seats, and waiting their turn. Kids should only be diagnosed with ADHD if their behavior is much more extreme in these areas than other kids their age.

These symptoms of ADHD are divided into two groups-inattentive and hyperactive-impulsive. Some children exhibit mostly inattentive behaviors and others predominantly hyperactive-impulsive. But the majority of those with ADHD have a combination of both, which may make it very difficult for them to function in school.

Here are behaviors you might observe in school in those two categories.

Inattentive symptoms of ADHD

Makes careless mistakes in school work, overlooks details

Is easily distracted or sidetracked

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing tasks and possessions

Often fails to finish work in school or chores in the classroom

Often avoids or resists tasks that require sustained mental effort, including doing homework

Often loses homework assignments, books, jackets, backpacks, sports equipment

Hyperactive or impulsive symptoms of ADHD

Often fidgets or squirms

Has trouble staying in his seat

Runs and climbs where it's inappropriate

Has trouble playing quietly

Is extremely impatient, can't wait for his turn

Always seems to be "on the go" or "driven by a motor"

Talks excessively

Blurts out answers before a question is completed

Interrupts or intrudes on others conversations, activities, possessions

Serious impairment

It's important to keep in mind that not every high-energy or impulsive child has ADHD. Children are diagnosed with ADHD only if they demonstrate these symptoms so often that they are causing real difficulty in at least two settings-i.e. at school and at home. And the pattern that's causing them serious impairment must persist for at least 6 months.

It's also important, when considering a child's behavior, to compare it to other children the same age-not to the range of kids in his class or grade. Within any given grade, kids' ages can differ by almost a year, and a year can make a big difference in a child's ability to self-regulate.

Two studies in the last few years concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergarteners who are the youngest in their grade are 60% more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn't affect just kindergarteners: a North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

When children exhibit behaviors that we associate with ADHD, it's important to keep in mind that they could be caused by other underlying factors. A child who is inattentive could be distracted by chronic anxiety, by a worrisome or painful situation at home, or because she's being bullied in the playground. These are all things a child might be embarrassed by and go to some lengths to keep secret.

Another thing children often hide is undiagnosed learning disorders. If a child is fidgeting when she's supposed to be reading, it may be that dyslexia is causing her great frustration. And if she bolts from her chair, it could be because she is ashamed that she doesn't seem to be able to do what the other kids can do, and intent on covering that fact up.

The stereotype of ADHD is boys disrupting the classroom by jumping up from their seats, getting in other kids' business, or blurting out answers without raising their hands. But girls get ADHD too, and they tend to be diagnosed much later because their symptoms are more subtle. More of them have the only inattentive symptoms of ADHD, and they get written off as dreamy or ditzy. If they have the hyperactive-impulsive symptoms they are more likely to be seen as pushy, hyper-talkative, or overemotional. Impulsive girls may have trouble being socially appropriate and struggle to make and keep friends.

But a big reason that many girls aren't diagnosed is that they knock themselves out to compensate for their weaknesses and hide their embarrassment about falling behind, losing things, feeling clueless. The growing awareness, as they get older, that they have to work much harder than their peers without ADHD to accomplish the same thing is very damaging to their self-esteem. Girls who are chronically hard on themselves about their lapses may be struggling with thoughts that they're stupid or broken.

Keeping a keen eye on kids' behavior in the classroom is important not just because it affects their learning-and potentially the ability of other kids in the class to learn-but also because it's a window into their social and emotional development. When kids are failing or struggling in school for an extended period of time, or acting out in frustration, without getting help, it can lead to a pattern of dysfunctional behavior that gets harder and harder to break.

That's why it's important for parents to get a good diagnosis from a mental health professional who takes the time to carefully consider the pattern of a child's behavior and what it might (and might not) indicate. Being not only caring but precise about defining and treating a child's problems when he is young pays off many times over in the long run.

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What's ADHD (and What's Not) in the Classroom - Child Mind Institute

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Learn what is ADHD in the classroom and what's not. Child Mind Institute explains that some of the symptoms of ADHD in children may be signs of other mental health problems.

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ADHD not only affects students now but can also affect them as adults. There are some simple steps in helping people/students with ADHD. Step 1. Keep the to-do list short and simple. This helps the student does not get overwhelmed. Step 2. Set alarms or timers. This allows the student so complete one task before moving on to the next. Step 3. Be realistic with timing. Be sure the amount of time given to a student is realistic so it can be completed properly. Step 4. Chunking. Breaking big assignments into smaller steps or even making small group to complete the project will help the student not get overwhelmed. Step 5. Preparation. Giving the student a heads up to allow them time to prep for an assignment will help them stay focused because they won't be worried about other things.

J.Veillion

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If you're an adult struggling with ADHD, certain things can be tough to get done. Not only does it interfere with your daily activities, but every single time "ADHD" is mentioned, it's tips for dealing with it in children! Everyone seems to forget that those kids turn into adults. Here are five easy tricks to help ADHD adults out there to avoid trouble in your daily activities:

1. Keep Short To-Do Lists Short

Short lists of your agenda, no more than 5 things at a time, make it easier to manage activities and time.

For each activity, setting a timer to go off will help you avoid over-committing and losing track of time.

3. Realism in Scheduling

Be realistic with time: Most tasks take far longer than you might think they would. Be realistic when setting times for activities.

Split up long tasks: Breaking a large project into small portions makes it easier to manage and complete.

Set your materials out beforehand: Collecting all the things you need to accomplish a task will prevent you from having to look for them later. You might become distracted when looking for materials otherwise.
Sources: https://www.additudemag.com/how-to-get-organized-with-adhd/ https://www.additudemag.com/slideshows/productivity-tips/

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5 Tips for Dealing With Adult ADHD - DIFFERENT BRAINS

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Different Brains presents five easy tricks to help adults with ADHD out there to avoid trouble in their daily activities.

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Children with ADHD often stare off into space, or having a hard time keeping still, and even talking out of turn causing a classroom disturbance. There are things that can be put in place to better assist the student such as accommodations, instruction, and intervention. The best way to help these students is having a positive attitude, even when handling behavior issues. Also, placing these students is a specific seating area could be beneficial to them as well.

J.Veillion

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Community Knowledge and Beliefs About ADHD ~ Rachelle Walker

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Community Knowledge and Beliefs About ADHD ~ Rachelle Walker

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Accurate knowledge and positive attitudes within the community are important for the effective diagnosis, treatment, and support of people with ADHD. The aim of this study was to explore knowledge about ADHD characteristics and causes, and attitudes towards issues such as medication in the general population. The findings showed that the core features of ADHD were well-known, but there were misconceptions and considerable uncertainty about many aspects. Most respondents failed to recognize the genetic basis of the disorder and its potentially lifelong nature. Fathers were less knowledgeable than mothers. Although most participants believed that ADHD is a genuine disorder and recognized the benefits of medication, the majority believed that it is diagnosed too frequently and that medication is prescribed too readily. The study concluded that, in many respects, the public is not well-informed about ADHD and suggested that the media may have an important role in enhancing community awareness of the disorder through responsible, sensitive, and accurate reporting.

Reference:

Gilmore, Linda (2010) Community Knowledge and Beliefs About ADHD, The Australian Educational and Developmental Psychologist, 27:1, 20-30, DOI: 10.1375/aedp.27.1.20

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Keep Expectations Consistent
ADHD Attention-deficit/hyperactivity disorder consists of problems with attention, impulse control, and hyperactivity. Keeping expectations consistent with students can help prevent outbursts and behaviors. My daughter was recently diagnosed with ADHD. She also has a diagnosis of change disorder. When things have to be changed in a student's daily routine the teacher should prepare that student by explaining to them what and why it is changing. Many of my daughter's behaviors come out when there is a change in her daily schedule. Examples: when her teacher leaves, when the school runs on a different schedule, when she has to move to a different location, etc. When expectations are kept consistent some behaviors can be avoided.

https://www.verywellmind.com/help-for-students-with-adhd-20538

8 Simple Strategies for Students with ADHD by Keath Low updated March 28, 2023.

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ADHD strategies are techniques that parents and teachers can utilize to help students succeed in school. Attention-deficit/hyperactivity disorder (ADHD) is characterized by problems with attention, impulse control, and hyperactivity. It usually develops in childhood, but may not be diagnosed until adolescence or adulthood.

Approximately 9% of children in the United States between the ages of 13 and 18 have ADHD, according to the National Institute of Mental Health (NIMH). It is four times more likely to be diagnosed in boys than in girls.

The struggles that children with ADHD face, such as difficulty paying attention, may become apparent once they start school. As such, parents and teachers will need to work together to help kids learn to cope with their ADHD symptoms.

Kids and teens with ADHD have unique needs in the classroom. Here are some ADHD strategies that parents and teachers of students can use to help them succeed at school.

Keep Expectations Consistent

One of the most important ADHD strategies is to keep classroom rules clear and concise. Rules and expectations for the class should be regularly reviewed and updated when necessary. Rules should be posted in the classroom where they can be easily read.

It's often useful to have a child repeat back rules, expectations, or other instructions to ensure that they understood. Teachers should keep in mind that a child may have heard the words that were said but misunderstood the meaning.

For kids who struggle with time management and "shifting gears" from one task or class to the next, having a schedule handy and reviewing it often can make transitions go more smoothly.﻿﻿ You can also use timers, taped time signals, or verbal cues to help a student see how much time is left for an activity.

Limit Distractions

Students with ADHD are susceptible to distractions. Helpful strategies for students with ADHD can include seating them away from sources of classroom disruption such as doors, windows, cubby areas, and pencil sharpeners. Try to limit other distractions in the room, like excessive noise or visual stimuli like clutter, as much as possible.

Listening to "white noise" or soft background music can actually improve focus and concentration for some kids with ADHD, though it can be a distraction for those children who don't.

Provide Frequent Feedback

Another helpful ADHD strategy is to keep giving kids quick feedback about how they are doing. Kids with and without ADHD benefit from frequent, immediate feedback about their behavior. When necessary, any consequences given for unwanted behaviors should also be swift.

Reward Good Behavior

Rewards and incentives should always be used before punishment to motivate a student. To prevent boredom, change up the rewards frequently.

Do not use the loss of recess as a consequence for negative behavior. Kids with ADHD benefit from physical activity and may be able to focus better after being outside or in gym class.

Prioritizing rewards over punishment will help ensure that school continues to feel like a positive place for kids with ADHD.

Give Them a Break

Breaks and regular activity can be important strategies for kids with ADHD. Kids with ADHD tend to struggle with sitting still for long periods of time, so giving them frequent opportunities to get up and move around can be a big help.

You can provide them with a physical break by having them hand out or collect papers or classroom materials, run an errand to the office or another part of the building, or erase the board. Even something as simple as letting them go get a drink of water at the water fountain can provide a moment of activity.

Use Tools and Flexible Rules

Students with ADHD tend to be restless. While a standard classroom rule may be that students must sit in their seats during lessons, a child with ADHD may be able to stay on task better if they're allowed to stand up.

For kids who tend to fidget, holding a small "Koosh Ball" or something tactile to manipulate (like Silly Putty) provides a little stimulation without disrupting the classroom.﻿﻿

Some studies have claimed that chewing gum may improve certain students' concentration, but the research has not been conclusive.﻿﻿ Furthermore, many schools do not allow students to chew gum.

Don't Overload Them

For a child with ADHD who is prone to becoming overwhelmed, it can be helpful to reduce the total workload by breaking it down into smaller sections.

Kids with ADHD may also have sleep problems that affect their behavior and their ability to pay attention in class.﻿﻿ In general, students tend to be "fresher" and less fatigued earlier in the day, though teens and college students are more likely to struggle with morning classes. It's also not unusual for kids to have a bit of a slump after lunch.

If possible, plan to have the class tackle the most difficult academic subjects and assignments when they are most alert and engaged.

Encourage Support

Children with ADHD may need extra help from a classroom aid, though these staff members are not always available. Likewise, access to academic support services for students with ADHD may not be in place.

Even if a child does have one-on-one help from an adult, it can sometimes be helpful to arrange for peer support. Pairing a student with ADHD up with a willing, kind, and mature classmate can be a beneficial experience for both kids. A child's "study buddy" can give reminders, help them stay on task or refocus after being interrupted, and provide encouragement.

Working with another student can also help a child with ADHD improve their social skills and enhance the quality of their relationships with peers-both of which can be struggles for kids with ADHD.﻿﻿

A Word From Verywell

A successful school strategy for a child with ADHD must meet the triad of academic instruction, behavioral interventions, and classroom accommodations. While the regular implementation of these strategies can make a world of difference to a child with ADHD, they will also benefit the whole classroom environment.

Frequently Asked Questions

What are the most effective strategies for children with ADHD?

Behavioral ADHD strategies that can help include using positive reinforcement, sticking to consistent routines, reducing distractions, taking regular breaks, encouring physical activity, and providing regular feedback.

What are six strategies teachers could use to teach a child with ADHD and help them be successful?

Six teaching strategies that can be helpful when working with students who have ADHD include:

Focusing on short-term goals

Breaking projects down into smaller steps

Rewarding good behavior and work

Taking short breaks to help kids release energy

Communicating directions clearly and consistently

Providing tools and direction that help kids stay organized

By Keath Low
Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

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8 Simple School Strategies for Students With ADHD

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ADHD can create challenges for students. Learn ADHD strategies that parents and teachers can use to improve academic performance and overall school success.

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A child with ADHD has a self-perception that differs from their parents, teachers, or caregivers. An important part of ADHD management is being aware of how the child views themselves and ADHD itself. When parents are asked, it is reported that children with ADHD face a lower quality of life. When children are asked, some report a lower quality of life, while others reported no difference. - Trenton Walder

ADD Resource Center. (2015, May 28). Children’s Perspective on Living With ADHD. ADD Resource Center. https://namica.org/blog/what-parents-can-do-to-help-children-living-with-adhd/

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An important and relatively neglected area of research on ADHD concerns learning how children with the disorder experience their lives. Because an essential aim of ADHD treatment is to go beyond reducing symptoms to improving the quality of children's lives at home, at school, and with friends, learning how children with ADHD experience their lives is quite important. What makes this especially true is that children's self-perceptions may be quite different from the views held by their teachers and parents.

The limited research in this area has yielded mixed findings. When examining parent reports, children with ADHD have been found to have lower quality of life (QoL) than children with other mental health conditions and children with other chronic conditions such as asthma. However, when researchers have considered children's own reports, some have found that children with ADHD report lower QoL than peers without ADHD, while others have found no differences.

It is also the case that a body of research has identified what some researchers refer to as a 'positive illusory bias' in youth with ADHD, whereby they provide unexpectedly positive reports of their own competence. And, some research has indicated that children with ADHD most overestimate their competence in the domain of their greatest deficit. In these studies, parents and/or teachers' reports are regarded to reflect children's actual competence, and reports from children that exceed these levels are presumed to reflect unrealistic child appraisals.

Prior studies have not carefully examined what the discrepancies in competence or QoL reports between children with ADHD and their parents actually mean, however, and this is an interesting question to pursue. This is one of the questions addressed in a recently published study titled 'The Child's Experience of ADHD that appeared in a recent issue of the Journal of Attention Disorders [Sciberras et al., (2010). The child's experience of ADHD. Journal of Attention Disorders, published online in December, 2010].

Participants were 47 8 to 18-year-old youth diagnosed with ADHD and their parents. Forty-five were males and only 2 were females. All were recruited from outpatient clinics at the Royal Children's Hospital in Melbourne, Australia. At the time of the study, nearly 90% were being treated with stimulant medication.

To learn about child and parent perceptions of children's QoL, participants completed the Pediatric Quality of Life Inventory, a 23-item measure that assesses quality of life in six domains: physical, emotional, social, school, psychosocial, and overall functioning. This is a well-validated and established measure of child QoL. Parents also completed a behavior rating scale to indicate the severity of their child's ADHD symptoms and behavior problems.

In addition, children completed the Harter Self-Perception Profile for Children. This measure assesses children's feelings of their own competence in six domains: scholastic competence, social acceptance, physical appearance, behavioral conduct, and global self-worth.

Finally, children completed a measure titled 'What am I like?' that was designed to assess their perspective on their symptoms and behaviors. Sample items include" 'I have lots of energy', 'I have ADHD', 'Taking medication helps me', 'I think I'm stupid', 'I can be anything I want to be when I grow up'. For each item, children rated whether they agreed or disagreed on a 4-point scale. As is evident from the examples, the items covered a variety of issues ranging from awareness of symptoms and difficulties, to feelings about taking medication, to optimism about the future.

- Results -

The most striking result from this study was that in every QoL domain except for 'physical' children reported significantly higher QoL ratings than their parents. These differences were not only statistically significant, but of generally large magnitude. Thus, it is clear that children with ADHD report feeling much better about their academic, social, and emotional lives than their parents believe is the case.

In seeking to understand the meaning of differences between parent and child QoL ratings, the researchers focused on the psychosocial domain, as this reflects the broadest QoL scale. On this scale, 77% of children reported higher QoL than their parents did. Interestingly, there was no difference in the severity of either ADHD or oppositional symptoms between children who reported higher vs. lower QoL in this domain than their parents. However, children reporting lower QoL than parents showed lower scores on the global self-worth scale on the Harter Self-Perception Profile for Children.

Results from the 'What am I like?' measure also yielded interesting findings. The majority of children, i.e., at least 70%, agreed with statements that indicated an awareness of hyperactive, inattentive, and impulsive behaviors. For example, 76% of children agreed that they found it hard to concentrate. Thus, most children willingly acknowledged their difficulties in these areas.

A significant percentage of children also acknowledged having concerns in related areas. Thus, 44% felt that problems in their family were their fault, 53% felt that they disrupted their class, 32% felt that they were 'stupid', and 46% reported that they 'worry a lot'.

Despite these findings, it was also the case that many children agreed with statements that conveyed optimism about themselves and their future. Thus, 79% thought their ADHD 'would get better' and that they could 'be anything I want to be when I grow up'. More than 60% thought they can 'learn things quickly', 66% thought they were 'cool', and 83% agreed that they 'get along with other kids'.

Results specific to ADHD and its treatment were also interesting. The majority (70%) didn't mind taking medicine, 85% agreed that medicine helped them, and only 20% reported worrying that 'tablets might cause me harm'. Forty-four percent were 'upset about having ADHD' and only 23% agreed that ADHD is an 'illness'.

- Summary and Implications -

Results from this study provide strong evidence that youth with ADHD tend to view their lives more positively than their parents do. Some researchers have suggested that this reflects a 'positive illusory bias' on the part of children with ADHD that serves an important self-protective function but which may undermine their motivation to address important difficulties in their lives. In other words, these more positive views may be problematic rather than 'protective'.

On the other hand, these authors found that children with less positive QoL ratings than their parents had significantly lower self-worth, which suggests negative affects associated with viewing their lives less positively. Clearly, it is not possible to learn from this study alone what the likely implications are of youth with ADHD tending to report more positive QoL then their parents do, and the meaning of these discrepancies will certainly vary across individual parent/child pairs. As the authors note, additional research on this issue that follows children over time is required to better understand the possible significance of the discrepancy that they found.

Despite their more positive QoL ratings, it is not the case that youth with ADHD were unaware of their difficulties. The majority acknowledged difficulties pertaining to core ADHD symptoms and a substantial minority reported feeling worried, blaming themselves for family difficulties, feeling stupid, and feeling that they disrupted their class. This highlights the importance of assessing carefully for these types of issues, as concerns of this nature should certainly be addressed in a child's treatment.

One finding that I found striking is that such a small percentage of youth - only 23% - regarded ADHD as an illness. The conception of ADHD as a disorder with important biological underpinnings is certainly the predominant view in the field, but this does not appear to be consistent with how many children view their condition. It would certainly be interesting to know what children believe ADHD to be, and I am not aware of research that has examined this basic issue.

There are a number of limitations to this study which the authors are careful to about acknowledge. First, the sample was almost entirely males, and the extent to which the findings would apply to girls is not clear. Second, the sample was relatively small, was clinic rather than community based, and was recruited from a single geographic location. The extent to which these findings would apply to a more representative sample of youth with ADHD is thus uncertain.

It also would have been interesting if the authors compared findings for youth according to their medication status to learn whether self-perceptions may be influenced by this treatment. The age range of participants, 8-18, is also quite broad and examining self-perceptions in more narrowly defined age groups to learn would allow one to test for developmental changes in self-perceptions.

Finally, and most importantly, there was no comparison group of youth without ADHD in this study. Thus, the extent to which perceptions of QoL differ in youth with and without ADHD cannot be determined.

While these limitations are all important, the findings from this work certainly suggest a number of interesting and important questions to be pursued in subsequent research. The study also provides a nice reminder of the value of attending to the life experiences of children with ADHD and how children themselves regard those experiences.

David Rabiner, Ph.D.
Research Professor
Dept. of Psychology & Neuroscience
Duke University
Durham, NC 27708

(c) 2015 David Rabiner, Ph.D.

This article was originally published in Attention Research Update, an online newsletter written by Dr. David Rabiner of Duke University that helps parents, professionals, and educators keep up with new research on ADHD and related areas. Â You can sign up for a complementary subscription at www.helpforadd.com

Reprinted with permission.Â All rights reserved.

To view HUNDREDS of articles and videos on ADD/ADHD, go to addrc.org

support@addrc.org 646/205.8080

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Children's Perspective on Living With ADHD

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An important and relatively neglected area of research on ADHD concerns learning how children with the disorder experience their lives. Because an essential aim of ADHD treatment is to go beyond reducing symptoms to improving the quality of children's lives at home, at school, and with friends, learning how children with ADHD experience their lives is quite important.

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Children with AHDH benefit from precise instructions. As a parent, establish and discuss clear and simple rules and expectations for children with ADHD. Consequences should be explained precisely. It might help to write these rules and consequences down and post them somewhere visible for the child to be reminded and stay on track. Punishment should punish the behavior, not the child. Most importantly, rewards and punishments should be met immediately after the behavior. - Trenton Walder

NAMI. (2020). What Parents Can Do to Help Children Living with ADHD. NAMI California; NAMI. https://namica.org/blog/what-parents-can-do-to-help-children-living-with-adhd/

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Attention deficit hyperactivity disorder (ADHD) is one of the most common conditions in children and we have come a long way in recent years to help end the stigma associated with the mental health condition. Most now understand that ADHD is not a byproduct of parenting style and children affected by ADHD do not lack intelligence or discipline-they are just challenged by sustaining the focus needed to complete tasks appropriate for their age.

An estimated 8.8% of children aged 4-17 have ADHD. Parents and caregivers face challenges with children who have ADHD and experience its symptoms, including inactivity, hyperactivity, and impulsivity. Parents and caregivers should know they are not alone and there are resources and community support available.

Below are NAMI-recommended ways to support children living with ADHD:

1. Maintain a positive attitude. Focus on successes and victories and less on the challenges or obstacles of the condition. Always have their strengths, goals and interests help drive the services and supports he receives to manage the symptoms of ADHD. For example, for children who are always moving, consider engaging them in physical activities like yoga, dance class, running, martial arts or similar activities in which the symptoms of ADHD may actually help them excel. It is helpful to create experiences that build on strengths and bolster self-esteem. Your positive attitude is the best tool in helping children overcome the challenges of ADHD.

2. Create and maintain the structure. Children living with ADHD are more likely to succeed when they have a regular schedule of tasks each day. They can experience serious problems if their daily structure changes, or they are forced to make a big change. Create and sustain a supportive structure so that your child knows what to expect every day.

3. Communicate rules and expectations. Children living with ADHD do well with clear and simple rules and expectations that they can easily understand and follow. Write down any rules and expectations and post them in a place where your child can easily read them. You may also want to create a chores chart for them to look at every day. They may also respond well to an organized system of rewards and consequences-consistency is key. Explain the consequences when rules are broken and to praise them when they are obeyed. Rewards should be immediate experiences and activities with a parent to encourage bonding and connection rather than tangible rewards or treats. Consequences should not punish the child but the behavior (e.g., time out from any reinforcing activities).

4. Encourage movement and sleep. Children who live with ADHD have energy to burn. Organized sports and other physical activities can help them increase their self-esteem and unleash their energy in healthy and productive ways with other children in their age group. Children living with ADHD who exercise often tend to sleep better, which can greatly reduce ADHD symptoms. Have a nighttime routine that encourages a healthy sleep cycle-this may include reading, avoiding electronics and encouraging self-soothing activities before bed. Martial arts can be a helpful strategy as they emphasize self-control and increase confidence.

5. Focus on social skills. Children living with ADHD often have difficulty with peer relationships and making friends. They may have a tough time with reading social cues, talking too much, interrupting frequently, or coming off as inappropriately aggressive. Their emotional immaturity may cause them to stand out among other kids in their age group, contributing to low self-esteem. Model social skills, consider hiring a life coach or work with your child's therapist to address this issue. Being connected to family and friends is an important part of living well with ADHD.

6. Engage help from the school. Students living with ADHD may experience unique challenges in the classroom. The common symptoms of ADHD-inattention, hyperactivity and impulsivity-can cause disruptions to a child's learning, peer relationships, functional performance and behavior within the school setting. ADHD may manifest itself differently in the classroom than what you see at home. Girls living with ADHD are at times overlooked as their presentation often involves less behavioral disruption than boys. Your child's school will likely offer programs and special educational services if you feel they may need them. The school can conduct an evaluation to see if they qualify. You should speak with your child's teacher and other counselors about these opportunities and consider the other accommodations below.

The following is a list of typical accommodations that a student living with ADHD may receive from their school.

Modified homework assignments, testing and deadlines

Use of helpful tools (calculator, tape recorder, computer and electric spell-checker)

A behavioral plan or social skills training

Continual progress reports assessing behavior and assignments

Peer, volunteer tutors or working one-on-one with the teacher

Sitting the student near the teacher and away from doors and windows

Increased parent and teacher collaboration

Providing the student with a note-taking partner

Letting the student run occasional errands for the teacher to burn off some energy

The following is a list of more intensive services and supports that may be provided for students living with ADHD:

Supplementary aids and services

School-based counseling

Family counseling and training

Resource room services (small group work)

Test modifications, such as small group testing in a separate location

One-on-one service providers, such as crisis management services, transportation services and more

Collaborative team teaching​

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What Parents Can Do to Help Children Living with ADHD - NAMI California

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What Parents Can Do to Help Children Living with ADHD