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 Welcome to our classroom padlet for module 7.3 please share your resource in a new post so that your classmates can comment underneath. 

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 Welcome to our classroom padlet for module 7.3 please share your resource in a new post so that your classmates can comment underneath. 

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"Behavioral Treatments for Kids with ADHD" from Child Mind Institute:
I enjoy this website as a resource because I think first of all they are very accessible and they provide alternative ways to interact with the content.
This article specifically is helpful because it talks about behavioral interventions. Not just the use of medical interventions. I also really appreciate how, there are different situation and environments that are discussed. There is an analysis of how attention deficit disorder presents itself in a learner. As a parent and service provider, I think this helps to identify what we are seeing so that we can then apply the most useful intervention or teach the most useful intervention for the learner.

Child Mind Institute. (n.d.). Behavioral treatments for kids with ADHD. Retrieved from https://childmind.org/article/behavioral-treatments-kids-adhd/

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After reading "ADHD in the Classroom: Helping Children Succeed in School" I found that students have a hard time sitting in their seats, controlling their talking, and paying attention.

A few tools they mentioned that teachers could do to help students with ADHD. Providing a warm welcoming atmosphere, building relationships by talking with student, getting familiar with the student's IEP finding out likes and dislikes, what triggers them, organization, clear and easy instructions, allowing breaks and communicating with parents weekly or as needed.

Using these few approaches could help with academics, distractions and behavior issues for students that's ADHD.

Centers for Disease Control and Prevention. (2023, September 27). ADHD in the classroom. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/school-success.html

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Article "Teaching Strategies for Students with ADHD: Idea to Help Every Child Shine"

Provided some very good strategies that teachers could use in the classroom.

When planning assignments it is important for teachers to assign work at that student skill level along with clear and verbal instructions. Post rules and routines visible so that students can see to help keep them on task throughout the day.

Strategies for parents check student's backpack for important information, communicate with teachers through email, text, or call. Making sure student are ready and prepared for the next day of school.

I think that teachers and parents being on the same page makes for a positive future for our students. Team work makes the dream work.

Editors, Add., & Chris A. Zeigler Dendy, M. S. (2023, October 11). Teaching strategies for students with ADHD: Ideas to help every child shine. ADDitude. https://www.additudemag.com/teaching-strategies-for-students-with-adhd/

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"Teaching and Managing Students With ADHD: Systems, Strategies, Solutions" is a useful resource for teachers, students, and parents who are affected by ADHD. This resource is quiet lengthy but it is full of information to assist teachers and parents of students with ADHD. Some of the strategies involve ways to encourage attention and organization for students with ADHD. The booklet also provides information about feelings and behaviors of students with ADHD.

Reference:

Shire Pharmaceuticals Limited. (2018, August). Teaching and Managing Students With ADHD: Systems, Strategies, Solutions. retrieved from adhdfoundation.org.uk/wp-content/uploads/2022/03/Teaching-and-Managing-Students-with-ADHD.pdf

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There are many different methods to support students with ADHD in the classroom and the community. One strategy is the organizational training. This has been effective in my classroom. i try to establish clear routines and visual schedules to help the students with ADHD stay organized and understand the expectations. Another strategy that I use is a reward system. The students that are seeing their progress can help with their positive behavior in the classroom. This strategy is called the behavioral classroom management. Although The CDC states that "only 1 in 3 students with ADHD receive behavioral classroom management"(ADHD in the Classroom | CDC, 2022). I think that this strategy works best for the students in my class.

ADHD in the Classroom | CDC. (2022, April 19). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/school-success.html

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“Effective Classroom Interventions for ADHD Students: Strategies And Tips” is a very informative tool for anyone who has ADHD or a family member with ADHD. This article taught me about “Parent training,” which teaches parents different techniques to help control their child's behavior. It gives information on Instructional Considerations like task duration, direct instruction, peer tutoring, behavior contracts, environmental modifications, and collaboration with parents and support. The article gives quite a few tips for classroom interventions that will be helpful to teachers and parents. These interventions can help students feel more confident and learn more. I recommend this article to anyone who wants to know more about ADHD.

Effective Classroom Interventions for ADHD Students: Strategies And Tips. (2022). AFA Education Blog. https://afaeducation.org/free-dt-resources/explore-our-resources/interventions-in-the-classroom/

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On the site 8 ADHD teaching strategies, there was a list of 8 ways to help teachers in the classroom with their ADHD students. Most of these strategies can be used at home by the parents or guardians of the students. One of my favorite strategies is the transition warning. Many ADHD students have a hard time transitioning to a different activity, so giving the warning of what is the come with a time limit, this helps them "Switch gears and prepare for what is next"(Vierstra, 2023). The other one that I know works well with the students in my classroom and can work well at home is the Brain break method. Students with ADHD have a very hard time sitting still in the classroom, dr. offices, or in the car so taking the time out for them to calm their little brains down. Brain breaks can be physical movement or any type of sensory to help them relax. I use physical brain breaks in my classroom as my students are very active and to get them to settle down and be able to listen to the lesson that is being taught Physical activity works best for my class.

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

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The article on Verywell mind, “8 Simple Strategies for Students with ADHD”, tells you that around 9% of kids between 13 and 18 have ADHD. This makes you wonder how many kids are undiagnosed and are suffering in silence. This article talks about consisty, providing feed back often, letting students take breaks and mamy more ways to help with behavioral and attention  problems. One of the big things they mention is not to overload students with ADHD. We try to get so much accomplished daily that sometimes the student becomes overwhelmed. This was a great resource on ADHD.

https://www.facebook.com/verywell. (2023). 8 Simple School Strategies for Students With ADHD. Verywell Mind. https://www.verywellmind.com/help-for-students-with-adhd-20538

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The article, "8 Simple Strategies for Students with ADHD, Helpful Techniques for Teachers and Parents", is a good resource for ways to help improve skills for a student with ADHD. This resource would be valuable to teachers and parents of students with ADHD. Some suggestions from this article that would be beneficial to a student with ADHD are giving breaks, limiting distractions, rewarding good behavior, and several other strategies. If teachers and parents use strategies from this resource, I believe a student with ADHD will show improvement in their educational and home life.

Reference:

Low, K. (2023, March 28). Verywell mind. 8 Simple Strategies for Students with ADHD, Helpful Techniques for Teachers and Parents. Retrieved from verywellmind.com/help-for-students-with-adhd-20538

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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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This ebook contains ways to find and serve twice-exceptional students. If you're like me and don't know what that term means, here is the definition. "You are both gifted and have a coexisting disability."(Kaufman,2018). ADHD is one of the disabilities you can have. This book goes into detail about the misconceptions about gifted children and the Diagnosis of ADHD and other mental health disorders. This also goes over ways to help support these students in the classroom. I think my daughter is a twice-exceptional student. She is in GATE but also has ADHD. I always thought her brain worked differently than others. She's very quick with her thoughts and extremely smart.

I think this ebook would be a great read for parents/caregivers and teachers.

Scott Barry Kaufman. (2018). Twice Exceptional : Supporting and Educating Bright and Creative Students with Learning Difficulties. Oxford University Press.

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"Helping Students with Attention Deficit Hyperactivity Disorder Succeed in the Classroom"

This Article really goes into depth about what ADHD is not and what it is. It listed the characteristics associated with ADHD. For instance, inattention, distractibility, impulse control, and overactivity. It also gave many real-life classroom interactions teachers had with students who may have ADHD. It also covered identifying how to enhance learning, medication that may be prescribed, the importance of helping the student remember to take it, and organizing classroom management. The article also reviewed how to select and implement instructional strategies for teachers, teach self-monitoring, peer tutoring, and social skills, and bring all these great strategies together inside your classroom.

This article will benefit teachers, classroom aides, and other school employees who work with children with ADHD.

Montague, M., & Warger, C. (1997). Helping students with attention deficit hyperactivity disorder succeed in the classroom. Focus on Exceptional Children, 30(4), 1. https://doi.org/10.17161/foec.v30i4.6916

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Agree or disagree?

As you read through the information, keep in mind that the field of ADHD is emerging. Although we do know quite a lot, our knowledge base has gaps. For example, no agreement has been reached regarding the "best" treatment. We do not know why sometimes strategies work with one child only to fail with another. What we do know, however, is that many of the instructional strategies that support students with ADHD also enhance the learning of all students.

A number of characteristics are associated with ADHD.

Some students with ADHD display behavioral or social problems in the school setting. They may be noncompliant in response to teacher directions, behave aggressively toward peers, and destroy property in response to the answer "no." Consider the following examples.

For the second time this week, 10-year-old Derrick has been late to school. When Ms. Murray asked him why, he responded that he was swinging on the playground. She then asked him for his field trip permission slip, and he responded with a blank stare. "Did you forget it?" Ms. Murray asked. Derrick nodded his head affirmatively. Ms. Murray directed him to go to his seat and get ready for math. On his way, Derrick stopped at the aquarium and watched the fish for several minutes. He then proceeded to get a drink of water and look at the plants on the window sill.

Derrick had just started to play with the Venetian blinds cord when Ms. Murray noticed him. "Derrick, you are supposed to be in your seat, now." Derrick looked up and ran to his seat. He did not watch where he was going and tripped over a student's book bag. As Derrick scrambled around on the floor, several children started laughing. Derrick responded with a quacking noise as he crawled to his seat.

Although many students have characteristics and behaviors that interfere with their learning, children like Sandra and Derrick seem to have problems that may require a more careful look. Even though no two children have the same set of characteristics or behaviors, ADHD has been defined clearly in American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-IV; APA, 1994) as follows:

Primary characteristics of ADHD are inattention, hyperactivity, and impulsivity. For diagnosis of ADD, not only must students display the symptoms associated with the primary characteristics, but they also must meet the following criteria regarding persistence, time of onset, pervasiveness, and severity. That is, first, an individual must have exhibited either symptoms of inattention and/or hyperactivity-impulsivity as listed in DSM-IV for a period of at least six months to a degree that is developmentally inappropriate. Second, an individual must have displayed these symptoms prior to seven years of age. Third, the symptoms must be present in two or more situations (e.g., school, home, work, etc.). Fourth, the symptoms presented must be serious enough to cause clinically significant distress or impairment in social, academic, or occupational functioning.

Complicating our understanding, as well as treatment, of the disorder is that its causes presently are unknown. Research investigations are being directed at several possibilities, including:

Heredity or genetic causes.

Prenatal alcohol and drug exposure.

Lead poisoning.

Biological or physiological conditions.

Complications or trauma during birth.

The causal relationship of food allergies to ADHD has been promoted in the non-research-based literature. Many professionals believe such a relationship exists. Research to date, however, has not consistently demonstrated any linkage.

All youngsters exhibit behaviors associated with ADHD to some degree in certain situations. Thus, identifying a student as having ADHD requires a multifaceted diagnosis and evaluation process. Comprehensive assessment of children with ADHD for educational purposes is a multistage, multimodal process that gathers data and information to make decisions about the nature of children's educational problems, their need for specialized programs and services, and the efficacy of the programs and services they receive.

A comprehensive assessment of ADHD for educational purposes should focus on the following:

Primary characteristics

Co-occurring disabilities

Duration of symptoms

Situational and temporal variability

Educational characteristics and needs

Social adjustment

The process of assessment and identification of youngsters with ADHD is done at three levels.

1. At the first level, children are screened, referred, if appropriate, and then evaluated individually for symptoms or characteristics that may be associated with ADHD. Instruments and procedures include behavior rating scales, checklists, interviews, and direct observations. Information at this level is used to determine the presence or absence of ADHD.

2. Children with ADHD who have been identified as needing specialized educational programs are assessed further to pinpoint their strengths and educational needs in academic, behavioral, and social-emotional domains. Information from this level is used to design either an individualized education program as required by the Individuals with Disabilities Education Act (IDEA) for students with ADHD who are served in special education programs or an Accommodation Plan as required by Section 504 of the Vocational Rehabilitation Act of 1973 for students with ADHD who are served in general education classes.

A comprehensive assessment of ADHD for educational purposes should have the following components (McKinney, Montague, and Hocutt, 1993).

3. Assess the severity of ADHD. Instruments keyed specifically to DSM criteria (rather than to the underlying constructs of ADHD) can be used to assess the severity of ADHD in terms of the number of symptoms that exceed the required threshold for any one subtype. In addition, multi-factor instruments not keyed to DSM criteria can be used not only to confirm a DSM diagnosis but also to support assessment of severity. In general, to determine severity, two standard deviations below the mean can be used as a criterion for most instruments.

4. Assess the duration of symptoms. ADHD is a pervasive disorder that appears early in childhood and persists into adult life. The preschool literature suggests that ADHD with hyperactivity as the major symptom, along with aggressive or oppositional behavior, can be identified as early as 3 years, and these symptoms persist reliably in a significant number of cases well into the elementary grades (Campbell & Ewing, 1990). Attentional problems ( ADHD without hyperactivity) are less visible than activity and impulse-control problems and teachers typically recognize these during the primary grades.

DSM-IV (APA, 1994) included the previous DSM criteria that ADHD symptoms must be evident before 7 years of age and must persist for at least 6 months. The collection of parent and teacher interview data, along with a thorough review of school records and treatment history, is important with respect to these criteria.

5. Assess situational and temporal variability. An important consideration in assessing ADHD is that evidence of pervasiveness is needed to show that inattention, impulsiveness, and hyperactivity are not specific to certain situations (e.g., displayed in school but not at home, or only in some school or home situations). As noted previously, two assessment strategies can address this problem. First, instruments are available for collecting ratings of severity of ADHD symptoms in different school and home situations (DuPaul & Barkley, 1992). Evidence is lacking, however, on the effects of ADHD symptoms on the performance of specific instructional activities and in different instructional contexts. The second strategy--the use of observational instruments for assessing ADHD symptoms and, more generally, on- and off-task behavior--is helpful in measuring academic performance, as well as in planning and monitoring the effectiveness of instructional and behavioral accommodations.

6. Assess educational characteristics and needs. For educational purposes we have to go beyond the ADHD literature (which is primarily clinical in orientation) and apply currently used methods for assessing educational/instructional needs (e.g., measures of on- or off-task behavior, criterion-referenced tests). The purpose of this type of assessment is to identify students with ADHD who need general educational accommodations or perhaps special education and also to aid in planning and monitoring each child's educational program.

A common finding across studies in the assessment literature on ADHD is that students with ADHD tend to score below normal comparison samples on IQ and achievement tests but frequently still within the normal range (McKinney et al., 1993). Although the symptoms of ADHD may impair test performance, many studies failed to control variables, such as socioeconomic status, and to account for co-occurring conditions. When children with co-occurring LD and problem behaviors were compared separately to those with only ADHD in well defined samples, evidence to suggest impaired ability and achievement was lacking (e.g., see Dykman & Ackerman, 1991). At the same time, functional outcomes for children with ADHD in follow-up studies have been poor with respect to frequency of retention, suspension, and dropout rates (Barkley, Fischer, Edelbrock, & Smallish, 1990). Although these outcomes apply mainly to clinic-identified hyperactive students, some evidence suggests that children with ADHD may become more handicapped educationally in the long term because of its association with LD and EBD and the effects of continued school failure. In any event, the problem remains to better specify the educational characteristics of students with ADHD without the complications imposed by other co-existing conditions.

7. Assess social adjustment. Given consistent findings that most children with ADHD have persistent problems with social relationships, a number of instruments for measuring social competence might be helpful, particularly in terms of developing a given child's educational program.

Teachers or parents usually are the referral agents because they interact with children for extended periods and are able to identify behaviors that cause problems in school and at home. The teacher and parents should communicate regularly and collect anecdotal data about the child before making the referral. Following the referral (usually to the special education department) the teachers and parents are required to complete rating scales and provide relevant information pertaining to the child's behavior. The formal evaluation may take several weeks during which time various types of testing (e.g., vision, hearing, academic, cognitive) and observations (across situations and settings) are completed. Teachers are expected to continue documenting the child's behavior for the duration.

The child may be referred for medical and psychological evaluations, which will help in making appropriate decisions regarding medication and family or individual counseling. Thus, other individuals (e.g., pediatrician, therapist, social worker) may have to be part of the decision-making process.

Conducting a Functional Assessment

Functional assessment provides information on the circumstances surrounding the behavior, the environmental conditions that may be supporting it, the function of the behavior, and the contextual variables that could be maintaining the behavior. When the causal or contributory contextual events are identified and the function of the behavior is determined, the teacher can think about altering the conditions to effect change in behavior or the function of the behavior by forming hypotheses about how these variations may affect the student's target behavior. In this way, intervention plans are developed that focus on specific behaviors and their functional significance.

Functional assessments can be relatively informal or highly systematic. They usually involve direct observations of behavior. The objective of the observations is to collect accurate and sufficiently detailed data that allow the teacher to describe the conditions that influence the targeted behavior. The time periods for observing the behavior and the type of data that would be most useful in describing the behavior are identified (e.g., frequency, duration, magnitude).

To illustrate, Ms. Thorpe, Juan's third-grade teacher, is concerned that Juan leaves his seat frequently and wanders around the classroom. Consequently, he rarely completes his assigned seatwork and often does not seem to know what to do. Ms. Thorpe decides to conduct a functional assessment during the morning reading and language arts period. During this 1 l/2-hour period, students participate in reading group, complete seatwork assignments, and work in centers. In assessing this behavior, Ms. Thorpe decides to focus on the number of times Juan leaves his seat and the length of time he is out of his seat (other than transitions between activities). She divides the time into 5-minute segments and enlists the aid of a parent volunteer to document the frequency and duration of the behavior during the morning period. The parent observes Juan on two different mornings and records the number of times he leaves his seat, as well as the number of minutes each time. In addition, Ms. Thorpe requests an anecdotal record of his activities during this time. Figure 1 illustrates a simple technique for collecting this type of data.

For example, Juan has difficulty staying on task during seatwork. A program should be introduced to reinforce him for staying on task for 2-, then 4-, then 6-minute intervals until his limit is reached, which may be only 8 minutes. Ms. Thorpe thus learns that Juan is able to sustain attention for only 8 successive minutes during seatwork. Understanding this dimension of the student's behavioral pattern enables the teacher to set the conditions so that Juan has a "2-minute break" after 8 minutes and then resumes work for another 8 minutes.

When educating children with special learning and behavioral needs in heterogeneous classrooms, the dilemma arises of when to choose whole-group methods and when to rely on individualized ones. Several questions should be answered before deciding whether intervention strategies should be implemented with students individually, either singly or within the context of a group, in small groups, or as part of an entire class. These questions have to do with the purpose and goals of instruction, the resources and constraints of implementing it, and the context in which the desired behaviors are to be performed.

A third question focuses on the context in which the desired behaviors are to be performed. For example, if the desired outcomes and behaviors have to do with reinforcement for appropriate social behavior on the playground, the social skills should be taught within the context of a small group and practiced on the playground during recess. Or, if the target behavior is keeping one's hands to oneself while waiting in the cafeteria line, the strategy could be designed for an individual student and implemented in the cafeteria by enlisting the aid of a cafeteria worker or the supervising teacher.

Juan's intervention may be nothing more than a simple individualized self-monitoring system. Juan could be taught to set a time clock for 8 minutes at the beginning of seatwork time, give himself a checkmark when the timer sounds, go to the restroom, reset the clock, and then give himself another checkmark when time is up. In this way, he works for 16 minutes on his assignment but with a 2-minute break in the middle. Incidentally, the assignment should be structured so he can complete it correctly within the allotted time.

Understanding Medication Programs

When it is working properly, medication might control certain behaviors that interfere with the child's academic learning and progress. Therefore, although stimulant medication has no effect on academic performance, per se, productivity may improve as a result of controlling the interfering behaviors.

Making sure that students receive their medication on schedule. Most children with ADHD do not remember to take their medication without reminders. Although teachers usually are not responsible for administering medication at school, they are asked to remind students to go to the office (or nurse) for their dosage. These reminders should respect the child's confidentiality. School professionals must administer the medication on time and in the correct dosage and know the student's medication schedule. Otherwise students may have adverse effects, such as aggressive, emotional, or impulsive behavior, as the medication's effects wear off.

Moreover, a decade ago, the American Academy of Pediatrics in 1987 stated that stimulant medication never should be used as the primary treatment for attention deficit behavior. AAP recommended using medication only after other approaches (e.g., behavior modification, classroom management, parent education programs) had been tried and failed to yield positive results, and then in conjunction with those approaches. Regardless of whether the parents and the physician agree upon a medical management plan, the child's learning and behavior problems require school-based interventions.

Organizing Classroom Management

Establishing an Orderly, Predictable Environment

Further, developing cues or signals with the student that can be used to redirect attention is beneficial. These cues should be specific to the individual child, the task, or situation. The statement, "Charlie, count to ten," is an example of a cue for the child to stop and relax. Cueing is vital to the success of many intervention strategies. Various levels of cueing may be needed. For instance, after teaching a specific skill, behavior, or technique, the teacher may need to provide explicit cues to indicate the appropriate time and place for the skill or behavior. Cueing can be faded gradually by reducing (i.e., fewer cues), changing (e.g., visual and auditory cues to visual cues only), or replacing cues (e.g., external to internal cues). When the behavior becomes automatic, external cues no longer should be necessary. Finally, especially for younger children, teachers may need to define the work space in the classroom. An example might be to pass out carpet squares that the children are to sit on during large group work.

Stating Rules, Expectations, and Consequences Clearly

Students with ADHD typically have difficulty with unstructured activities unless they are taught the steps and procedures specifically. Transitions--either from location to location or from learning task to task--are good examples of activities that present students with challenges. Specific procedures and expected behavior for performing smooth transitions should be communicated clearly to the students. Consider this example.

Allan and Tommy, two students with ADHD in Mr. Levin's first-grade class, were taking Ritalin. Their morning dose began to lose its effect just as the children started to get ready to go to lunch. As a result, the two boys had difficulty getting organized, staying in line, and keeping their hands to themselves while going to lunch. Mr. Levin decided to teach the class "buddy walk," a routine that would help them behave during this transition time.

He developed a cueing system for putting away their materials in an orderly manner and then waiting quietly in their seats for the "buddy walk" cue. Mr. Levin used a bell to cue the students to stop what they were doing and put away their materials. Then he held up a card showing a student with hands folded sitting quietly at a desk. He awarded points to individual children when they were seated with their hands folded. A chart with the children's names was posted, and Mr. Levin gave a point to each child who complied until everyone was seated with their hands folded. He did not say a word until all the children were ready. Then he called the buddies by name to line up at the door.

Allan and Tommy were paired with well behaved children. The buddies held hands and were responsible for each other. Mr. Levin had reviewed with the students the importance of helping and trusting one another. The first buddies to be called were the buddy leaders, who held the door until all the buddy pairs were out. When Allan and Tommy finished lunch, they were excused to go to the office for their afternoon medication. They later joined their buddies on the playground. The class used buddy walk to return to the classroom after playground time.

1. Listen to my teacher.

2. Raise my hand when I want to talk.

3. Keep my hands and feet to myself.

In the "What should I do next time?" area, Mr. Levin placed three labeled pictures of children listening to their teacher, raising their hands, and keeping their hands and fleet to themselves. He also kept paper, a pencil on a string, and brief assignments to reinforce skills that had been taught. When a child broke, a rule, Mr. Levin did the following. He walked over to the child and said in a low voice, "Allan, you broke rule number one. You were not listening to me. Go to the "What should I do next time?" station. Allan knows that he needs to go to the work station, find the correct picture, put his name on a sheet of paper, copy the rule that is written on the picture, and then complete the short assignment (e.g., five addition problems). In this way, children who have difficulty listening, raising their hands before speaking, and keeping their hands off other children learn what they did wrong and what they should do next time. The activity helps to redirect children as they learn alternative behaviors.

Monitoring and Encouraging Progress

Selecting and Implementing Instructional Strategies

Many checklists are available for modifying instruction to address the special learning needs of students with ADHD (Barkley, 1990; Walker, 1995). Most target the following instructional formats and offer common tips:

Maintain student involvement in group lessons (e.g., keep objectives clear, teach students cognitive strategies such as "think aloud," deliver the lesson at a brisk pace, prompt for student answers after wait time, model enthusiasm, use meaningful materials, break up presentations with opportunities for students to respond).

In addition, research (Montague, Bergeron, & Lago-Delello, 1997) has identified academic enhancement strategies that teachers can use to prevent problems. Two of these procedures that are yielding positive results are self-monitoring and peer tutoring. Another classroom intervention that is also proving promising is social skills instruction.

Self-monitoring

Teachers can help students who have difficulty getting and staying on task become engaged in and complete academic tasks using a self-monitoring procedure. Self-monitoring is a strategy in which students record some element of their own behavior so they can modify that behavior. This strategy is based on the notion that children can stay on task if they are cued to perform the simple steps and are systematically reinforced for performing the steps. Cues are verbal or nonverbal prompts or signals that trigger specific behaviors. This strategy enables children who have the academic prerequisites to complete the task to monitor themselves as they progress through the assignment.

The self-monitoring strategy may consist of, for example, teacher cues, a student checklist (see Figure 2) and a systematic reinforcement chart. Cues such as the following are designed to help children focus their attention on the task at hand:

The teacher assists the students who have difficulty staying on-task by giving them verbal and visual cues that correspond to the questions on the checklist. The children monitor their progress and are rewarded with stickers and positive notes to take home when they complete their work.

Peer Tutoring

Peer tutoring takes place when one student who has learned the material helps another student who is working toward mastery. The tutor can be the same age or older than the tutee. In both situations, however, the students must be accepted by and show respect for one another. Often, students need to be instructed in appropriate social skills that will make the tutoring more enjoyable and productive.

Peer tutors are trained in basic instructional procedures and techniques for providing reinforcement and corrective feedback. They also need training in identifying when to ask the teacher for help. The teacher must develop procedures for selecting and matching tutors and tutees and then supervise the tutoring sessions. The teacher essentially orchestrates the peer tutoring program, plans the instruction, and demonstrates the tutoring routine for the student teams. The tutor then works with the learner, providing assistance and feedback.

Social Skills Instruction

Social skills, among other skills, are prerequisite to achieving academic goals. To participate in group lessons; to interact appropriately with peers; to obtain, retrieve, and analyze information; to solve problems collectively; and to engage in instructional formats such as cooperative learning and peer tutoring--to name a few of the curricular and instructional demands placed on students--requires all students to have mastered basic social skills (Warger & Rutherford, 1993).

While generally not considered to be part of the standardized curriculum, social skills training, when it is linked directly to the curriculum, often enhances the learning of students with ADHD. These children need explicit instruction in social skills for several reasons.

1. They frequently have attentional problems that interfere with effective communication and social behavior (Javorsky, 1996).

2. They often receive more negative than corrective and positive feedback from adults in school and at home (Campbell, 1990; Lago-Delello, 1996).

3. They typically are poor observational learners, and, therefore, do not attend to environmental cues to the same degree as other children (Hallenbeck & Kauffman, 1995).

Thus, teachers can ensure that students are not denied access to the curriculum by reviewing their lesson plans and selected instructional formats for prerequisite social skills and then directly teaching those skills (or making accommodations for them). Here's an example:

Ms. Malone is planning a science lab experiment in which her sixth-grade students must work in small groups and share materials. The major prerequisite social skills include listening, following directions, waiting one's turn, asking questions, being responsible to the group for completing the task. saying "please" and "thank you," and sharing. As Ms. Malone reflects on the strengths and needs of her students, she realizes that most students--including Bob, who has ADHD--have not demonstrated the social skill of sharing.

As a result, Ms. Malone decided to link social skills training directly with the science activity. Using an instructional approach to teaching social skills (Warger & Rutherford, 1996), she first defined "sharing" in concrete, observable terms as follows:

1. Identify that you have something another person might need.

2. Think about the task and the tools to complete it.

3. Look at your group and decide if they might need the tools.

4. Inform the group that you are willing to share the tools.

5. Give conditions (e.g., you can use when I am done).

6. If person asks to use your tool, smile and hand it to that person.

7. If you need to use the tool, smile and ask for it back.

James is 9 years old and in the third grade. He was referred for a psychoeducational evaluation in the first grade but the child study team recommended waiting until the "child is a little more mature and able to structure his work." He was referred again by his second-grade teacher for an evaluation because of poor academic progress in reading and attentional difficulties.

According to the teacher observation forms completed by his reading teacher and Ms. Hinckley, his second-grade classroom teacher, he had excessive problems staying in his seat, completing his work, staying on task, and making transitions from task to task and room to room. His teachers also indicated that he was highly distractible, overactive, and tense. They noted his short attention span, perseverative behavior patterns, poor motivation, and nervousness.

Ms. Hinckley mentioned that he required a great deal of praise, attention, and encouragement from the teacher to do the simplest tasks. No difficulties with cognitive, perceptual, or motor skills were noted. James' mother commented that he could read and did so fluently but that he often did not complete his chores and homework because of his "forgetfulness." She mentioned that he had been overly active since infancy and never could sit still even long enough to get through a meal without having to get up and walk around.

At the end of second grade, an observation was done by the school psychologist during an arithmetic test. James was observed to stare around the room occasionally but was on task 69% to 79% of the time. He stopped once to sharpen his pencil. His speed and accuracy, in comparison to classmates, was normal.

James was evaluated during the summer. During the testing he was somewhat anxious but seemed to cope well until he became frustrated. Then he made self-derogatory comments and complained about the difficulty of the task. Rapport was good, and he talked freely about sports and his family. He worked methodically at times and impulsively at other times.

Results indicated that James scored within the average intellectual range and his strength seemed to be in the verbal rather than the performance measures. His achievement tests indicated slightly below average reading achievement, average math achievement, and below-average spelling and writing achievement. His personality tests revealed tendencies to withdraw from emotionally meaningful relationships with others and from the school environment when he feels unable to cope. His strength resides in being able to respond with effort and cooperation when he feels he is accepted.

The psychologist diagnosed James as having attention deficit hyperactivity disorder, the combined type, based on the information provided by his teachers and mother, as well as the observations and psychoeducational evaluation. That is, he met the following DSM-IV criteria for having both inattention and hyperactivity-impulsivity:

At least six symptoms of inattention persisting for at least 6 months:

Makes careless mistakes in schoolwork

Often has difficulty sustaining attention in tasks or play activities

Often does not seem to listen to what is being said to him

Often does not follow through on instructions and fails to finish schoolwork or chores

Often has difficulty organizing tasks and activities

Is easily distracted by extraneous stimuli

Is often forgetful in daily activities

At least six symptoms of hyperactivity-impulsivity persisting for at least 6 months:

Often has difficulty playing or engaging in leisure activities quietly

Often fidgets with hands or feet or squirms in seat

Often acts as if "driven by a motor" and cannot remain still

Often has difficulty waiting in lines

Often interrupts or intrudes on others

Evidence that these behaviors were present before the age of 7.

Evidence that the symptoms are present in two or more situations (home and school).

The disturbance causes significant distress or impairment in academic functioning.

The school psychologist did not recommend placement in special education. The multidisciplinary team met and made the following recommendations:

1. Review the results of the psychoeducational evaluation and summarize his functioning across four domains: academic, behavioral, social, and emotional.

2. Based on the information, identify James's strengths and weaknesses within the domains.

3. Develop an Accommodation Plan that builds on James' strengths and, at the same time, addresses his weaknesses.

Figure 3 shows the evaluation summary the multidisciplinary team used in developing the Accommodation Plan for James. In the first and second columns the summary lists his strengths and weaknesses in academics, behavior, social interactions, and emotional characteristics. Then the problem behaviors are prioritized. The third column indicates ideal outcomes for James. Finally, recommendations are given for additional functional assessment and analysis to pinpoint James's strengths and weaknesses.

Figure 4 presents the Accommodation Plan the team developed, which will be implemented by Ms. Greenbaum, James' third-grade teacher, who is also a member of the team. Several goals are presented to reflect the problem behaviors listed in the evaluation summary. Ms. Greenbaum can delineate more specific objectives after the functional assessments are completed. Then various teaching strategies are recommended that consider the student's strengths. For example, language experience would be a good strategy to improve James's word-recognition skills and to build his spelling vocabulary because it capitalizes on his good verbal skills. Also, positive reinforcement programs likely will be effective given James's need for constant encouragement and attention. Finally, techniques for monitoring James' progress over time are suggested. Ms Greenbaum will make adjustments as she monitors the effectiveness of these approaches. She may be able to enlist the aid of a paraprofessional, student intern, peer tutor, or parent volunteer to work one-on-one with James, particularly for academics.

The multidisciplinary team should meet at least once a year to review James's program, discuss his progress, and make further recommendations. In addition, if James falls farther behind academically, placement in special education may be necessary. By using some of the strategies presented in this article and following the recommendations of the multi-disciplinary team, however, the general education program should be able to accommodate James and make learning a successful experience for him.

School districts are mandated to provide services to students with ADHD. As a result, educators must become well informed about the characteristics of students with ADHD, the procedures for identifying and diagnosing ADHD, and the instructional strategies that work best with these students. Given the recent emphases on inclusion of students with special needs in general education classes and multidisciplinary approaches to assessment and instruction, teachers need to work cooperatively with other professionals and parents in designing and delivering educational programs that provide optimal learning experiences for these students. In this way, students with ADHD, will have more opportunity and will be more likely to succeed in school and at home.

Name ----- Date ----- Activity -----

Time Behavior Narrative

Name -----
Activity -----

Getting Ready to Work

[] Do I have my pencil?

[] Do I have my book or paper?

[] Am I listening to my teacher?

I am Working

[] Do I know what to do?

[] Am I doing my work?

[] Am I finished with my work?

Evaluation Summary

Child's Name: James
Age: 9-0
Grade: 3.1
Date: September 15, 1997

The following chart reads as follows:

Row 1: Domain

Row 2: Characteristics

Row 3: Prioritize Problem Behaviors

Row 4: Ideal Outcomes

Row 5: Recommendations for Functional Analysis

Academic

        Strengths:
        --Verbal skills
        --Math calculation
        Weaknesses:
        --Visual perceptual speed
        --Reading
        --Spelling/writing
        --Visual/spatial processes

        1. Reading (decoding, word recognition)
        2. Writing
        3. Visual-motor tasks

        1. Read at or above grade level
        2. Write fluently

        Informal reading inventory
        Writing samples
        Portfolio assessment

Behavioral

        Strengths:
        --On task 75% time if task is at his level
        Weaknesses:
        --Attention/frustration
        --Out-of-seat behavior

        1. Attention
        2. Distractibility
        3. Hyperactivity
        4. Impulsivity

        1. 85% to 100% on-task behavior
        2. 85% to 100% in-seat behavior

        Systematic observations
        Parent interviews

Social

        Strengths:
        --Shows respect
        --Good attitude
        Weaknesses:
        --Easily led
        --Withdrawn
        --Aggressive at times

        1. Social/communication skills
        2. Peer interactions

        1. Age-appropriate social adjustment

        Observations of social interactions with peers and
          adults
        Teacher and parent rating scales

Emotional

        Strengths:
        --Manages anger
        Weaknesses: 3.
        --Anxiety
        --Excessive need for praise
        --Low self-esteem
        --Hides feelings

        1. Self-esteem
        2. Self-concept
        3 Self-confidence

        1. High self-.esteem
        2. High self-.concept
        3. High self-confidence

Student interviews Direct observations
Accommodation Plan
Child's Name: James
Age: 9-0
Grade: 3.1
Date: September 15, 1997

The following chart reads as follows:

Row 1: Domain Goals/Objectives

Row 2: Teaching Strategies

Row 3: Techniques for Monitoring Progress

Academic:
I. Improve reading to grade level
II. Improve spelling to grade level

        --Use a combination of phonological programs (e.g.,
          Pals), linguistic readers (Wright books), and language
          experience
        --Use a modified Fernald approach and develop a
          personal word bank
        --Use morphographic analysis approach

        --Self-recording (graphs and checklists)
        --Read-aloud sessions
        --Informal reading inventory

Behavioral:
I. Increase on-task behavior
II. Increase attention span

        --Self-monitoring checklist
        --Positive reinforcement program
        --Positive notes home

        --Academic engaged time
        --Observations to determine threshold and increases over
          time on variousclassroom tasks --Monitor productivity level Social: I. Improve social adjustment --Teach specific social skills to practice in school and at home --Use cooperative learning groups to teach small-group skills --"Homework" and self-evaluation reports Emotional: I. Improve self-esteem, self-concept, and self-confidence --Positive reinforcement program emphasizing self-reinforcement --Self-ratings

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Barkley, R. A. (1990). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press.

Barkley, R. A., Fischer, M., Edelbrock, C. S., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria: An 8-year prospective follow-up study. Journal of the American Academy of Child & Adolescent Psychiatry, 29, 546-557.

Cameron, J., & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.

Campbell, S. B. (1990). Behavior problems in preschool children. New York: Guilford Press.

Campbell. S. A., & Ewing, L. J. (1990). Follow-up of hard-to-manage preschoolers: Adjustment at age 9 and predictors of continuing symptoms. Journal of Child Psychology & Psychiatry, 31, 871-889.

Cessna, K. K., & Borock, J. (1993). Instructionally differentiated programming: Suggestions for implementation. In K. K. Cessna (Ed.), Instructionally differentiated programming: A needs-based approach for students with behavior disorders (pp. 53-65). Denver: Colorado State Board of Education.

Davila, R. R., Williams, M. L., & MacDonald, J. T. (1991). Memorandum to chief state school officers re: Clarification of policy to address the needs of children with attention deficit disorders with general and/or special education. Washington, DC: U. S. Department of Education.

DuPaul, G. J. & Barkley, R. B. (1992). Situational variation of attention problems: Psychometric properties of the revised Home and School Situations Questionnaires. Journal of Clinical Child Psychology, 21, 178-188.

Dykman, R. A., & Ackerman, P. T. (1991). Attention deficit disorder and specific reading disability: Separated but often overlapping disorders. Journal of Learning Disabilities, 24, 96-103.

Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25, 44-50.

Fowler, M., Barkley, R. A., Reeve, R., & Zentall, S. (1992). Ch.A.D.D. Educators manual: An indepth look at attention deficit disorders from an educational perspective. Plantation, FL: Ch.A.D.D.

Hallenbeck, B. A., & Kauffman, J. M. (1995). How does observational learning affect the behavior of students with emotional or behavioral disorders? A review of research. Journal of Special Education, 29, 45-71.

Javorsky, J. (1996). An examination of youth with attention-deficit/hyperactivity disorder and language learning disabilities: A clinical study. Journal of Learning Disabilities, 29, 247-258.

Lago-Delello, E. (1996). Classroom dynamics and young children identified as at risk for the development of serious emotional disturbance. Unpublished doctoral dissertation. University of Miami.

McKinney, J. D. (1989). Longitudinal research on the behavioral characteristics of children with learning disabilities. Journal of Learning Disabilities, 22, 141-150.

McKinney, J. D., Montague, M., & Hocutt, A. (1993). Educational assessment of students with attention deficit disorders. Exceptional Children, 60(2), 125-131.

McKinney, J. D., & Speece, D. L. (1986). Academic consequences and longitudinal stability of behavioral subtypes of learning disabled children. Journal of Educational Psychology, 78, 365-372.

Montague, M., Bergeron, J., & Lago-Delello, E. (1997). Using prevention strategies in general education. Focus on Exceptional Children, 29, 1-12.

Osborne, S., Schulte, A. C., & McKinney, J. D. (1991). A longitudinal study of learning disabled students in mainstream and resource programs. Exceptionality, 2, 81-95.

Swanson, J. M., McBurnett, K., Wigal, T., Pfiffner, L. J., Lerner, M. A., Williams, L., Christian, D. L., Tamm, L., Willcutt, E., Crowley, K., Clevenger, W., Khouzam, N., Woo, C., Crinella, F. M., & Fisher, T. D. (1993). Effect of stimulant medication on children with attention deficit disorder: A "review of reviews." Exceptional Children, 60, 154-162.

Walker, H. M. (1995). The acting out child: Coping with classroom disruption (2d ed.). Longmont, CO: Sopris West.

Warger, C. L., & Rutherford, R. B. (1993). Co-teaching to improve social skills. Preventing School Failure, 36, 21-27.

Warger, C. L., & Rutherford, R. B. (1996). A collaborative approach: Social skills instruction. Ann Arbor, MI: Foundation for Exceptional Innovation

~~~~~~~~

By Marjorie Montague and Cynthia Warger

Marjorie Montague is with the University of Miami, and Cynthia Warger with Warger, Eavy, & Associates, Reston, Virginia.

Copyright of Focus on Exceptional Children is the property of Love Publishing Company and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.

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Sign in to EBSCO Research Services to gain access to your library or organization’s subscription of EBSCOhost Databases, Discovery Service and Explora.

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ADHD in the classroom: Helping Children Succeed in School found on the CDC website is a helpful tool to help educators and caregivers to accommodate children who are having difficulties with learning. Caregivers can check if their student qualifies for a 504 plan or special educations services so students can begin getting the accommodations needed for the learning environment. It is important for caregivers to talk to their child's teacher, keep all documentation of the child, have a good relationship with the teacher and support their child. It also important for caregivers to know their rights and read all information regarding the child's IEP or plan. Also, parents and educators can collaborate with the IEP team to come up with a plan that will best help the student effectively. Educators can also help students with ADHD by implementing strategies like classroom management, and organizational training. Classroom management encourages positive behavior and organizational training strengthen learning skills by helping reduce distractions in the classroom.

Educators, parents, caregivers can use tool to help their student over coming challenges in the learning environment.

Reference:

CDC (2023) ADHD in the Classroom: Helping Children Succeed in School

ADHD in the Classroom | CDC

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Centers for Disease Control and Prevention

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

ADHD treatments, such as behavioral classroom management or organizational training;

Special education services; or

Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

These two management strategies require trained staff-including teachers, counselors, or school psychologists-follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
Learn more about IEP and 504 Plans [PDF - 2.75 MB]
Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

Extra time on tests;

Instruction and assignments tailored to the child;

Positive reinforcement and feedback;

Using technology to assist with tasks;

Allowing breaks or time to move around;

Changes to the environment to limit distraction; and

Extra help with staying organized.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

Give frequent feedback and attention to positive behavior;

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;

Provide extra warnings before transitions and changes in routines; and

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

Make assignments clear-check with the student to see if they understand what they need to do;

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring;

Allow time to move and exercise;

Minimize distractions in the classroom; and

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);

Communicate with parents on a regular basis; and

Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

Understand your child's diagnosis, how it impacts their education, and what can be done at home to help.

Understand your child's IEP. If you have questions, don't be afraid to ask.

Speak with your child's teacher.

When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.

Know your rights.

Play an active role in preparing your child's IEP or 504 Plan.

Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.

Try to maintain a good working relationship with the school while being a strong advocate for your child.

Communicate any concerns you may have about your child's progress or IEP or 504 Plan.

Encourage your child every day, and work with your child to create a system to help with homework and other school projects.

What every parent should know

More Information

Reference

1. Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014;43(4):527-551 [Read overview]

2. DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [Read summary]

3. Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.

4. Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.

5. https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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To meet the needs of children with ADHD, schools may offer ADHD treatments, special education services, or accommodations to lessen the effect of ADHD on their learning.

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While reading "School Changes- Helping Children with ADHD" I learned physical activity and movement are essential for all children, but especially so for children with ADHD. Children with ADHD may need additional support to cope with stress, change, and social isolation associated with virtual learning. With changes in how school is being conducted, some children may not get the services they need. However, some children may respond positively to some of the changes, such as fewer distractions and more structured classrooms. Caring for a child with special needs can mean extra challenges. The NRC has created a parent toolkit to help parents cope with stress, including resources and information on how to support their child with ADHD.

ADHD and school changes. (2022, April 19). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/features/adhd-and-school-changes.html

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ADHD in the Classroom: Effective Intervention Strategies has a lot of great information on ADHD. Children with ADHD are more likely to have poor grades, lower scores on standardized tests, greater likelihood of identification for special education, and increased use of school-based services compared to peers without the disorder. They are also more likely to have a higher absenteeism rate. Students with ADHD commonly receive psychotropic medication and behavioral strategies implemented in home and school settings. Pharmacological treatment is rarely sufficient to address the multiple chronic difficulties faced by students with ADHD. Reduce task demands by modifying the length and/or content of assignments for students with ADHD. This strategy is often paired with teacher praise contingent on task completion. Students with ADHD can improve their behavior by monitoring their own behaviors. This strategy has been used successfully with a variety of age groups. Children with ADHD often experience difficulties with peer relationships, including making and keeping friends. Traditional social skills training has not been found to lead to durable changes in interpersonal functioning in real-world environments.

George J. DuPaul , Lisa L. Weyandt & Grace M. Janusis (2011) ADHD in the Classroom: Effective Intervention Strategies, Theory Into Practice, 50:1, 35-42, DOI: 10.1080/00405841.2011.534935

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Attention deficit hyperactivity disorder may be hard to Identify. This disorder may vary from child to child, while medication can help there is always trial and error in prescriptions and doses, Medication may not be the answer for some and even with medication, we must learn how to support and care for these children. The University Hospitals of Rainbow Babies and Children has put together 10 tips for supporting your child. The first is obvious do your research and educate yourself about the disorder and how the child is affected. The following shares that it takes a team, and it's ok to lean on others and come together for all benefit of the child. A child with ADHD must have healthy habits and a strict routine. Having things similar reduces anxiety and can reduce stress. These children need to be clear of distractions promoting organization and teaching them breathing exercises to manage stress. They need a coping mechanism to control the things that they cannot. Most importantly talk to people in similar situations and connect with families this may look like joining a support group. It is also vital that as parents we take care of ourselves first, our mental well-being trickles down to the child whether we see it or not.  So take a moment for yourself, your child will thank you for it later. This is a great resource for caregivers and teachers.

UHBlog. (2024, January 31). 10 tips for supporting a child with ADHD. University Hospitals. https://www.uhhospitals.org/blog/articles/2024/01/10-tips-for-supporting-a-child-with-adhd

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Let's Talk about ADHD, This video does a great job of explaining what ADHD is and how it affects students. This is presented in a way that is easy to understand and informative for children as well as adults. This video shares how it is a common disorder and affects 1 out of 20 children, which means you are not the only one in the classroom who is having trouble paying attention, having behavioral outbursts, or Organizational struggles.  ADHD looks different from student to student. Scientists do not know what causes ADHD but it is complicated and many things factor into this disorder. This Video is great for Children, parents, and teachers and was co-produced with children.

NCMH (National Centre for Mental Health). (2019b, November 6). Let’s talk about ADHD [Video]. YouTube. https://www.youtube.com/watch?v=YeamHE6Kank

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Setting Students with ADHD Up for Success

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This resource provides effective strategies to helps students with ADHD. This resource is not only for educators, but for parents, and caregivers. One main task that children with ADHD struggle with is staying on task. Activate interest is a strategy that will help the student staff focus. Educators must find something educational that the student is interested in; it could be a game or a book. Another strategy that is good for students with ADHD are breaks and movement. Giving the student a break will help get more out of the student academically. Also, setting clear expectations and routines are a must for students with ADHD. All these components can be used together to keep the student on the right track. These strategies can be used with all students. Lastly allowing them to move is important as well. Students will need time to stretch, move or exercise; students need a good balance throughout the school day.

Reference:

Parrish. N, 2018 (Setting Students with ADHD Up for Success)

Setting Students With ADHD Up for Success | Edutopia

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Students with attention-deficit/hyperactivity disorder benefit from these easy-to-implement strategies-and so do their peers.

©Shutterstock/Monkey Business Images

Teachers often come to the classroom with an unclear understanding of attention-deficit/hyperactivity disorder, and they are rarely provided with strategies that detail how to work with students who have been diagnosed with ADHD, even though such students make up an increasingly large number of their students-11 percent and growing as of 2011, according to data gathered by the Centers for Disease Control and Prevention.

As a special education teacher and tutor who coaches struggling students (many with ADHD), I have found several classroom strategies to be effective.

Create Urgency

I often hear parents or other advocates urge teachers to accommodate students with ADHD by giving them a lengthy or indefinite amount of time to turn in assignments. This creates a situation where deadlines are unclear, yet most of the students with ADHD that I have worked with need a clear deadline to create the urgency and adrenaline necessary to complete the task.

Provide deadlines: I teach students time management skills by breaking projects into chunks, each with a detailed description, rubric, and due date. For example, a research paper might have a separate due date for a topic, completed research, outline, rough draft, and final paper. I grade each step in the process, and each grade contributes to the final grade. This teaches students how to break up large projects to ensure timely completion.

Time tasks: Timing tasks that could be rote and boring-like learning math facts and letter sounds, increasing reading fluency, and memorizing vocabulary-turns what could potentially be a tedious task into a game or competition with oneself. Timing is used not to create anxiety but to increase performance over time-students are never graded on timed activities and don't share their scores. Instead they're challenged to beat the clock and to do better than they did last time. Graphing scores as a visual reminder of progress helps students learn about goal setting and develop a growth mindset.

Activate Interest

Students with ADHD are often capable of focusing intensely on something they're interested in. They can play video games or make their own YouTube videos for hours, but they need help connecting class content with their interests to achieve that focus.

Engage students' passions: My students are more engaged when they see that I'm passionate about a subject. We all want to know why we should learn something. Providing a hook to each lesson in the form of a story, game, or question gets students excited to figure out a problem.

For example, when we learn about making inferences, I bring in an assortment of strange looking objects or pictures of objects viewed from strange angles. Students do a gallery walk and write down observations about the objects-facts like, "it is metal," or "it is green." They also list any prior knowledge they have. They use the facts and their prior knowledge to make inferences about what the objects are.

This activity helps students have a more concrete basis for understanding how to make an inference when they're reading. It also usually leads to interesting discussions on how prior knowledge can greatly impact understanding.

Give students choices: Giving kids a choice in the books they read, activities they complete for a grade (visual art display, paper, slide or video presentation, blog, skit, podcast, etc.), and the ways they learn a skill encourages participation.

Allow for Breaks and Movement

I've found that taking breaks results in more focus for all of my students, but especially those with ADHD.

Use brain breaks: Students will take breaks anyway, so making breaks a reward is an easy way to keep them on task. I try to help them increase their focus to 15 to 25 minutes of working time, and after periods of concentration, they receive a short break. During the break, students can stretch, sharpen their pencils, get supplies, talk quietly to a friend, or rest. This timing method, sometimes called the Pomodoro Technique, helps students increase focus over time.

Let students move: I find that I get more out of students if I give them a chance to dance, stretch, or exercise before they have to sit down and work quietly. This can be led by the teacher, a short video, or a student. Usually it's brief and structured, like a game of Simon Says or a set of 10 jumping jacks and a few standing toe touches.

It's important to plan for transitions back to work-I flip the lights and use a hand signal. When I do this, students know to immediately return to their seats, mirror the hand signal, and be silent. Occasionally, I give out a reward to the first two students who are sitting attentively.

Provide Structure

I believe all students thrive when they know what to expect. For students with ADHD, having an orderly environment is essential.

Have clear expectations: Establishing a routine that stays the same even when activities change makes children feel secure. Rules can be taught through an activity with an example and non-example or by acting them out. This strategy is also useful for highlighting age-appropriate social skills like how to listen when someone is presenting or how to determine the appropriate amount of personal space.

Teach study skills explicitly: Students know they can Google facts, but teaching them how to learn creates relevance. Regardless of what subject is being taught, it's possible to incorporate study skills lessons-how to take notes, read a textbook, or study. Students will need these skills in the future when they're required to learn on their own.

You may have noticed that these strategies will help not just students with ADHD-they're useful for all students because they encourage the development of executive functions such as self-regulation.

We rarely look at ADHD as an advantage, but I've found that having students with ADHD in my classroom challenges me to update the way I teach so that my curriculum is more versatile, interesting, and compatible with the skills all students will need in an increasingly fast-paced world.

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Setting Students With ADHD Up for Success

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Students with attention-deficit/hyperactivity disorder benefit from these easy-to-implement strategies-and so do their peers.

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The CHADD website has a ready-made resource for teachers to use to help students with ADHD be successful in their classrooms. There are four categories for these tips and strategies: Organization, Classroom Management, Information Delivery, and Student Work. Under each category are examples of how to assist your student, and explain why it would be helpful. Under the “Organization” category, you can find “Provide several ways to get assignments.” The explanation is “Students with ADHD often forget to bring assignments to and from home. Provide other ways to access assignments such as email attachments or online portal” (Overview - CHADD, 2023). The website also advises providing students with specific expectations, such as listening without interruption and staying in their seats, rewarding this behavior when it occurs (Overview - CHADD, 2023).

Overview - CHADD. (2023, November 3). CHADD. https://chadd.org/for-educators/overview

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After Reading the article “ADHD: Facts about Attention Deficit Hyperactive Disorder" I leaned a little more about ADHD in kids. the signs, why it happens, and how to deal with it. Teachers can learn from this too and how to help them by parent training, behavioral modification, academic tutoring, and social skills. ADHD affects a child's learning and what might work better in the classroom ( I’m sure depending on how much experience they have they can see it).

This reading mostly talks about facts, reading between the lines helps you see how ADHD feels for students. It's a good read for classmates to understand what their friends with ADHD might be going through and why some things may be out of their control.  The Classmates can get a simple explanation of ADHD from this. It talks about the signs, reasons it happens, and how doctors figure out if someone has ADHD. It helps everyone in class understand it better.

Resource:  Kavanaugh, B. C. (2022, January 27). [Understanding ADHD in Boys and Girls](https://www.lifespan.org/lifespan-living/adhd-facts-about-attention-deficit-hyperactivity-disorder-boys-and-girls).

Kavanaugh, B. C. (2022, January 27). ADHD: Facts About Attention Deficit Hyperactivity Disorder in Boys and Girls. Lifespan: Delivering Health within Care. https://www.lifespan.org/lifespan-living/adhd-facts-about-attention-deficit-hyperactivity-disorder-boys-and-girls

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While this website is from a Children’s Hospital in Australia, I found many tips and strategies for the educator and caregiver at home. The Royal Children’s Hospital Centre for Community Child Health (RCH) has several categories and tips that fall under each. For Verbal Instruction, RCH advises to “keep instructions brief and clear, and also ask the child to repeat the instructions to make sure they understood them”  (Kids Health Information : ADHD – Ways to Help Children at School and Home, n.d.). The RCH also mentions building breaks into the lessons to prevent over-activity and fatigue. For strategies at home, the RCH suggests “consider implementing a positive behavior system at home, or trying to “catch” your child be helpful, friendly, or respectful and give them positive attention”  (Kids Health Information : ADHD – Ways to Help Children at School and Home, n.d.).

Kids Health Information : ADHD – ways to help children at school and home. (n.d.). https://www.rch.org.au/kidsinfo/fact_sheets/ADHD_ways_to_help_children_at_school_and_home/

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Attention Deficit Hyperactivity Disorder (ADHD) can affect children's learning and social skills, and the way a family functions. Ways to help your child with ADHD include behaviour modification, home and classroom strategies, and sometimes counselling.

Strategies for school and homework

Verbal instructions

Keep instructions brief and clear.

Say the child's name or tap them on the shoulder to make and keep eye contact when giving important information.

Ask the child to repeat the instruction to make sure they understand it.

The child may need prompting, monitoring and encouragement to keep them focused on tasks.

Written work

Highlight important points in written information using asterisks (*), capital letters or bold text.

Limit the amount of information that needs to be copied from the board. Instead, give handouts with this information.

Physical environment

Keep the work area as uncluttered as possible.

Sit the child near the front of the classroom.

Plan seating and furniture carefully to minimise distractions, e.g. sit the child near classmates who will be good role models.

Other learning strategies

Reducing over-activity and fatigue

Build rest breaks into activities, e.g. a five-minute break for each 30 minutes of activity.

Alternate academic tasks with brief physical exercise, e.g. the child could do structured tasks or errands such as delivering notes.

Prepare a number of low-pressure, fun activities for when the child needs to spend a few minutes away from a task.

Allow use of a non-disruptive fidget toy which can be kept at the child's desk.

Keeping structure

Children with ADHD can struggle with changes to routine and need to know what to expect. The following strategies can help:

Have a fixed routine and keep classroom activities well organised and predictable.

Give the child advance warning when activities are changing, e.g. 'In five minutes you will have to put your work away', and remind them more than once.

Display the daily schedule and classroom rules, e.g. attach a flowchart to the inside of the child's desk or book.

Tell the child in advance of a change in the schedule whenever possible.

Self-esteem

Social skills

Communication between home and school

Use a school-home daily communication book. Communicate both positive and inappropriate behaviours.

Teachers, be sensitive to parents' feelings. Find positive things to share with them about their child on a regular basis. This can be done in front of the child.

Homework

Make the work environment attractive, but it should be a quiet place without clutter so it is not too distracting.

Have a regular scheduled time for homework.

Strategies for home

It's often easy to focus on the negative aspects of a child's behaviour, and you may feel that at times your child's behaviour is out of control. Their behaviour at home is likely to improve through a combination of rewards and reinforcement for positive 'good' behaviours, and consequences for negative behaviours.

Consider implementing a positive behaviour system in your home. A reward chart for younger children or token economy for older children can add incentive for your child to increase desirable behaviours. Change the rewards frequently so that your child doesn't get bored. This strategy can help switch your focus to times when your child is behaving well.

Have a set of family rules that are written down. Be explicit about what happens when these rules are followed (e.g. rewards) and what happens when they are not (e.g. consequences) and try to be consistent with this approach.

Try to 'catch' your child being helpful, friendly or respectful and give them positive attention and praise for this behaviour. Make sure you are specific about what behaviours you really like and want to encourage. It is important for different caregivers to use the same set of rules.

Ignore common minor attention-seeking behaviours. Turn away from your child or walk away, and respond only when they speak appropriately. Constantly attending to negative behaviours can teach a child that this is the best way to get your full attention.

Use logical consequences for poor behaviours, e.g. homework should be completed before television, and if they take too long to complete the homework, they may miss out on watching their favourite show.

Try to keep any consequences immediate, and ensure that they are consequences you can follow through with. For younger children, consequences should be linked to something happening that day, not on the weekend. If consequences are removal of privileges, ensure it is short-lived and the child is aware when it will be returned to them.

Set aside small, regular sessions of one-on-one time with your child doing an activity your child wants to do. This helps to send the message that you love them and enjoy spending time with them.

Key points to remember

For more information

Developed by The Royal Children's Hospital Centre for Community Child Health. We acknowledge the input of RCH consumers and carers.

Reviewed August 2020.

Kids Health Info is supported by The Royal Children's Hospital Foundation. To donate, visit www.rchfoundation.org.au.

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ADHD - ways to help children at school and home

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Attention Deficit Hyperactivity Disorder (ADHD) can affect children's learning and social skills, and the way a family functions. Ways to help your child with ADHD include behaviour modification, home and classroom strategies, and sometimes counselling. Keep instructions brief and clear. Say the child's name or tap them on the shoulder to make and keep eye contact when giving important information.

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This has so far been one of my favorite readings. I think because I can connect with it on a personal level. The reading "My Child has ADHD. Should We Have an IEP or 504 Plan?" shows the options to parents for kids with ADHD in school. It explains the difference between an IEP and a 504 Plan, helping parents understand how to support their child's needs. Anyone in the SPED can learn about how ADHD affects learning and find practical teaching methods in IEPs and 504 Plans. It made sure to point out services, interventions, and strategies that can be used in the classroom that can benefit the students like Preferred seating near the teacher to keep their attention, extra time, less distracting environment in which to take tests, reduced workload, someone to take notes for the child. While it mainly explains plans, it indirectly talked about the challenges students with ADHD may face in school. Parents learn these and know how to share these insights with teachers for them to get a better understanding of the child. Parents and any other resource learning can understand ADHD and the support available, for IEPs and 504 Plans, and explaining why these plans exist and how they help students with ADHD. I think the audience is to parents to stress the importance of knowing the difference between IEPs and 504 Plans, and how these plans positively impact a child's school experience with some clarity on ADHD support in schools.

Cassata, C. (2022, August 24). My Child has ADHD. Should We Have an IEP or 504 Plan?. ADHD Online From Mental Health. https://adhdonline.com/articles/my-child-has-adhd-should-we-have-an-iep-or-504-plan/

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It is a sad irony that ADHD, or Attention-deficit/hyperactivity disorder) is one of the most commonly diagnosed disorders in students because research shows that many teachers lack the knowledge and skill to connect with students who deal with this diagnosis (Ewe, 2019). According to the research article, “ADHD symptoms and the teacher–student relationship: a systematic literature review,” data compiled from quantitative surveys found that students with ADHD feel that they are “less close to their teacher” than their peers who are not diagnosed with ADHD (Ewe, 2019). This is critical knowledge for educators because it shows how urgent the need is to help students cope and help teachers understand, connect with, and ultimately teach these students. The body of this article explains that students perceive this disconnect as rejection. The cascading negative effects of this perception are far-reaching and can damage self-esteem, teacher and peer relationships, and learning outcomes. This is an eye-opening article that explains why this disconnect happens and some steps that teachers can take to over it, such as working on building mutual trust and respect.

Reference

Ewe, L. P. 2019. “ADHD Symptoms and the Teacher-Student Relationship: A Systematic Literature Review.” Emotional and Behavioural Difficulties 24 (2): 136–155. https://doi.org/10.1080/13632752.2019.1597562.

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“A survey conducted by The ADHD Foundation (2017) found that almost half of teachers polled had not been trained to teach young people with ADHD” (Robertshaw, 2021). This is an alarming statistic when one considers the rising rate of ADHD diagnosis among school-age children, and that is why I love the article “Viewing ADHD with a More Positive Attitude,” which points out many of the positives that come along with the diagnosis. For example, a teacher can choose to see an ADHD as easily distractible or she can choose to see that student as curious, which is one of the most important traits for higher-order thinking. The article suggests impulsivity can be seen as creativity, and hyperactivity can be seen as energy, and creativity and energy have endless potential in learning environments. One last major point that the article made is that there is a misconception that students with ADHD struggle to focus on anything, but the truth is that they actually focus quite well on one thing that truly captures their attention. And that is one thing that teachers would do well to specialize in: capturing students’ attention!

Robertshaw, S. (2021, March 25). “How Teachers Can Initiate and Promote Inclusive Education.” ADDitude. https://www.additudemag.com/inclusive-education-learning-challenges-adhd/

Viewing ADHD with A More Positive Attitude. (2016). Nami.org. https://www.nami.org/Blogs/NAMI-Blog/October-2016/Viewing-ADHD-with-A-More-Positive-Attitude

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Children with ADHD are faced with the difficult task of having to sit still and quiet, listen and concentrate when they are in the classroom. Parents whose child has ADHD should strive to work with their child's teachers to create goals, plans and strategies to ensure the child is receive the best care academically, socially and emotionally. Parents can limit distractibility at home when the child is working on homework, such as putting away pets, turning off the tv, and sitting them away from the windows and doors. IF a parent feels their child should be evaluated for an IEP or 504, they may request an evaluation with the school. Parents can make learning fun at home by turning homework and lessons into games, while also ensuring that the child has breaks where they can rest, fidget, or do whatever is needed to help them focus when it is time to work again. All of these things are helpful tips for parents to assist their child navigate their ADHD.

Smith, M., MA. (2024, February 23). ADHD and school. HelpGuide.org. https://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-and-school.htm

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Accommodating students with ADHD is an important task for teachers to implement in their classrooms. The classroom setup can assist the child by including flexible seating for the student, like chairs that rock or having bands on the legs of the chairs. The teacher can help the student with ADHD by helping them strategize their work organization. Some examples would include color-coding and highlighting work; visual aids; having someone take notes for them; modifying worksheets and quizzes so that there are not as many questions, etc. Teachers should praise the student for the work they have done instead of pointing out what did not get finished. Students with ADHD should be allowed brain-breaks in between lessons or when needed to ensure they are able to focus on the lessons. These are just a few tips for teachers to use to ensure students with ADHD are accommodated and provided support that can lead them to success.

Morin, A. (2023, October 5). Classroom accommodations for ADHD. Understood. https://www.understood.org/en/articles/classroom-accommodations-for-adhd

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8 Simple Strategies for Students With ADHD

by Keath Low

This article offers some great advice and helpful tips for teachers and parents. Low starts the article off by explaining what ADHD is and when a child is usually diagnosed, a good source of background information. Then, the strategies flow in. The very first one that Low brings up is keeping expectations consistent. "One of the most important ADHD strategies is to keep classroom rules clear and concise." (Low, 2023) This statement can't be any more true. The students that I work with that have ADHD do best with a consistency. Low goes over other ways to keep class time running smoothly. He also speaks on giving breaks and positive feedback. Children with ADHD have a hard time sitting still. So a break from time to time could help. Another part of this article that I really enjoyed reading was the section that Low spoke about rewarding positive behavior. He also goes in to saying how taking away recess is a big no and how the physical activity is a positive for children with ADHD. It helps to get all the wiggles out. If I was a parent that just had a child diagnosed with ADHD, this article would be a good one to read. It doesn't overwhelm you with "big" vocabulary.

Low, K. (2023, March 28). 8 simple school strategies for students with ADHS. Verywell Mind.

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

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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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How Peer Work & Partnering Up Can Help ADHD Students

By Rachel Tustin January 2020

This article, How Peer Work & Partnering Up Can Help ADHD Students, speaks on how workig with other students or in groups, is beneficial to students with ADHD. "Pair work is a great opportunity to teach communication skills, which is an area ADHD children often struggle with." (Tustin, 2020) When in groups, they learn to listen and communicate with their group. This article listed several great reasons why peer work is great for a child with ADHD. Larger group discussions can be overwhelming and have several distractions that keep the child from staying focused. So, Tustin goes on to say why the small group discussions would be best.

As a new teacher working with students with ADHD for the first time, this would be great information to know. I would have thought students with ADHD would work better alone just because they would be able to work at their own pase and not have to worry about distracting someone else. Good read.

Tustin, R. (2020, January). How Peer Work & Partnering Up Can Help ADHD Students. https://study.com/blog/how-peer-work-partnering-up-can-help-adhd-students.html

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This article does a wonderful job describing what ADHD is, as well as thoroughly explaining some of the negative side effects, treatments, ADHD subtype groups (Inattentive ADHD, Hyperactive/Impulsive ADHD, or Combined), and even what ADHD can look like for different genders. However, the main point of this article is to share 5 behavioral strategies to help manage your child's ADHD. I believe they had parents in mind for the main audience. But, I think that anyone who has a child with ADHD in their life could benefit from this information, including educators, friends, siblings, and extended family members.

The first strategy listed was to reward your children when rules are followed and make sure to praise. Unfortunately, children with ADHD often receive a lot of negative criticism, which can directly impact self esteem. This article states that you should try to praise good behavior 5x more often than you critique bad behavior, at least.

The next strategy says that you should be very clear and direct with your directions. Don't use a lot of words and try and make eye contact with the child before speaking

Third, establish healthy habits. These can include but are not limited to, eating, exercise and sleeping habits, as well as following proper medication doses as prescribed by their doctor.

The fourth strategy asks that you provide routines for chores and homework. Provide the child with checklists and planners as well as frequent brain breaks during study time. Ensure that you check on the student often, even as much as 2-4 times per hour.

Lastly, help your child build new relationships. By doing this you are helping them develop strong social skills. Sometimes parents will need to arrange or host play dates with kids their own age to help them develop new friendships. In addition to that, factor in "special time" for you and your child to spend quality time together.

Reference

Logan, A. (2022, September 13). 5 tips to manage ADHD in children. Mayo Clinic Health System. https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/5-tips-to-manage-adhd-in-children

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Does your child have difficulty focusing on an activity or seem impulsive in behavior? When symptoms are severe enough and cause ongoing problems in more than one area of your child's life, it could be a sign of a neurobehavioral disorder, such as ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood. ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.

Children with ADHD also may struggle with low self-esteem, school anxiety, troubled relationships and poor performance in school. Symptoms sometimes lessen with age. However, some people never completely outgrow their ADHD symptoms. However, they can learn strategies to be successful.

ADHD subtypes

Inattentive ADHD
Formerly referred to as ADD, people with inattentive ADHD display symptoms of inattention, but do not possess symptoms of hyperactivity or impulsivity.

Hyperactive/Impulsive ADHD
This subset of ADHD display symptoms of impulsivity or hyperactivity, but do not display symptoms of inattention.

Combined
People with combined ADHD display symptoms of inattention, hyperactivity and impulsivity. The is the most common subset of ADHD.

Learn more about the three different types of ADHD.

Gender differences with ADHD

ADHD is more commonly diagnosed in boys than girls, but research into ADHD in adulthood suggests an almost equal balance between men and women. A lower diagnosis rate among females in childhood can result because girls with ADHD are more likely than boys to have the inattentive form of ADHD and less likely to show obvious problems.

More than half of children who experience ADHD in childhood continue to have symptoms as adults. Some women only recognize their ADHD after a child has been diagnosed and the woman begins to see similar behavior in herself. Other women seek treatment because their lives spin out of control, financially, at work or at home.

ADHD treatment

While treatment won't cure ADHD, it can help a great deal with symptoms. Treatment typically involves medications and behavioral interventions. Early diagnosis and treatment can make a big difference in outcome.

It's also important to work with a therapist who specializes in ADHD to learn coping mechanisms that are nonpharmacological to help with ADHD symptoms and behaviors. A therapist can enhance the effectiveness of the medication and give tools to empower those with ADHD using treatments that may involve behavioral, psychological, social, educational and lifestyle interventions.

Behavioral strategies

Here are 5 behavioral strategies to help manage your child's ADHD:

1. Give praise and rewards when rules are followed.

Children with ADHD often receive and expect criticism more so than other children. This can really impact self-esteem. Some days, you might have to really look for the good behavior, but you should praise good behavior at least five times more often than you criticize bad behavior.

2. Give clear, effective directions or commands.

Make eye contact or gently touch on arm or shoulder to get his or her attention. Give brief, simple steps and short commands that get to the point rather than multiple directions or wordy statements and questions.

3. Establish healthy habits.

If your child is on a medication, it should be taken as prescribed. Contact your child's health care provider if problems arise. Make sure your child is getting enough sleep, eating a well-balanced diet consisting of three meals, a snack and adequate fluids daily, and has an outlet for some form of daily exercise. These healthy habits will help your child to feel his or her best and help minimize ADHD symptoms.

4. Develop routines around homework and chores.

Work together to make a checklist of what needs to be done surrounding daily chores, getting ready for bed and school for your child to refer to when he or she gets off task. Encourage your child to use a daily planner so he or she is aware of all homework assignments. Have an established time and location for homework, and use a timer to remind your child to show you how the homework is going two to four times per hour. Factor in brain breaks if your child needs them and movement between tasks or use of an appropriate fidget.

5. Help your child build relationships, strong social skills and maintain friendships.

Be a good role model of behavior you want your child to use. Factor in some special time three to five days a week with your child that is conflict-free and does not involve a screen to help maintain a strong parent-child relationship. Help your child develop at least one close friendship. With younger children, parents may need to take the lead to arrange and host play dates or get kids involved in activities where there are kids the same age. Get tips for helping your child develop social skills.
Amanda Logan is a nurse practitioner in Family Medicine in Janesville, Minnesota.

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Does your child have difficulty focusing on an activity or seem impulsive in behavior? When symptoms are severe enough and cause ongoing problems in more than one area of your child's life, it could be a sign of a neurobehavioral disorder, such as ADHD.

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I really enjoyed the way this article was written. It explains how children with ADHD might behave, in order to help parents and caretakers understand how best to reach them. The article explains that for children with ADHD, the skills that help control behavior, attention, and activity do not come naturally. So they have listed parenting approaches and strategies that can help their child with ADHD succeed.

So how can parent's help? Be involved, understand ADHD and how it affects your child, try to teach your child one thing at a time and then praise their effort, work with your child's teacher and keep communication open, connect with other ADHD parents or support groups, find out if you as a parent have ADHD, research new discipline techniques, set clear expectations, communicate well and often, have special one on one time with your child, and finally, be patient and understanding! Parenting a child with ADHD is not easy, but your response as a parent will determine if the child living with ADHD's behavior will become better or worse.

Reference

Hasan, S. (Ed.). (2022, May). Parenting a child with ADHD (for parents) - nemours kidshealth. KidsHealth. https://kidshealth.org/en/parents/parenting-kid-adhd.html

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How ADHD Affects Kids

ADHD causes kids to be more inattentive, hyperactive, and impulsive than is normal for their age. ADHD makes it harder for kids to develop the skills that control attention, behavior, emotions, and activity. As a result, they often act in ways that are hard for parents manage.

For example, because they are inattentive, kids with ADHD may:

seem distracted

seem not to listen

have trouble paying attention

not follow directions well

need many reminders to do things

show poor effort in schoolwork

have trouble getting organized

Because they are hyperactive, kids with ADHD may:

climb, jump, or roughhouse when it's time to play quietly

fidget and seem unable to sit still

rush instead of take their time

make careless mistakes

be on the go (constantly in motion)

Because they are impulsive, kids with ADHD may:

interrupt a lot

blurt out

do things without thinking

do things they shouldn't, even though they know better

have trouble waiting, taking turns, or sharing

have emotional outbursts, lose their temper, or lack self-control

At first, parents might not realize that these behaviors are part of ADHD. It may seem like a child is just misbehaving. ADHD can leave parents feeling stressed, frustrated, or disrespected.

Parents may feel embarrassed about what others think of their child's behavior. They may wonder if they did something to cause it. But for kids with ADHD, the skills that control attention, behavior, and activity don't come naturally.

When parents learn about ADHD and which parenting approaches work best, they can help kids improve and do well.

How Parents Can Help?

Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better - or worse.

If your child has been diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits. If your child takes ADHD medicines, give them at the recommended time. Don't change the dose without checking with your doctor. Keep your child's medicines in a safe place where others can't get to them.

Know how ADHD affects your child. Every child is different. Identify the problems your child has because of ADHD. Some kids need to get better at paying attention and listening. Others need to get better at slowing down. Ask your child's therapist for tips and ways you can help your child practice and improve.

Focus on teaching your child one thing at a time. Don't try to work on everything at once. Start small. Pick one thing to focus on. Praise your child's effort.

Work with your child's school. Talk with your child's teacher to find out if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work with the teacher to help your child do well.

Connect with others for support and awareness. Join a support organization for ADHD like CHADD to get updates on treatment and info, etc.

Find out if you have ADHD. ADHD often runs in families. Parents (or other relatives) of kids with ADHD might not know they have it too. When parents with ADHD get diagnosed and treated, it helps them be at their best as parents.

Discipline with purpose and warmth. Learn what discipline approaches are best for a child with ADHD and which can make ADHD worse. Get coaching from your child's therapist on ways to respond to your child's behaviors. Kids with ADHD might be sensitive to criticism. Correcting their behavior is best done in a way that's encouraging and supportive rather than punishing.

Set clear expectations. Before you go somewhere, talk with your child to explain how you want them to behave. Focus more energy on teaching your child what to do, rather than reacting to what not to do.

Talk about it. Don't shy away from talking with your child about ADHD. Help kids understand that having ADHD is not their fault, and that they can learn ways to improve the problems it causes.

Spend special time together every day. Make time to talk and enjoy relaxing, fun activities with your child - even if it's just for a few minutes. Give your child your full attention. Compliment positive behaviors. Don't over-praise, but do comment when your child does something good. For example, when your child waits their turn, say, "You're taking turns so nicely."

Your relationship with your child matters most. Kids with ADHD often feel they're letting others down, doing things wrong, or not being "good." Protect your child's self-esteem by being patient, understanding, and accepting. Let your child know you believe in them and see all the good things about them. Build resilience by keeping your relationship with your child positive and loving.

More on this topic
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Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better (or worse). This article has parenting tips to help kids improve and do well.

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After reading ‘Classroom Accommodation” I enjoyed reading because it gives strategies to teachers on how to best support students who struggle to maintain focus and are easily distracted. Accommodations are changes made to help students with ADHD learn alongside their peers. These changes can be different for each student, depending on the severity of their ADHD and any other challenges they may have. It's important to observe the students and see which accommodations work best for them. What works for one student may not work for another, and it can change over time. Students should also be involved in figuring out what helps them the most, so they see the accommodations as support rather than punishment. Teachers, parents, and students should all work together to help the student succeed. can put students in an area with fewer distractions. One thing that I like is giving students a buddy that they can sit next to as good role models, and break big assignments into smaller parts. Teachers can also provide a quiet environment or even give extra time to get things done. Giving a 5-minute break will help with focus.

Reference:

Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD), 2004 https://chadd.org/for-educators/classroom-accommodations/

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Classroom Management

Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students' abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:

the physical environment of the classroom (including minimizing distracting classroom displays)

establishing and practicing with the students rules and procedures for routines and classroom tasks

organizing lesson plans and instruction in a way that minimizes interruptions

increasing teacher awareness in the classroom by letting students know you are aware of their actions at all times

Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective - and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports.

The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD-inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student.

Social Skills

Accommodating ADHD in the Classroom
ADHD: Inattentive Symptoms
Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization.

To help students with managing inattentive symptoms, the following accommodations can be effective:

Seating the student in an area with fewer distractions where he or she can focus on the lesson. For example, near the teacher's desk, away from windows and the doorway, or in another area that has few distractions.

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

Breaking long assignments into smaller parts. This allows students to see both the start and end of the task.

Making sure all assignments are clear and provided in writing in addition to giving them out loud.

Checking 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. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Students are most able to pay attention to tasks that present some challenge but are within their current learning zone.

Making 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. Computers are visually stimulating and allow for more engagement and also help students organize their thoughts.

ADHD: Hyperactive-Impulsive Symptoms
Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns.

To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:

Seating the student in an area of the room where there will be the least disruption. This might be towards either side of the classroom rather than the center.

Allowing for the student to move around. You could allow the student to do their work while standing, sitting on the floor, or moving between desks.

Pairing the student with a peer who is a good role model and can model appropriate behavior.

Providing activity breaks. Depending on the student, these could include stretching, walking to the board to complete a task, or handing out assignments or materials.

Ignoring minor misbehavior.

Allowing the student to move or fidget in a non-distracting manner. They might tap their foot in the air or rotate their pen back and forth in their hands. Asking the student to offer suggestions is always a great way to get more ideas.

Allowing them to take tests in a different room. One that is quiet, has few distractions, and lets them move around without interrupting other students.

Praising when they exhibit appropriate behavior such as raising their hands and waiting to be called.

Limiting repetitive assignments, particularly those the students has already mastered, or tasks that are too far above the student's level. Fidgeting is often a symptom of boredom or overstimulation.

Making sure that the student has the opportunity for physical activities. Recess should never be taken away as a punishment for misbehavior.

Using a speaking stick or other object that gets passed around during class discussions as a cue to indicate whose turn it is to speak.

ADHD: combined symptoms
Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student's natural behavior.

Some sample behaviors and accommodations include:

Constantly moving in their seat

Try giving them options for how they can do their work and provide breaks.

Attention wavers, but when focused blurts out answers

Try consistent praise for raising their hands and seating them in an area with minimal distractions.

Has trouble completing assignments and tests in the allotted time because of distractions

Try an alternative test setting or breaking up assignments and tests into smaller sections. Allow extra time to complete tests.

Taps a pen constantly that is distracting to other students

Let the student know privately that tapping their pen is a distraction. Ask them if they have other suggestion for how they could focus. You might offer that they could wave their pen in the air, wiggle it between their fingers, or replace the pen with a soft object to tap that won't make noise.

References
Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report.

Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator's Manual. Lynchburg, VA: Progress Printing.

Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse.

Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education.

Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca.

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Classroom Management Good classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she...

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After reading "A Teacher’s Guide to NVLD: How to Support Students with Nonverbal Learning Disability" I found it very useful because it helps parents understand what NVLD is and how it can affect how they understand things. It also gives teachers to support NVLD students in class for their learning. Students with NVLD may struggle with fine motor skills, like tying their shoes or using scissors. They might also have trouble thinking about objects and recognizing shapes. Math can be challenging for them, especially when it involves multiple steps. Students with NVLD may have difficulty paying attention, problem solving, and understanding social cues. Making friends and getting along with others can be tough too. I recommend reading it because it gives a lot of insight into what students of NVLD might go through. There are moments when it can be hard for them to learn patterns in math or figure out the main point of a story.

Reference:

Margolis, AM, 2023 https://www.additudemag.com/nvld-school-strategies-teachers/

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Missing the big picture. Struggling to learn sequences and patterns. Becoming easily distracted. What do these behaviors have in common? They're all common signs of nonverbal learning disability (NVLD or NLD), a little understood condition characterized by deficits in visual-spatial reasoning that lead to impairment in social and/or academic functioning.

For many reasons - from the condition's not-so-accurate name to its frequent co-occurrence with other conditions - NVLD is widely misunderstood, overlooked, and misdiagnosed. At the same time, NVLD is thought to affect up to 3% of children and teens.

NVLD's symptoms are expansive, affecting students in ways that most teachers may not realize. Nonetheless, children with NVLD need interventions that target all areas affected by the condition.

NVLD: Features and Challenges

To support students with NVLD, teachers must first understand what NVLD is and isn't, and how the condition might manifest.

NVLD is a proposed neurodevelopmental disorder (meaning it's not an official diagnosis). It was named as such to distinguish it from language-based verbal learning problems, like dyslexia. Children with NVLD are not nonverbal; in fact, they may have average to strong verbal skills. If anything, a more appropriate name for this condition would be "developmental visual-spatial learning disorder."
[Could Your Child Have NVLD? Take This Self-Test]
NVLD's visual-spatial reasoning deficits have been linked with disturbances in the functioning of neural circuits that support visual-spatial processing. These visual-spatial deficits are associated with the following difficulties:

Understanding Part/Whole Relationships

A child with NVLD may...

...avoid puzzles, LEGOs, and other activities that depend on arranging small pieces into larger parts.

...have trouble with math concepts, like greater than/less than, fractions, etc.

...struggle to identify the main idea of the story they've read (though they can recount details).

...show difficulty grasping cause and effect.

Manipulating Objects in Space

Fine- and gross-motor skills deficits are common in NVLD. This can make tying shoes, using scissors, holding a pencil, using utensils, and even balancing the body difficult.
[Read: What Does Nonverbal Learning Disorder Look Like in Children?]
Thinking of objects and position in abstract is also a challenge. Students with NVLD may have difficulty thinking of and identifying geometric shapes and following two-dimensional maps.

Learning Sequences and Patterns

Math is often a difficult subject for students with NVLD as they struggle to learn procedures, like long division, and apply concepts to multi-step problems.

Other Challenges

NVLD is also sometimes associated with difficulties and challenges with the following:

inattention and executive function

novel problem-solving (difficulty thinking outside the box)

sensory processing

pragmatic language (i.e., the social aspects of language like tone, sarcasm, nuance)

peer relationships and interactions

In addition, the following conditions commonly co-occur with NVLD:

NVLD: Strategies for Teachers

1. Provide Explicit Instruction

Because of possible pragmatic language weaknesses, students with NVLD may have trouble with inference. In these cases, they need clear instruction to understand what is expected of them. Explicit instruction also supports attention and executive functioning in students with ADHD and NVLD.

Discuss in detail information conveyed in content with high visual-spatial processing demands, like charts, graphs, and other diagrams.

Tell students exactly what to attend to across all academic tasks. "Check for addition and subtraction errors" is more explicit than, "Double check your work." For proofreading essays, tell students to ensure that their sentences start with capital letters and end with periods, that they've used a comma before introducing quoted material, etc. Checklists work well to help guide a student's attention, but must not be overly hard to track from a visual-spatial perspective.

Provide explicit study guides detailing the types of problems that will appear on a test, along with sample problems and answers. For an upcoming history test, for example, students should know that they'll have to write essays, interpret pictures, and provide short answers.

2. Reinforce Parts to Whole Relationships

Take a Whole-Parts-Whole Approach

As students with NVLD may miss the big picture, which can affect learning in virtually all subjects, they need help connecting information they've learned to larger concepts. Do not assume that students will be able to draw connections on their own, or that links are obvious.

When teaching essay writing, for example, reinforce that the topic sentence is the "whole" of a paragraph, that it needs "parts" (supporting evidence) underneath it, and that a concluding sentence must refer again to the whole. Provide model paragraphs and essays and have students practice identifying key components.

Graphic depictions of these relationships are unlikely to be as helpful for students with NVLD as they are for typically developing students or those with other disorders that do not involve visual-spatial processing problems such as ADHD or language disorder.

Practice in Multiple Directions

Students with NVLD often need practice accessing information from multiple angles to further reinforce how things relate. When reviewing vocabulary words for a quiz, present students with the word and ask them to provide a definition, and vice versa. In foreign language classes, ask students to translate a word to their native language and back.

Develop Metacognition

Students with NVLD may not always know which skills and information to retrieve from their mental toolbox to answer a question, even if they have demonstrated proficiency in that skill already. Training metacognition, an executive function that involves reflecting on one's own thoughts, can help.

Encourage students to ask themselves questions like, "What do I notice about this problem?" and "What kind of problem is it?" while doing homework or taking a test. That way, they'll be able to figure out which skills they must call on to successfully tackle future work.

Make the Intangible Tangible

Especially for math and geography, use manipulatives like Cuisenaire rods, 3D models, and globes when teaching visual-spatial concepts to help students understand how things relate to one another.

3. Focus on Strengths

Provide accommodations and modifications as needed to reduce demands on the skills that students with NVLD struggle with the most. (Students, of course, should undergo a comprehensive evaluation to demonstrate that they qualify for supports.)

Craft questions that test the student's knowledge, not their disability. Avoid questions that rely too much on spatial working memory, visual-spatial skills, and fine- or gross-motor skills. Refrain from framing homework and test questions in novel ways, e.g., those not seen and practiced previously.

Provide testing in a separate location to minimize distractions.

Allow students more time on all tests and assignments. (To recall and apply concepts, double check their own work, make up for distractions, etc.)

Given motor deficits, allow students to type answers and assignments whenever possible, or dictate responses using speech-to-text software.

NVLD in School: Next Steps
The content for this article was derived, in part, from the ADDitude ADHD Experts webinar titled, "Could It Be Nonverbal Learning Disorder? An Overlooked LD in Kids with ADHD" [Video Replay & Podcast #173]," with Amy Margolis, Ph.D., which was broadcast on January 26, 2017. ¹Margolis, A. E., Broitman, J., Davis, J. M., Alexander, L., Hamilton, A. et al (2020). Estimated Prevalence of Nonverbal Learning Disability Among North American Children and Adolescents. JAMA Network Open, 3(4), e202551. https://doi.org/10.1001/jamanetworkopen.2020.2551
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A Teacher's Guide to NVLD: How to Support Students with Nonverbal Learning Disability

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Nonverbal learning disability is probably not what you think it is. The learning disability affects spatial reasoning, which translates to varied classroom challenges, from difficulty learning patterns in math to understanding the main message of a story. Teachers, use these strategies to support students with NVLD.

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I really loved the resource we used this past week from Understood.org. Learning Disabilities: What They Are and What They Are Not explained five facts about learning disabilities. It explained that a lot of the time people think kids with LD are lazy or dumb, when in fact they process information differently. It's important to know that they are not only as smart as you and me, but they are sometimes above average as well. Kids with ADHD grow up to be adults with ADHD. They will not 'grow out of it'. I love how this article explains that these struggles an LD kid has aren't just at school. It's everyday, all the time. They have trouble staying organized and controlling their behavior. Kids who have learning disabilities don't always lack motivation. It's not to say that some aren't unmotivated, I'm sure that's the case sometimes because having LD is exhausting, but that's not always the reason why a kid won't get right to work or why they don't understand. I'm sharing the resource because

I loved this article because it made me understand my child more. It also made me realize that the way we treat kids is important. If we took the time to research these things more before we become teachers I'm sure it would help us a lot and prepare us better.

Resource: Morin, A. (n.d.) Learning Disabilities: What They Are and What They Are Not. Website.

https://www.understood.org/en/articles/learning-disabilities-what-they-are-and-arent

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Did you know that one in four Americans think learning disabilities ( LD) are caused by watching too much TV? (They aren't.) The National Center for Learning Disabilities recently asked 1,980 adults what they know and think about LD.

Most people agree that LD is a growing concern. Yet many still have mistaken beliefs about what LD is. To help clear this up, here are five facts about learning disabilities.

1. Kids with LD have brained-based problems, not motivational problems.

In 2010, one study asked people what they think about LD. More than half said they believe LD is the result of laziness.

Kids with LD aren't lazy. Their brains process information in different and less-effective ways. Their brains have trouble focusing and making sense of language, written words, and numbers. Simply trying harder doesn't help.

Luckily, the developing brain has a quality known as "plasticity." It's not clear if brains can be "retrained" to process information more efficiently. But with different kinds of instruction and support, kids can work around their weaknesses and learn in different ways.

2. Kids with LD grow up to be adults with LD.

People don't "outgrow" LD. However, they have a good chance of success when given the right support. That includes appropriate intervention in school and help transitioning from school to college or vocational training. Community-based support outside of school is helpful, too.

3. Kids with learning disabilities are "just as smart as you and me."

Not only is this true, but the good news is that 80 percent of Americans know it. Many people with LD have average or above-average intelligence. Many are also very creative and do amazing things in life.

A few examples of famous people with LD include journalist Anderson Cooper, actor/activist/comedian Whoopi Goldberg, actor/writer/director Henry Winkler, and entrepreneur Richard Branson.

4. Not all kids with LD have dyslexia.

Dyslexia (an LD in reading) is the best-known type of LD. But it's only one of many. There are also forms of LD that affect math skills ( dyscalculia) and writing skills ( dysgraphia). Other concerns, such as ADHD and social communication issues often co-occur with LD.

5. Kids with learning disabilities struggle with more than just school.

Because the word learning appears in the term, it's easy to assume that school is the only trouble spot.

The truth is that many kids with LD also struggle with social skills. Some have trouble reading body language. Others find it hard to follow conversations or to control impulsive behavior. LD also affects daily life, such as staying organized, managing money, and reading maps and clocks.

If your child has LD, you've probably learned a lot about it. You might also realize that other people don't know as much about LD as you'd expect. The bottom line? There's more to LD than meets the eye. Learning disabilities may not be as visible as other health issues, but they're just as real.

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Learning disabilities: What they are and aren't

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Can kids outgrow learning disabilities? Is LD caused by laziness? Get the straight story on what learning disabilities are and what they're not.

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I also picked another resource from this past week. These were easy for me to understand. Institute on Community Integration said, "Intellectual and developmental disabilities (IDDs) are disorders that are usually present at birth and that negatively affect the trajectory of the individual’s physical, intellectual, and/or emotional development." I thought this was a cool quote from them because I feel like I learned something new. I knew developmental disabilities like down syndrome and autism pretty much began at birth, but I didn't know that intellectual disabilities start anytime before the age 18. I guess I thought when you're born you have things like dyslexia and ADHD from the get go. It was cool to read this resource.

I picked this resource because it was easy to comprehend and the information was in depth for such a small reading.

Resource: Institute of Community Integration. (n.d.) What are Intellectual and Developmental Disabilities. Website. https://ici.umn.edu/welcome/definition

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Intellectual and developmental disabilities (IDDs) are disorders that are usually present at birth and that negatively affect the trajectory of the individual's physical, intellectual, and/or emotional development. Many of these conditions affect multiple body parts or systems. As of 2016, 7.37 million people in the United States had intellectual or developmental disabilities. Intellectual disability starts any time before a child turns 18 and is characterized by problems with both intellectual functioning or intelligence - which includes the ability to learn, reason, problem-solve, and other skills - and adaptive behavior, which includes everyday social and life skills.

The term "developmental disabilities" is a broader category of often lifelong disability that can be intellectual, physical, or both. "IDD" is the term often used to describe situations in which intellectual disability and other disabilities are present. Examples of developmental disabilities include autism, behavior disorders, brain injury, cerebral palsy, Down syndrome, fetal alcohol syndrome, intellectual disability, and spina bifida.

For more information, see the Developmental Disabilities Assistance and Bill of Rights Act of 2000 .

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What are Intellectual and Developmental Disabilities?

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Intellectual and developmental disabilities (IDDs) are disorders that are usually present at birth and that negatively affect the trajectory of the individual's physical, intellectual, and/or emotional development. Many of these conditions affect multiple body parts or systems. As of 2016, 7.37 million people in the United States had intellectual or developmental disabilities.

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Managing students with ADHD can have a significant impact on a student's behavior in the classroom as well as their capacity to participate fully in society. There are various approaches to managing ADHD, such as behavior management in the classroom, where you can provide your kids with work that piques their interest and incentives to reach their objectives, which will deter bad behaviors. IEPs and accommodations are two strategies that can help children with ADHD. The purpose of the IEPs is to support the goals and performance of the children; the accommodations provide the pupils more time to complete their work and allow for breaks. Parents and educators ought to communicate openly. Instructors can be of service by reducing the length of tasks, making them more manageable for students, and setting realistic deadlines for goals.

National Center on Birth Defects and Developmental Disabilities (from CDC) September 27, 2023

https://www.cdc.gov/ncbddd/adhd/school-success.html

I choose this resource to help teachers and parents with some techniques for students with ADHD

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Centers for Disease Control and Prevention

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

ADHD treatments, such as behavioral classroom management or organizational training;

Special education services; or

Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

These two management strategies require trained staff-including teachers, counselors, or school psychologists-follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
Learn more about IEP and 504 Plans [PDF - 2.75 MB]
Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

Extra time on tests;

Instruction and assignments tailored to the child;

Positive reinforcement and feedback;

Using technology to assist with tasks;

Allowing breaks or time to move around;

Changes to the environment to limit distraction; and

Extra help with staying organized.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

Give frequent feedback and attention to positive behavior;

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;

Provide extra warnings before transitions and changes in routines; and

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

Make assignments clear-check with the student to see if they understand what they need to do;

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring;

Allow time to move and exercise;

Minimize distractions in the classroom; and

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);

Communicate with parents on a regular basis; and

Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

Understand your child's diagnosis, how it impacts their education, and what can be done at home to help.

Understand your child's IEP. If you have questions, don't be afraid to ask.

Speak with your child's teacher.

When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.

Know your rights.

Play an active role in preparing your child's IEP or 504 Plan.

Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.

Try to maintain a good working relationship with the school while being a strong advocate for your child.

Communicate any concerns you may have about your child's progress or IEP or 504 Plan.

Encourage your child every day, and work with your child to create a system to help with homework and other school projects.

What every parent should know

More Information

Reference

1. Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014;43(4):527-551 [Read overview]

2. DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [Read summary]

3. Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.

4. Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.

5. https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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To meet the needs of children with ADHD, schools may offer ADHD treatments, special education services, or accommodations to lessen the effect of ADHD on their learning.

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After reading "Parenting a child with ADHD I learned a lot about ways to support children who have ADHD. This article is focused towards parents with a child who has ADHD but it is still very informative for anyone who works with that child as well. I love how the article talks about how kids who have ADHD do need clear expectations, consequences and a system of discipline in order to learn what is acceptable behavior and what is not but they need positive feedback. Constant negative feedback with no positive reinforcement can really hinder any child much less a child who has something like ADHD where they can't control some things. This article also went into finding strengths of these children and focusing in on them. By highlighting their strengths and letting them grow in their strengths it can really help with their self worth.

Parenting a Child with ADHD - CHADD. (2023, October 16). CHADD. https://chadd.org/for-parents/overview/

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While ADHD is believed to be hereditary, effectively managing your child's symptoms can affect both the severity of the disorder and development of more serious problems over time. Early intervention holds the key to positive outcomes for your child. The earlier you address your child's problems, the more likely you will be able to prevent school and social failure and associated problems such as underachievement and poor self-esteem that may lead to delinquency or drug and alcohol abuse. Although life with your child may at times seem challenging, as a parent you can help create home and school environments that improve your child's chances for success.

Here are some ways to get started.

Don't waste your limited emotional energy on self-blame. ADHD is a disorder in certain areas of the brain and is inherited in the majority of cases. It is not caused by poor parenting or a chaotic home environment, although the home environment can make the symptoms of ADHD better or worse.

Learn all you can about ADHD. While a great deal of information on the diagnosis and treatment of ADHD is available, not all of it is accurate or based on scientific evidence. It is up to you to be a good consumer and learn to distinguish the accurate information from the inaccurate. How can you sort out what will be useful and what will not? In general, it is good to be wary about ads claiming to cure ADHD. Currently, there is no cure for ADHD, but you can take positive steps to decrease its impact. In addition, pay attention to the source of the information. If you're using the Internet, stick with reputable websites such as government (for example CDC), nonprofit (such as CHADD) or university resources (those that end in .edu).

Make sure your child has a comprehensive assessment. To complete the diagnostic process, make sure your child has a comprehensive assessment that includes medical, educational and psychological evaluations (involving input from your child's teacher) and that other disorders that either mimic or commonly occur with ADHD have been considered and ruled out.
How to help your child succeed at school

Become an effective case manager. Keep a record of all information about your child. This includes copies of all report cards, teacher notes, disciplinary reports, evaluations and documents from any meetings concerning your child. You might also include information about ADHD, a record of your child's prior treatments and placements and contact information for the professionals who have worked with your child.

Form a team that understands ADHD and be the team captain. Meetings at your child's school should be attended by the principal's designee as well as a special educator and a classroom teacher that knows your child. You, however, have the right to request input at these meetings from others that understand ADHD or your child's special needs. These include your child's physician, the school psychologist, and the nurse or guidance counselor from your child's school. If you have consulted other professionals, such as a psychiatrist, psychologist, educational advocate or behavior management specialist, the useful information they have provided should also be made available at these meetings. A thorough understanding of your child's strengths and weaknesses and how ADHD affects him or her will help you and members of the team go on to develop an appropriate and effective program that takes into account his or her ADHD.

Learn all you can about ADHD and your child's educational rights. The more knowledge you have about your child's rights under the two education laws, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, the better to maximize his or her success. Each state has a parent technical assistance center that can help you learn more about your child's rights (visit http://www.parentcenterhub.org/ptacs/ to find the center in your state).

Become your child's best advocate. You need to represent and protect your child's best interest in school situations, both academic and behavioral. Become an active part of the team that determines what services and placements your child receives in an Individualized Education Plan (IEP) or Section 504 plan. See Education for Individuals with ADHD for more information.

Communicate regularly. Adopt a collaborative attitude when working with your child's team-after all, everyone has the same goal, to see your child succeed! Let your child's teachers know if there are some major changes going on in your family since your child's behavior can be affected. Invite the teachers to contact you with any issues or concerns before they become a problem. Having open lines of communication between you and the school will help your child.

How to make life at home easier

Join a support group. Parents will find additional information, as well as support, by attending local CHADD meetings where available. You can find the nearest chapter to your home using the chapter locator.

Seek professional help. Ask for help from mental health professionals, particularly if you are feeling depressed, frustrated or exhausted. Helping yourself feel less stressed will benefit your child as well.

Work together. It is important that all of the adults that care for your child (parents, grandparents, relatives and babysitters) agree on how to handle your child's problem behaviors. Working with a professional, if needed, can help you better understand how to work together to support your child.

Learn the tools of successful behavior management. Behavioral techniques have been widely established as a key component of treatment for children with ADHD. Parent training will teach you strategies to change behaviors and improve your relationship with your child. CHADD offers the Parent to Parent Program, which provides basic education on many facets of ADHD. You can also identify parent training programs in your community through your local parent information and resource center (www.parentcenterhub.org/ptacs/).

Find out if you have ADHD. Since ADHD is often inherited, many parents of children with ADHD discover that they have ADHD when their child is diagnosed. Parents with ADHD may need the same types of evaluation and treatment that they seek for their children in order to function at their best. ADHD in the parent may make the home more chaotic and affect a parent's ability to be proactive rather than reactive.

Parent training will help you learn to:

Provide clear, consistent expectations, directions and limits. Children with ADHD need to know exactly what others expect from them. They do not perform well in ambiguous situations that don't specify exactly what is expected and that require them to "read between the lines." Working with a professional can help narrow the focus to a few specific behaviors, help you set limits and consistently follow through with consequences.

Set up an effective discipline system. Parents should learn proactive-not reactive-discipline methods that teach and reward appropriate behavior and respond to misbehavior with alternatives such as time outs or loss of privileges. Communicate with the other people who care for your child and work to be as consistent with behavioral techniques across settings and caregivers as possible.

Help your child learn from his or her mistakes. At times, negative consequences will arise naturally out of a child's behavior. However, children with ADHD have difficulty making the connection between their behaviors and these consequences. Parents can help their child with ADHD make these connections and learn from his/her mistakes.

How to boost your child's confidence

Set aside a daily special time for you and your child. Constant negative feedback can erode a child's self-esteem. A special time, whether it's an outing, playing games or just time spent with your child in positive interaction, can help fortify your child against assaults to self-worth.

Notice your child's successes, no matter how small. Make an effort to notice when your child is paying attention well or doing what s/he is supposed to be doing. Tell your child exactly what she/he did well. This can improve your child's self-esteem and teach him/her to notice gradual improvements, rather than being too hard on him/herself.

Tell your child that you love and support him/her unconditionally. There will be days when you may not believe this yourself. Those will be the days when it is even more important that you acknowledge the difficulties your child constantly faces and express your love. Let your child know that you will get through both the smooth and rough times together.

Assist your child with social skills. Children with ADHD may be rejected by peers because of hyperactive, impulsive or aggressive behaviors. Parent training can help you learn how to assist your child in making friends and learning to work cooperatively with others.

Identify your child's strengths. Many children with ADHD have strengths in certain areas such as art, athletics, computers or mechanical ability. Build upon these strengths, so that your child will have a sense of pride and accomplishment. Make sure that your child has the opportunity to be successful while pursuing these activities and that his strengths are not undermined by untreated ADHD. Also, avoid, as much as possible, targeting these activities as contingencies for good behavior or withholding them, as a form of punishment, when your child misbehaves.

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While ADHD is believed to be hereditary, effectively managing your child's symptoms can affect both the severity of the disorder and development of more serious problems over time. Early intervention holds the key to positive outcomes for your child. The earlier you address your child's problems, the more likely you will be able to prevent...

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In the article “Empowering Teachers With Low-Intensity Interventions” ADHD is a common developmental disease that affects 8% to 10% of children and 5% to 6% of adults, ADHD is often misdiagnosed. According to the article, teachers are now spending more time concentrating on their teachings and less time dealing with students' behavior, this is known as the caught being good game (CBGG).  Apart from genetics, scientists have investigated various other potential causes and risk factors, such as brain injury, premature delivery, and low birth rate. One strategy for managing symptoms is to help them form good eating habits, like increasing their intake of fruits and vegetables. Increased physical activity, limiting screen time, and getting the recommended amount of sleep each night. These healthy eating, exercise, and sleeping habits can help everyone in the long run, even kids without an ADHD diagnosis. Bringing up a child with ADHD requires a lot of parenting and teaching skills. Parents may help by using behavior therapy to teach parents how to apply positive reinforcement, reevaluate their plans, and meet with families and other staff members who may be helping children regularly.

Alkahtani, K. D. (2024) Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students with ADHD, Behavioral Disorders, )(0). https://doi.org/10.1177/01987429231224758

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This article "ADHD: Tips to Try" was very helpful. I have ADHD and I will be trying some of these tips. In the text they mentioned things to help you if you have ADHD like, turn your phone off if you are doing homework, getting exercise, and taking breaks. These are very helpful tips, brain breaks, or breaks in general are a must for me. I feel like they help to refocus. The website has plenty more tips but these were a few that I felt I personally connected with. This website also gives tips for someone is school who has ADHD. It says how it is good to tell your teacher about you having ADHD, most of the time there are things your teacher can do to help you succeed! Also, it mentions it is best to try and sit in an area in the class with the least amount of distractions, and staying organized. Having something like a planner is a great tip for anyone with ADHD. This article is focus in on giving tips to someone who has ADHD but I think it can be helpful to others like teachers or parents as well.

Hasan, S. (2022). ADHD: Tips To Try. Nemours Teen Health. https://kidshealth.org/en/teens/adhd-tips.html

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People with ADHD have brain differences that affect their attention. They are distracted more easily than people who don't have it. They often have trouble staying organized, staying focused on a task, and finishing what they start.

ADHD affects behavior, too. Some people may have trouble sitting still, waiting, or listening. Some interrupt too often, or are quick to get upset. Some do things in a rush instead of taking their time. ADHD affects different people in different ways.

If you have ADHD, you know it can make you feel misunderstood and frustrated at times. ADHD makes it harder to do your best at school, at home, and with friends. But it doesn't have to hold you back. Instead, learn as much as you can about it.

It takes time to learn to manage ADHD - there's no quick fix. Managing ADHD might mean taking medicine or working with a therapist. Most people with ADHD do both.

You can also try these tips to help with school:

Sit in the front of class to limit distractions.

Turn off your phone when doing homework. This limits distractions too.

Talk with your teacher about your ADHD. Some students with ADHD need extra time to take tests. Some need smaller class sizes or a quiet place to complete work. Others need a tutor. Ask your teacher to help you plan and do what's right for you.

Use tools that help you stay organized. Keep track of assignments in a planner or on a phone app. List things you need to bring home. Set phone reminders for classes and activities, or write them in a planner.

Get plenty of exercise. Daily exercise can improve attention and school performance for people with ADHD. It also keeps your positive emotions flowing.

Take activity breaks. If you feel restless during school, ask teachers to let you take quick breaks to get up and move. This can help you get focused again when you return to your seat. When you study or do homework, take activity breaks often.

Learn to meditate. Mindfulness meditation can improve attention, memory, and focus. It can reduce stress too. It's easy to learn. Take a few minutes to practice it every day.

Pay attention to all the good things about you. Having ADHD is one part of you. And there's so much more. Think of things others like about you. Maybe you're creative, kind, or funny. Maybe you have a talent for sports, music, dance, or art. Maybe you're good with tech, building things, or cooking. Make time for the things you enjoy. Grow your strengths by using them every day. Spend time with the people who see you for who you are. See yourself that way, too.

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It takes time to learn to manage ADHD. These tips for teens can help with school and learning.

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This article explains why open communication between teachers and caregivers of students are so important. Allowing and practicing open communications with our students' families is beneficial to all involved that are trying to insure our students succeed. With students that suffer from ADHD, often times there are behavioral problems that interfere with the child's ability to learn. When we communicate with families, we are able to share different techniques that work with our students. Parents or caregivers can give teachers insight of the things they do at home to regulate their child's behavior. They can also share what worked and didn't work in the years prior, which allows the current teacher to find new ways to interest and support the child. We are also able to set mutual expectations and goals for the student, both at home and at school. If we are all on the same page, we are all able to collectively support our students in the way that benefits them the most.

Ms, T. K. (2023, October 5). Family engagement and student success: What the research says. Understood. https://www.understood.org/en/articles/family-engagement-and-student-success

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Of all the factors that determine student outcomes, family engagement is at the top of the list. Partnerships between schools and families can improve students' grades, attendance, persistence, and motivation. Research shows that this is true regardless of a family's race or income.

Although some families proactively engage in their child's education, research shows that teachers can initiate and encourage engagement from all families with positive results.

Involving families of students who learn and think differently is especially important. Schools are required by federal law to seek input from a parent or guardian in the development of a student's Individualized Education Program (IEP). Schools must also provide families with updates on their child's progress toward their IEP goals.

In addition to these mandates, it has been shown that meaningful interactions between teachers and families of students who learn and think differently can build trust, inform instruction, and improve student outcomes.

Who do your students call family?

Before we talk about families, let's consider who makes up a child's family. No two families are the same: Some have more than one primary caregiver. Some don't. In two-adult households, sometimes the adults are married and sometimes they're not. Other factors also influence home life, like multigenerational households and those that provide foster care.

In our resources, we use the term caregiver to refer to the primary adult or adults who are responsible for raising a child, such as parents, grandparents, and foster parents. When we talk about families, we mean the larger support system around a child, including siblings, grandparents, aunts, uncles, or anyone with a consistent presence in a child's life.

The benefits of partnering with families

There are plenty of benefits to establishing relationships with a student's family. Research and classroom experience support these five benefits, especially for students who learn and think differently:

Benefit 1: You can connect your lessons to a student's background knowledge, interests, and culture.

You've seen it happen in your classroom before: When you tie a lesson to students' experiences, their interest skyrockets and they connect more deeply with the material.

There's plenty of brain research to explain why this happens. When students think about something they already know, neurons in their brain become active. These neurons make it easier for other neurons to fire and form new neural pathways. The pathways literally connect new information with old in the brain. In other words, "neurons that fire together, wire together." By linking new learning with old learning, it's easier for students to learn and retain the new information.

Families are valuable sources of information about what can make these neurons fire for children. Research indicates that some students who learn and think differently may have gaps in crucial background knowledge, which can make it harder for them to understand new content. In talking with families, you might learn about their child's strengths and what piques that child's interest - and you might also learn about gaps in that child's background knowledge.

Benefit 2: You'll be able to identify appropriate accommodations or supports.

Connecting with students' families can help you identify the best ways to differentiate or personalize instruction for students who learn and think differently. Families can provide insight about supports that have worked well at home and in prior years at school - and those that have not. Conversations about these effective supports can help build consistency between home and school.

One easy way to get information about where a student needs support is to talk with families about how their child does during homework time. Based on their response, you can decide if you need to make changes to a student's instruction or modify homework assignments.

Benefit 3: You can empower families to support academic goals at home.

Most families believe that school is important and want their child to do well. But they might not know how to effectively support their child's education. Regular communication can help bridge that gap.

Some of the most effective communication you can share is advice about how families can reinforce skills at home. Whether by emails, phone calls, newsletters, or a class website, share with families the math skill you taught this week. Then provide just one or two ways they can practice that skill at home.

Students with IEPs have annual goals and may need to practice certain skills more than their peers do. Research also shows that students who learn and think differently typically have a much harder time completing homework.

Talk with those students' families about how they can reinforce IEP goals over time, but keep in mind that many families find homework time very stressful. It's unclear whether it is beneficial for families to help with homework, as the research is inconclusive. The benefits depend not only on the age and skill level of the student, but on the family dynamic.

For example, it's been shown that if families are frustrated or unsure how to help, then their involvement during homework time can be ineffective or even counterproductive. Additionally, some family members might work in the evenings or might have learning and thinking differences themselves. Remember that every family, just like every student, has different strengths and needs.

So what can teachers do when it comes to homework?

Establish open lines of communication so that families can talk with you about any homework concerns.

Provide general homework tips in a class newsletter or website. For instance, you can provide information like this step-by-step guide for breaking down projects into manageable chunks.

Communicate with families about homework to help their children keep track of assignments and due dates. This is key for students with ADHD or challenges with executive function, who typically take longer to develop skills such as organization and time management.

Remind families that even if they are unable to help with homework, they are already doing the most important thing by loving and encouraging their child.

Benefit 4: You can develop effective and consistent methods for addressing behavior.

When it comes to behavior, a strong connection between school and home is crucial. Longitudinal data indicate that as schools offer more family partnership activities, fewer discipline problems arise. Open lines of communication will allow you to know if something is happening at home that might affect a student's behavior in school. When you know the cause of a behavior, you're more likely to find the best way to help.

Equally as important, families can share ideas for behavior strategies that work at home for you to try at school. Consensus and consistency between home and school can help the student know what to expect and to practice more positive behaviors.

Benefit 5: You can set the stage for high expectations.

This is perhaps the most important thing for you to emphasize in conversations with families. Helping families set high expectations for their child is hugely important. One large research study found that parental expectations had the greatest impact on students. In other words, of all the ways families can be involved in their child's education, nothing matters more than how much they believe in their child's ability to succeed.

Highlighting the importance of expectations can be especially powerful for families who aren't sure how to help with academic goals. Reassure them that they can make a big impact by talking with their child about the importance of school and by providing encouragement.

The research is clear: Partnering with families can help you and your students find success. Use the resources below to help build an effective relationship with students' families.

Getting started in your classroom

Follow these eight tips to build positive relationships with your students' families.

Send home questionnaires to learn more about your students and their families.

Ask your students to fill out a 3×3 card to help you learn more about their strengths, challenges, and effective strategies.

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Family engagement and student success: What the research says

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Research shows family engagement is a big factor in student success. Find out why a strong parent-teacher partnership helps students.

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This video is the first hand experience of ADHD, by an 11 year old child. She explains how unorganized and unfocused she can be with having ADHD. In her video, she explains how she already recognizes the fact that she needs to prepare ahead of time, in order to have everything she needs the next day. She has learned to get her lunch and school supplies together the day before because if she doesn't, she will forget things. She mentions creating a checklist, but even remembering to write the checklist is a challenge in itself. It shows even preparing while being unfocused can be a challenge all on its own. This child explains that using fidgets to keep her hands busy, also helps an outlet for the extra energy she has to be able to flow. These things help  her focus in times that she in unable to. During class, she admits that she has to ask the same questions over and over, but she does not like to because she feels like the teacher needs to be able to help other students too. It is pretty remarkable for a child to clearly not want the attention that some think they are trying to get when they can not manage their attention span. It is pretty evident that the outbursts from students that gain attention are not intentional and are actually just as frustrating for them.                  

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My experience with ADHD in school | Felice’s story

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In the article from NAMI (National Alliance on Mental Illness) California, it lays out ways that parents can help their children who are living with ADHD. "An estimated 8.8% of children aged 4-17 have ADHD" (2020). It can be hard for parents to know how to help their children, when they experience symptoms like not being able to focus, being impulsive, hyperactivity or inactivity. There are in fact many ways that parents can help their child, such as having a positive attitude. When parents are able to acknowledge successes more than focusing on challenges and obstacles, this gives children a boost of confidence that they need. When you have a hyperactive child, instead of suppressing it, parents can sign these children up for physical activities that will allow them to channel all of that energy into a sport, dance class, track, martial arts etc. It's important to create a structured environment, like having a regular schedule especially when it comes to evening routine and sleep. The article also talks about how ADHD children need instructions and expectations that are clear and simple to understand. Social skills is another big thing that children with ADHD have trouble with. Making friends can be a challenge. The article from NAMI says "They may have a tough time with reading social cues, talking too much, interrupting frequently, or coming off as inappropriately aggressive" (2020). Parents also need have a good relationship with the school and teachers, so that they can work together to help the child succeed in the classroom.

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

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The article Effective Strategies for Teaching Students with ADHD by LDRFA talks about the many challenges that teachers face and how there are certain things that they can do to help students with ADHD succeed in the classroom. It can be easy for teachers to get frustrated with students with ADHD, because they are often "being inattentive, hyperactive and impulsive" (Brooks, n.d.). Teachers need to understand that not all children function the same in the classroom. Brooks states "In the traditional school, kids are instructed to pay attention, follow directions, and concentrate- qualities that are absent in people with ADHD" (Brooks, n.d.). It's not that these students are lazy and don't want to pay attention, it's that "their brains are not equipped to grasp the same teaching methods implemented for regular students" (Brooks, n.d.). There are ways that teachers can help, by for starters being patient. Accommodations in the classroom, like seating and classroom layout can help students with ADHD be less distracted and help with less disruptive behavior. Another way is the way the teacher delivers the information. This includes clear, one thing at a time instructions, working on harder assignments early in the day, charts, pictures and visual aids, fewer items on worksheets and tests, shorter quizzes versus long tests and helping the students stay organized. Another strategy that this article talks about is intervention. Give students with ADHD brain breaks, non distractive fidget toys, private warning signals like "hand signals, shoulder squeeze, or a sticky note on the students desk" (Brooks, n.d.), when they seem to be getting disruptive. Always remember to discuss their behavior in private and not in front of the whole class. Lastly teachers can use assistive technology in the classroom, to help students with ADHD. "It includes any device, piece of equipment or software that helps children and adults to more easily tackle daily challenges at school or at work" (Brooks, n.d.).These tools can make learning and communication more effective.

Brooks, J. O. (n.d.). Effective Strategies for Teaching Students with ADHD. LDRFA. https://www.ldrfa.org/tips-and-strategies-to-help-students-with-adhd-succeed/

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For children with attention deficit hyperactivity disorder (ADHD), restlessness and inattention can make school, home, and community life challenging. (2022). This statement alone speaks volumes and needs to be something that someone working with children needs to be aware of. Children with ADHD see things differently and need more time adjusting to situations regarding being organized or completing assignments. This is why the most common treatment for ADHD is medication. However, behavioral interventions are something that should be considered as well. A teacher having a positive relationship with the student can affect how the student learns build rapport and minimize frustrations. While there are causes of ADHD that can be more challenging than others, like trauma, anxiety, and immaturity all present similarly for children and adults. While reading this article, there is a breakdown of the difference between inattention and hyperactivity, which can also be linked when the child is overstimulated and bored. In each setting via school, home, or sports, there needs to be some type of plan to address the student's struggling with a task at hand or having trouble staying focused.

Sosnoski, K., & Roberts, D. (2022, April 13). Here’s how to teach kids who have ADHD. Psych Central. https://psychcentral.com/adhd/teaching-children-with-adhd#tips

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Teachers, coaches, and parents can help kids with ADHD (and themselves!) by accentuating the positive.

For children with attention deficit hyperactivity disorder (ADHD), restlessness and inattention can make school, home, and community life challenging.

Tasks or behaviors such as organizing binders or completing assignments may not come naturally to kids with ADHD.

If you, as a teacher, coach, or parent, think a child in your care has ADHD, you can refer or take the child to talk with a medical professional. Before giving an ADHD diagnosis, they'll rule out other causes and evaluate the type and severity of symptoms.

Treatment for ADHD often includes medication. Behavioral interventions at school, in sports, and at home are also recommended.

Research suggests that when caring adults meet the child where they are - beyond the ADHD symptoms - that child will more likely stay engaged with learning.

A 2019 research review suggested students with ADHD often feel disconnected from their teachers and vice versa. Less emotional closeness leads to decreased student buy-in and more teacher-student conflicts.

Ways to develop positive relationships include:

positive communication

clear expectations

accommodations, rewards, and consequences, not punishments

Positive teacher-student relationships can mitigate the risks of ADHD. For coaches and parents too, focusing on strengths and goals rather than symptoms helps build rapport and can minimize frustration.

Immaturity, anxiety, or trauma can result in distraction and restlessness that mirror ADHD and present similar challenges for the kids and adults.

As a parent, teacher, or coach - while you can't diagnose ADHD - being alert to its potential presence can aid positive interactions.

Common symptoms in children

The Centers for Disease Control and Prevention (CDC) explains that children with ADHD often show the following symptoms:

interrupting

talking a lot

hyperfocusing on "interesting" activities

moving constantly

acting impulsively

attending to random stimuli

daydreaming

In particular, girls with ADHD sometimes hide their symptoms or manifest them quietly (as in daydreaming rather than constant movement). This can lead to anxiety or perfectionism if they feel that they never quite measure up.

The American Academy of Pediatrics designates three primary types of ADHD, based on predominant symptoms.

Inattention

Children with this type of ADHD may appear not to be listening. Adults may think they don't really care about school or sports. Challenges may include:

missing instructions

not completing homework

not seeming to catch the play or strategy from a coach or team captain

not following rules of lunchrooms, sports games, and more

Hyperactivity

Symptoms of hyperactivity may involve doing disruptive things, such as:

getting up from a seat at inopportune moments

bursting out with emotions

seeming to "go rogue" from a team's designated play(s) or strategy during a game

risky climbing or jumping

Volley between overstimulation and boredom

Many children with ADHD show combined symptoms of hyperactivity and inattention. Challenging symptoms of this type include the child's:

hyperfocusing on "interesting" tasks

excessively moving or daydreaming during "boring" tasks

drifting or acting out during transitions

1. In class: Addressing symptoms with planning

In a small 2021 study, 90 children with ADHD ages 6 to 12 and several teachers were assigned to three groups, including a waitlist.

Therapists working with an "antecedent group" helped teachers identify what might trigger challenging behavior in their students. They developed techniques to change the stimuli prior to the behavior.

For example, a teacher wanted the student to work independently for 5 minutes on an assignment without assistance, but expected inattention to interfere. The antecedent-based intervention involved:

breaking down instructions to the child individually

providing the child with a step-by-step assignment plan with pictures

giving the child a visual timer

In a "consequent-based group," teachers were taught interventions to deploy after an undesirable behavior occurred. Consequences of not meeting an expectation to work independently involved:

praising partial goal fulfillment such as a raised hand

praising another child in front of the class for working quietly on task

ignoring unexpected behaviors such as calling out

The takeaway? Planning helps. Both antecedent and consequent interventions reduced disruptive behaviors even after 3 months.

Classroom management

Louisa Brandeis Popkin, a special education administrator for Arlington Massachusetts Public Schools believes techniques benefiting kids with ADHD benefit the whole class. These include:

implementing brief movement breaks (GoNoodle is a popular website for movement activities)

collaborating with students to develop a plan that works for them

trying "tempation bundling" - completing a less preferred activity before a highly desirable activity

The offers additional suggestions for teachers, including providing accommodations (often included in a student's Individualized Education Plan). Extra test time and shorter assignments are two examples.

2. In sports

While exercise can be great for managing ADHD, irritability and inattention can sometimes interfere with kids' athletic performance.

Coach Julio Zarate, a contributor to the United Soccer Coaches blog, believes it's possible to create a helpful environment for young athletes with ADHD. His coaching tips include:

chunking practice time into short segments

keeping players active and supervised

praising student-athletes whenever possible

detaching from conflict with the player

prefacing need for improvement with reminder of strengths

keeping two-way, regular communication with parents

3. At home

The recommends parents become trained in behavioral therapy to reinforce a child's strengths while minimizing disruptive behaviors associated with ADHD. Behavior therapy often focuses on:

Children and Adults with Hyperactivity/Attention Deficit Disorder (CHADD) gives at-home behavioral management tips and suggestions for becoming your child's best advocate.

Popkin says easy ways for parents to support their children with ADHD include:

collaborating with teachers

recognizing growth

encouraging exercise

incorporating preferred activities into the homework schedule

Supporting a child with ADHD can be an opportunity to hone your own communication, teamwork, and positivity.

If you're looking for resources to help you help a kid with ADHD, you might start by checking out CHADD's online or in-person courses for parents and video training for teachers.

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Teachers, coaches, and parents can help kids with ADHD (and themselves!) by accentuating the positive. For children with attention deficit hyperactivity disorder (ADHD), restlessness and inattention can make school, home, and community life challenging. Tasks or behaviors such as organizing binders or completing assignments may not come naturally to kids with ADHD.

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"While a growing number of teachers can recognize behaviors that might suggest ADHD in a child, knowledge drops off significantly when it comes to treatments and interventions that can help" (Gonzalez, 2022) After reading 8 Principles for Supporting Students with ADHA by Jennifer Gonzalez, I found it very true that most people know the symptoms of ADHD and can notice very early on if a child shows signs of it. However as far as strategies and treatments to benefit the child. It seem to stop at the discovery. She even writes in her article how another researcher discovers the lack of knowledge "A number of studies have shown that many teachers don’t know enough to effectively meet the needs of students with ADHD (Alkahtani, 2013, Poznanski et al., 2018)." (Gonzalez, 2022) For example, he/or she has ADHA. We discovered it, now what? Let's push past the discovery and start on helping them cope and flourish.

Resource:

https://www.cultofpedagogy.com/students-with-adhd/

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I still remember the feeling I used to get when looking at the paperwork for my students who had ADHD, the forms listing the accommodations I would need to make for them-usually extended time on tests and maybe preferential seating.

The feeling could be best described as uncertain. I understood what these small changes looked like in practice-seat this student near the front of the room and give him more time to work on tests. But I knew almost nothing about the mechanics behind why the changes were supposed to make a difference. I signed the papers, returned them to the office, and made a mental note that if any of these students ever showed signs of struggle, it was probably because of the ADHD.

And they did struggle. The preferential seating and extra time wasn't often enough to help them turn in completed work on time, keep track of their things, and stay focused on class activities. Knowing as little as I did about ADHD, I figured that was the best we were going to get.

As uncomfortable as it makes me to say this, I will also admit that part of me wondered why these students couldn't just power through, find the motivation, try harder. Disorganization got the better of me sometimes too, and when that happened, I would just tidy things up, declutter, reset my priorities, and get back on track. It wasn't that hard. I also wondered whether parents were to blame, if a lack of structure, too much TV or video games, or some other oversight at home might be the true cause of students' difficulties.

Suffice it to say I really, REALLY didn't understand ADHD.

It turns out my lack of knowledge wasn't unique. A number of studies have shown that many teachers don't know enough to effectively meet the needs of students with ADHD (Alkahtani, 2013, Poznanski et al., 2018). While a growing number of teachers can recognize behaviors that might suggest ADHD in a child, knowledge drops off significantly when it comes to treatments and interventions that can help-the less training and knowledge a teacher has about ADHD, the less confident they feel about working with students who have it (Flanigan & Climie, 2018). This may explain the heartbreaking statistic that teachers tend to form fewer close relationships with students who have ADHD (Ewe, 2019).

Regardless of the subject area or age you teach, you're likely to have at least a few students with ADHD in your classroom every school year, so a good working knowledge of it should be part of any teacher's professional training. In the nine years I have been sharing resources on this website, I have only ever done one piece on ADHD, a 2017 interview with Seth Perler, who shared a great set of systems that help students who struggle with executive function. But that's it, so it's time to dig a little deeper.

A Solid Place to Start: Russell Barkley

Setting out to find good resources, I kept landing on the name Russell Barkley, an ADHD researcher who has been called a pioneer, a leading expert, and the gold standard in ADHD research. In all the places where his work appears-speaking on YouTube, as a guest on multiple podcasts, and as the author of many articles and books on ADHD-what is most striking are the number of comments from adults with ADHD who are relieved to finally find some validation, to hear clear explanations for why their brains work the way they do.

Although Barkley has been criticized for sounding negative and bleak when he speaks about the condition, using language that many would characterize as deficit thinking, his work has helped many people understand the workings of ADHD, how it affects those who have it, and how to best manage it. With that in mind, he seems like a good place to start; for suggestions on where to keep learning, I'll provide a list of resources at the end of this post.

Most of Barkley's work is directed at parents of children with ADHD and adults who also carry the diagnosis, but he has also written the highest-rated book for teachers on the subject, Managing ADHD in School: The Best Evidence-Based Methods for Teachers ( Bookshop.org | Amazon).

This slim book is not meant to be comprehensive or in-depth. Barkley states outright that he's not going to spend time on narrative prose and extensive research citations; his goal is to simply explain ADHD so that busy teachers can understand it, and tell them what they can do to help students who have it. His message is "Trust me, I know this stuff. Do this, not that." And while this obviously leaves him open to criticism, the book certainly delivers on its promises, and it's a great starting point for any teacher who wants a crash course on ADHD.

As Barkley is fully retired now, he declined to be interviewed here, so this is basically my own personal book report: I learned so many things from the book that would have helped immensely in my own work with students with ADHD, so I'm going to summarize what I think are the most important takeaways here. I strongly suggest you get a copy for yourself.

Although I'm doing my best to share this information accurately, there's a chance I'll get something wrong; if you see something that needs correcting, please let us know in the comments.

What do teachers need to understand about ADHD?

Before we get into classroom practices, I'm going to summarize a few key facts about ADHD that every teacher should know. Most of these happen to be things I personally didn't know-in fact, some are the exact opposite of beliefs I held-so I can only assume other teachers might also need this overview.

ADHD is a neurodevelopmental condition that impacts a person's executive function. This shows up as a difficulty with persisting toward goals and resisting distractions, holding information in working memory, and planning and problem solving. It also increases impulsivity, making immediate consequences more valuable than long-term ones, and interferes with inhibition, which results in quicker displays of emotion and other conduct that is generally discouraged in social settings. Unfortunately, all of these are often categorized as misbehavior or "poor choices" in the classroom, and if teachers don't understand how ADHD works, they can spend years responding in ways that will do little to address the underlying causes.

The cause of ADHD is largely genetic. In the book, Barkley asserts that "no compelling evidence indicates that social factors, such as parenting or educational environment, have been found to cause ADHD." Research has also ruled out diet, TV or media consumption, or videogame play as contributing factors (p. 15-16). With this information in mind, we can stop looking for outside factors to blame and get down to the business of helping these students do better in school. Knowing this should also put an end to attempts to "motivate" students with ADHD by giving them pep talks, angry reprimands, or guilt trips.

Roughly ten percent of your students are likely to have ADHD. Numbers for this are hard to pin down exactly: The National Institute of Mental Health puts the total number of children and adolescents diagnosed with ADHD at about 11%, the CDC at 9.4%, and Barkley at 5 to 8%. Regardless of the source, the numbers continue to rise every year, and boys have a higher rate of diagnosis than girls. More important than an exact number is this: Every year, you should expect to have at least a few students in your classroom who have ADHD.

Rates of diagnosis do not necessarily reflect the actual number of students with ADHD. Barkley says diagnoses tend to occur more in communities with more resources, and overdiagnosis is more frequent "in upper income neighborhoods where a premium is placed on academic excellence or acceleration" (p. 8). By contrast, students may be underdiagnosed in communities with fewer resources for diagnosis and treatment. Apart from just being good general knowledge to have, this may inform the research and action you take depending on the community where you teach: Perhaps more of your students actually need to be referred for diagnosis and treatment; by contrast, you may be working with students who are receiving treatment for a misdiagnosis.

ADHD is linked to a host of serious problems. People with ADHD have a greater risk of relationship problems (including social problems in school and both personal and professional adult relationships), employment issues, depression, anxiety, eating disorders, addiction, auto accidents, and suicide. These statistics shocked me, and they underscore how important it is for educators, who work with these students for hours every day, to learn as much as we can about how to better support them in school.

Medication can help. Although public opinion on medication is mixed, much of the research shows that ADHD medication, when combined with interventions and supports like the ones listed below, has a high rate of success for improving academic performance. It has also been shown to lower other risk factors, like suicide (Liang et al., 2018), addiction (Sherman, 2022), and auto accidents (Chang et al., 2017).

Research continues to evolve. What was known about ADHD twenty or even ten years ago has been enriched by a growing body of research on diagnosis, causes, interventions, and medication. So when you come across information that doesn't quite fit with your current understanding of ADHD, keep an open mind.

8 Principles for Helping Students with ADHD Succeed in the Classroom

Barkley packs tons of strategies and advice into his book; here I've attempted to condense them into eight general principles. Just like with so many strategies designed to help specific populations, these are also likely to help many of your students be more successful, regardless of whether they have identified difficulties with executive function.

1. Be proactive (rather than reactive).

Throughout the book, Barkley urges teachers to plan ahead with systems and strategies that can solve common ADHD-related challenges. Instead of waiting for problems to arise and then dealing with them, which is more likely to be done under duress, it's far more effective to anticipate challenges and set up a plan for preventing them.

For example, students with ADHD often struggle with transitions, so one strategy is to always pause a few minutes before a transition to verbally remind students of the procedures and rules around the upcoming transition.

2. Make the internal external.

Because ADHD affects working memory, a person with ADHD has a harder time keeping things like instructions for a task in their mind. "Even if they try to hold such information in mind ... any distractions will disrupt and degrade this special type of memory. The mental chalkboard of working memory is wiped clean by the distraction. ...having gone 'off-task,' the child is far less likely to reengage the original and now uncompleted goal or task" (p. 3-4).

Working memory can be boosted when we make the internal external: taking information that might typically be a mental process (like remembering the steps for turning in an assignment) and making it visible. Here are some examples:

Color-coded folders help students keep materials organized and find what they need more easily.

Visual timers that students can easily see keep them aware of how much time is left for a task.

Written rules and instructions posted close to where a task is going to be completed (Barkley calls this the "point of performance") offer support right when students need it.

Daily behavior report cards can work well to remind students of expectations and get immediate feedback on how well they are meeting them.

Notetaking helps students record what they are learning to make it more concrete.

3. Break large tasks into smaller ones.

Because ADHD makes it harder for students to manage long, complex tasks, it helps if teachers can guide students in breaking these tasks into smaller steps.

4. Maximize the effectiveness of incentives.

Author's note: If you listen to the podcast version of this post, you'll notice that this item is somewhat different from that version. The original primarily used the term "consequences" and came across very punishment-heavy; this did not accurately represent Barkley's recommendations. The written version is the more updated one and is the best representation of this principle.

Internal motivation is harder to sustain for students with ADHD due to reduced working memory and increased impulsivity, so external incentives are a powerful tool for sustaining motivation. He recommends these guidelines:

Positive reinforcements must significantly outweigh negative ones. In fact, Barkley recommends that any program of reinforcements have only powerful, positive incentives for 1 to 2 weeks before ever introducing negative ones.

Incentives need to be delivered with more immediacy and frequency than for students without ADHD.

Incentives may need to be "richer" than what you might typically use for other students. If a consequence (positive or negative) doesn't seem to be motivating a student with ADHD, it's probably because it doesn't mean much to the student and should be replaced with something the student values more.

With the above in mind, incentives also need to be varied or rotated more often for students with ADHD, as they lose their potency more quickly over time.

In the book, Barkley regularly uses the word "punishment" to describe negative consequences for undesirable behavior. Although he doesn't advocate for anything harsh, the term is still troubling to me after the book so clearly establishes that the behavior of someone with ADHD is caused by the way their brain is wired, not bad choices. So I would advise teachers reading his book to extract the valuable information he shares about consequences, while keeping in mind that we are not trying to cause shame or pain to students for their behavior; the goal is to create a system of incentives and reinforcements that prompt students to refocus and make adjustments.

5. Prepare for restlessness.

To work with-rather than against-these students' greater need for movement, keep a supply of stress balls, fidget toys, balance balls, or wobble chairs for them to use. You can also provide standing desks and other seating options so that student can to choose what works best for them, and plan frequent physical exercise breaks to give all students a chance to stretch and burn off some energy between activities that require more stillness.

6. Alternate low-appeal with high-appeal activities.

"Too many boring topics or activities back to back can lead a child with ADHD to lose focus," Barkley says (p. 37). This loss of focus can lead to the student becoming distracted and possibly disruptive to the class, so mix the more engaging, high-interest activities in between those that require more effort to maintain focus.

7. Use technology as a support.

Technology has been shown to be especially effective for students who have ADHD. Barkley cites research showing that students with ADHD "pay more attention to computer software learning programs and learn more from the practice with them than they do when working on worksheets" (p. 36).

He also recommends teaching these students keyboarding skills as early as possible. "Students with ADHD have a high occurrence of fine motor coordination problems...give them alternative means of expressing themselves in print" (p. 38).

8. Monitor and modify interventions regularly.

"One common scenario," Barkley writes, "is that a student responds initially to a well-tailored program, but then over time, the response deteriorates" (p. 28). This doesn't mean the interventions didn't work; it might mean they need to be modified or the implementation needs to be checked for fidelity.

A Lingering Question: Public Accountability?

As much as I want to wholeheartedly recommend the book, one repeated suggestion concerned me. In a few places, Barkley advocates for "public accountability" for student behavior (p. 28, p. 61), but at other times offers more discreet methods of accountability for older students (p. 62).

Public behavior charts and systems have gotten a lot of pushback in the teaching world over the past 5 to 10 years, and I agree with the criticism: The shame these can cause is not worth any benefit they may offer. I worry that some readers will come away from this book thinking that public shaming is an effective strategy for supporting students with ADHD, even though Barkley doesn't necessarily advocate for this. My best guess is that the recommendation should be interpreted to mean that the accountability system should be visible to the student, but not necessarily on display for the whole class to see.

With this in mind, a good rule of thumb for any time you see a recommendation in an education book, or on a website like mine, that feels off in some way or seems to go against your better judgment, listen to your gut.

I'll end this piece as I began it, with an admission of bare minimum knowledge on the subject of ADHD. As much as I have tried to accurately represent the recommendations and knowledge Barkley shares, there's a very good chance I got some stuff wrong, and this book is just a starting point, but it would have been incredibly helpful to me as a teacher, so I hope it helps you as well. If you have personal experience with ADHD, professional expertise, or links to other good resources, I urge you to share these in the comments below so we can build on what's here.

Learn More

This piece only scratches the surface of what the medical and educational communities are learning about ADHD. It is meant to serve as a jumping-off point so that teachers can be equipped with strategies that will be the most helpful to students with ADHD. To continue learning, try the resources listed below:

CHADD.org, or Children and Adults with Attention-Deficit/Hyperactivity Disorder, is an organization dedicated to improving the lives of people affected by ADHD. Their website houses loads of fantastic resources, plus an online teacher training course if you want to go in depth.

How to ADHD is a website and YouTube channel run by Jessica McCabe, full of high-energy, educational videos about ADHD. (Thank you for the recommendation, Charlotte!)

Want more from Russell Barkley? Listen to this recent interview from the Ologies podcast, where he provides an in-depth overview of ADHD and how it impacts those who have it.

The work of Edward Hallowell is worth considering for a more asset-based view of ADHD. Learn about his advocacy for replacing the term ADHD with the more neutral term VAST and this summary of his public "debate" with Russell Barkley. And for short bursts of learning, follow him on TikTok.

While you're on TikTok, also check out Sasha Hamdani, a psychiatrist and ADHD specialist whose following has grown exponentially in the last year for her helpful and humorous videos. You can also find her on Instagram.

One other resource, ADDitude magazine, was previously on this list, but a reader brought to our attention that it has received criticism in some ADHD forums and was given mixed reviews by the Media Bias/Fact Check website. Although readers can probably still find lots of value on the site, it would be wise to go in knowing what the criticisms are.

References

Barkley, R. (2016). Managing ADHD in School: The Best Evidence-Based Methods for Teachers . Pesi Publishing & Media.

Centers for Disease Control and Prevention. (2021, September 23). . Centers for Disease Control and Prevention. Data and statistics about ADHD https://www.cdc.gov/ncbddd/adhd/data.html

National Institute of Mental Health. (n.d.). . Retrieved April 14, 2022, from NIMH" Attention-Deficit/Hyperactivity Disorder (ADHD) https://www.nimh.nih.gov/health/statistics/attention-deficit-hyperactivity-disorder-adhd

Sherman, C. (2022, March 31). . ADDitude. The Truth About ADHD and Addiction https://www.additudemag.com/the-truth-about-adhd-and-addiction/

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8 Principles for Supporting Students with ADHD

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There is so much to learn about ADHD. These broad guidelines from a leading expert are a good place to start.

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"Design effective educational practices to promote the success of students with ADHD and find out how CHADD’s community to support students with ADHD can foster ongoing collaboration, communication, and support." (White, 2017) This article is all about how we as educators can effectively help students with ADHD in and out of the classroom. In my other post I talked about how most stop at the discovery of ADHD with no means to help. As White continues to explain in their text, "A knowledgeable teacher trained in using strategies known to help students with ADHD helps both the student with identified special needs and the typically learning student"(White, 2017) It takes a village to raise a child. It takes an exceptional village to raise an exceptional child! We can be the start of an exceptional village for a child. A ADHD discovery is not a limit but a starting point to grow from.

Resource:

https://chadd.org/attention-article/teacher-to-teacher-supporting-students-with-adhd/

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Attention Magazine Spring 2017
Designed By Teachers For Teachers

EXPERTS ESTIMATE THAT A TYPICAL CLASSROOM in the United States with thirty students will have three children with ADHD, and this number is expected to rise. Approximately 6.4 million US children ages 4-17 have been diagnosed with ADHD, an increase of 42 percent in the past eight years.

ADHD can cause significant impairments in school, work, and all aspects of daily life, including difficulties in functioning, interpersonal, social, academic, and professional skills. People with ADHD can be very successful in life, but without appropriate identification, treatment, and support, ADHD can have serious consequences, including school failure, depression, and substance abuse.

It is important for children with ADHD to have teachers who understand the impact of ADHD on academic performance. The more knowledgeable teachers are about effective strategies, the more successful they are in helping their students. The need for ADHD-specific teaching methods to help improve performance and increase school success has never been more critical.

CHADD's Teacher to Teacher training is designed to help teachers:

● Describe ADHD symptoms, causes, and how it impacts students in their daily life activities and in the classroom.

● Apply specific tools including best-practice instructional strategies to improve the academic outcomes of students with common learning problems associated with ADHD.

● Demonstrate how ADHD impacts organizational skills and time-management skills and provide ways to improve these skills.

● Use the understanding of how executive function deficits lead to emotional and behavior challenges in students with ADHD to design approaches to help students overcome these challenges.

● Describe key education laws that promote the educational rights of students and impact eligibility for services that support students with ADHD.

● Explain the current educational crisis facing students with ADHD and understand the forces behind the expanding rates of children diagnosed and treated for ADHD.

● Design effective educational practices to promote the success of students with ADHD and find out how CHADD's community to support students with ADHD can foster ongoing collaboration, communication, and support.

School districts have an obligation under Section 504 of the Americans with Disabilities Act to provide an equal educational opportunity for all students, including students with ADHD. According to recent guidance from the Office for Civil Rights of the US Department of Education, one step school districts can take to ensure that students with ADHD receive appropriate services to promote their academic success is to provide training to support all educators.

On average, it costs schools $195-413 per student to provide special education, counseling, and other services. The Teacher to Teacher program provides resources that can help districts manage these costs while remaining compliant with Section 504. The course is divided into sessions. Teachers can go back at any time to review earlier material, but the self-directed course follows an intuitive linear structure. Upon successful completion of all the required components, teachers can obtain a course certificate.

Trish White is the training manager at CHADD.

Why Teacher Training on ADHD Changes Lives

by Fereshteh Shahrokhi, LCSW

CLASSROOM TEACHERS CAN MAKE A SIGNIFICANT DIFFERENCE in the lives of children and teens with special needs. A knowledgeable teacher trained in using strategies known to help students with ADHD helps both the student with identified special needs and the typically learning student. I learned over many years of working in the schools that training teachers as well as parents about ADHD is critical for student success.

For years, I was the only school social worker in the Fairfax County Public Schools ADHD Partnership, which included school psychologists, counselors, and volunteer community professionals (clinical psychologists, clinical social workers, and physicians who were professional members of CHADD). School administrators, special education staff , and the FCPS training academy supported our eff orts.

While training in strategies that work for students with ADHD is necessary, that alone is not enough. Certain characteristics make a teacher a good match for helping students with ADHD achieve classroom success. The best match is a teacher who is caring, has a positive attitude, is calm, doesn't react to minor behavioral missteps, and acts as an advocate for the student. Knowledge and attitude are equally important.

Although teachers in the Fairfax County schools have been better educated about ADHD than those in many other school systems, it's clear that ongoing training is needed. New teachers join the school system each year. Training programs must update every few years with new medical and educational research findings. I attended CHADD's teacher training several years ago and found it very helpful. I believe it would help parents as well.

Since even basic ADHD training is not available to many schools, the online on-demand version of CHADD's Teacher to Teacher program makes ADHD training much easier. Teachers and school staff can train on the school schedule-or even on their own. In schools, time allotted to the topic of ADHD may be limited due to the many mandatory training requirements for teachers. Teacher to Teacher: Supporting Students with ADHD, with its short online modules, allows for private training or short segmented training sessions. The program also offers school training certificates, which all teachers need. CHADD's Teacher to Teacher is a win for teachers and for students.

Fereshteh Shahrokhi, LCSW, is a retired school social worker and a psychotherapist in private practice.

How to Get This Training into Your Child's School

THROUGH WORKING WITH PARENTS AND SCHOOL STAFF who are involved with children and teens with ADHD, I have learned the following:

● Parents must educate themselves as much as possible about ADHD.

● It takes a village to raise a child or teen with ADHD.

I would not have survived without the teachers, community professionals, and parents who helped us. Children spend a large portion of their lives in school. Some school staff have training in ADHD and others do not. What a big difference it makes if the classroom teacher understands ADHD and uses teaching methods that are known to be effective for this challenge.

In 1991, as a parent, I became an ADHD co-trainer for the Fairfax County Public Schools ADHD Partnership. I learned from this experience that parents must also educate themselves about effective school strategies. Understanding this helped me to be a better advocate for my two children and to be more knowledgeable when working with school staff . I have also been a trainer for CHADD's Teacher to Teacher program and witnessed its effect. One teacher, with tears in her eyes, said to me, "Now I understand."

Teacher to Teacher founders Chris Zeigler Dendy and Anne Teeter Ellison did an excellent job of designing the original program. I am excited that it is now online and available to all. The program is broken down into modules so that you can watch them at your leisure. I highly recommend this training to parents and community professionals as well as teachers.

So, how can you get Teacher to Teacher into your child's school? Here are some helpful tips:

● Take a friendly village with you to meet with the school: school staff, parents, and community ADHD specialists. Enthusiasm is contagious! It's challenging and a bit scary to advocate for such a program by yourself.

● You may be able to find ways to finance the training through the PTA, a special school system training fund, a community agency, or even parent donations. Each school system has a training coordinator.

● Be positive when working with your school. Remember that parents, community professionals, and school staff need to be partners. Educating a child or teen with ADHD is difficult for you and for the school. Parent or teacher blaming is a waste of time.

Remember the words of Margaret Mead: "Most successful endeavors begin with a small group of people." Partnerships between schools and parents work

Maureen Gill, LCSW, is an ADHD coach for parents. She is the chair of the editorial advisory board for Attention magazine.

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Teacher to Teacher: Supporting Students with ADHD - CHADD

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Designed By Teachers For Teachers by Trish White EXPERTS ESTIMATE THAT A TYPICAL CLASSROOM in the United States with thirty students will have three children with ADHD, and this number is expected to rise. Approximately 6.4 million US children ages 4-17 have been diagnosed with ADHD, an increase of 42 percent in the past eight...

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I enjoyed reading this article. This article explained how ADHD is diagnosed, presents itself at different ages, and how a child should be tested with the Vanderbilt and Conners scale. I find this article useful for parents to get more information on the types of available medications and other treatments that best fit their child's needs. In this article there are many topics that are discussed including costs of medications, side effects and the way a child can respond to the medications given. There is a section of the article that I found the most interesting and that is in the section that talks about the ongoing strategies for managing ADHD at home. This part of the article gives the parents ideas of what strategies can be used to help assist their child. It also mentions that clinical studies have been tested and that diet does not account for the majority of ADHD cases. Cutting additives, sugars, or other food from the diet is not likely to affect ADHD. (2021) I find this to me most interesting because this is something that I am trying with my personal children in regard to their ADHD and while it is not something I see a major change in there are some changes that I have noticed.

Dallara-Marsh, A. (2023, September 25). Attention deficit-hyperactivity disorder. Child Neurology Foundation. https://www.childneurologyfoundation.org/disorder/attention-deficit-hyperactivity-disorder/

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Attention Deficit-Hyperactivity Disorder - Child Neurology Foundation

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Attention-deficit/hyperactivity disorder (ADHD) can manifest in different ways. In children, it usually appears as hyperactivity, impulsivity, and/or inattention.

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A friend of mines little boy has been showing signs of ADHD and anxiety but his mom has been putting him off on being evaluated due to his biological fathers drug addiction and fear that medication could ultimately alter her sons life as well. Recently he has been eating his clothes throughout the school day and I went looking for relations to this anxiety reaction and relation to ADHD to see if I could understand more and maybe get some insight in to helping him. In the article "Sneaky Sensory Triggers in ADHD No One Talks About", Horan identifies many different hypersensitivities that are related to ADHD and how that looks in a child. Specifically, "perseverate on a specific sensation- i.e., a tag, a seam, or certain type of fabric" (Horan, 2021). The article also defines sensory triggers in children and adults with ADHD and how to accommodate for them. It is a great guide into understanding hypersensitivities and what triggers them and how we can help our students in the classroom to avoid the triggers.

Horan, K. S. (2021, December 1). Sneaky Sensory Triggers in ADHD No One Talks About. Psychology Today. Retrieved March 3, 2024, from https://www.psychologytoday.com/us/blog/the-reality-gen-z/202112/sneaky-sensory-triggers-in-adhd-no-one-talks-about

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Virtually anyone can have a sensory processing issue; however, more often than not, sensory processing challenges affect the neurodiverse. More specifically, they're commonly seen in neurodevelopmental disorders such as ADHD and autism.

A 2015 review found that children with ADHD had substantially more sensory processing issues than neurotypical children. It is so prevalent that in 2019, researchers even called for sensory over-responsivity to be added to diagnostic criteria for ADHD.

These "hypersensitivities" are best characterized as having an extreme or heightened reaction to sensory stimuli such as sight, sound, taste, touch, smell. This emotional reaction is sometimes referred to as "sensory overload," characterized by difficulty regulating emotional responses to sensations. In short, the brain is overwhelmed with more sensory information than it can process, often resulting in feelings of anxiety, anger, and fear.

Although "sensory issues" may sound trivial, they can significantly interfere with everyday functioning and are beginning to be taken more seriously by the mental health community. Individuals more susceptible to these hypersensitivities experience sensations more intensely and for more extended periods than neurotypicals. Consequently, it's not uncommon for these individuals to demonstrate "fight or flight" behaviors such as agitation, panic, and a general feeling of being "unsafe."

Because all senses can be affected by sensory modulation difficulties, all aspects of life can be affected as well. The sensory processing literature is replete with evidence that sensory issues are associated with negative affect, aggressive behaviors, emotional reactivity, decreased overall well-being, social participation, and anxiety.

One study even found that more sensory issues in ADHD predict higher levels of aggression and delinquency. These unfortunate-and, more importantly, preventable-consequences speak to the importance of early detection and intervention.

Symptoms of Sensory Overload

Sensory overload can be triggered by overstimulation of one or all five senses, and the emotional and physical reactions can be mild, moderate, or severe.

In children, it often looks like a complete meltdown. It's not unusual for children to:

Cry

Whine

Run away

Avoid specific people, places, and situations

Close their eyes

Cover their nose

Cover their ears

Gag at different smells, tastes, and textures

Complain of nausea

Perseverate on a specific sensation-i.e., a tag, seam, or certain type of fabric

In teens and adults, symptoms include:

Inability to ignore loud sounds, strong smells, or other types of sensory input

Anxiety and fear

Extreme sensitivity to clothing or different textures

Feeling overwhelmed or agitated

Irritability

Difficulty focusing

Restlessness

Types of Sensory Triggers in ADHD and How to Handle Them
1. Touch-Tactile Sensitivities
Triggers: Hugs, unwanted personal contact, hair brushing, brushing teeth, touching sticky things, clothing that's too tight or itchy, holding a pencil, clothing tags, sock seams, certain fabrics.
How to accommodate:
Luckily, many brands now create sensory-friendly clothing for children and adults. A simple internet search will yield thousands of hits. There are even unique detangling hairbrushes available on the market for those who struggle with hair-brushing.
2. Sound-Auditory Sensitivities
Triggers: Loud noises, fireworks, music, barking, chewing, crunching, tongue clicking, tapping, slurping, swallowing, nail filing, chirping, whistling, and movie theaters. These triggers could indicate that the individual is struggling with a condition called misophonia, which is Greek for "hatred of sound." These sounds elicit extreme emotional reactions such as anger, rage, and disgust.
How to accommodate:
Earplugs, ear pods, and noise-canceling headphones are all valuable tools. Special headsets for the hearing impaired are also offered at certain movie theaters, which allow you to control the volume of the movie. Call ahead to see if your local movie theater carries the device.

Parents may also need to be understanding of their child wearing earplugs at the dinner table if it means eating together as a family. If that's not a viable option, allow for background music to muffle out the chewing sounds at dinner.
3. Sight-Visual Sensitivities
Triggers: Bright lights, flashing lights, video games, TV shows
How to accommodate:
Sunglasses, hats, dimming lights, and getting rid of fluorescent lightbulbs are all helpful solutions. Spending less time on screens can also reduce the likelihood of being triggered.
4. Smell-Olfactory Sensitivities
Trigger: Perfumes, colognes, aftershaves, cigarette smoke, gases, and food can cause individuals to become nauseous, gag, or even throw up. Many people report feeling distracted, "wound up," overwhelmed, and agitated by scents that others would have difficulty even noticing.
How to accommodate:
An excellent place to start is identifying triggers. Cooking with your family is a great way to understand which foods or scents elicit adverse emotional reactions. Making your environment as fragrance-free as possible is also helpful. Finally, keeping rooms well ventilated may be the best option. Keep a set of Kleenex with you at all times, just in case you need to cover your nose.
5. Taste and Texture-Gustatory Sensitivities
Triggers: Brushing teeth, hot food, cold food, specific textures-i.e., smooth, crunchy, or pureed food-particular flavors of food (i.e., food that is too sugary, too sweet, too salty)
How to accommodate:
Multiple sensory-sensitive toothbrushes are designed with soft bristles to reduce tooth and gum pain. As for food and eating issues, please note a significant difference between a "picky eater" and someone with a sensory processing issue. Picky eaters typically do not exhibit the extreme reactions seen during sensory overload. For example, a picky eater will not gag, panic, or cry when trying new foods. An individual with gustatory sensory issues might.

Occupational therapy for children is beneficial and essential as nutritional deficiencies are associated with this sensory issue.
To find a therapist, visit the Psychology Today Therapy Directory.

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Sneaky Sensory Triggers in ADHD That No One Talks About

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Sneaky sensory triggers could be ruining your day. Here's how to handle them.

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CHADD's National Resource Center on ADHD details how to recognize ADHD in the classroom and strategies and tips for helping students with ADHD succeed. One great strategy that I liked is to "work with the student to create a private signal to help them stay on task" (CHADD's,2023). ADHD students often need cues and redirections and doing so without drawing attention to the student will help them not get overwhelmed with peer attention.

CHADD's National Resource Center on ADHD. (2023). Teacher Card 2023: Recognizing ADHD Classroom Strategies [PDF file]. Retrieved from https://d393uh8gb46l22.cloudfront.net/wp-content/uploads/2023/11/Teacher-Card-2023-Recognizing-ADHD-Classroom-Strategies.pdf

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ADHD in the Classroom: Helping Children Succeed in School    Kandi Cormier

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ADHD in the Classroom: Helping Children Succeed in School    Kandi Cormier

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ADHD in the Classroom: Helping Children Succeed in School

Children with Attention Deficit Hyperactivity Disorder (ADHD) may face challenges in staying focused or sitting still for extended periods in classroom settings. However, there are various coping strategies that teachers can use to help students with ADHD overcome these difficulties. For instance, teachers can allow extra time, give specific instructions, and permit the use of technology to help students with ADHD learn better. It is important to note that students with learning disabilities are protected by laws that ensure they receive the best possible education. Depending on their individual needs, they may be eligible to receive an Individualized Education Plan (IEP) or a 504 accommodation.

An IEP is personalized to meet the individual student's specific requirements, while a 504 accommodation is a more general accommodation that caters to the needs of many students with different disabilities. To understand the rights of individuals with learning disabilities, parents should be aware of the laws that protect them, which are The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. Parents can get resources from the NRC to help them understand their children's rights and how to help them. Healthcare providers play a crucial role in helping parents and teachers assess and understand the requirements needed for the student to adjust accordingly in a school environment. The kind of support a child requires will depend on whether they meet the requirements of one or both of these laws.

As a parent, it is essential to be well-informed about your child's diagnosis and the requirements of these laws to effectively advocate for them in the classroom. It is important to note that students with an IEP may receive special education instruction during the day, but 504 students will not. These laws are in place to ensure that students with learning disabilities have equal access to proper education.

Centers for Disease Control and Prevention. (2023, September 27). ADHD in the Classroom: Helping Children Succeed in School. ADHD in the Classroom | CDC

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Centers for Disease Control and Prevention

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Children with attention-deficit/hyperactivity disorder (ADHD) experience more obstacles in their path to success than the average student. The symptoms of ADHD, such as inability to pay attention, difficulty sitting still, and difficulty controlling impulses, can make it hard for children with this diagnosis to do well in school.

To meet the needs of children with ADHD, schools may offer

ADHD treatments, such as behavioral classroom management or organizational training;

Special education services; or

Accommodations to lessen the effect of ADHD on their learning.

Classroom Treatment Strategies for ADHD Students

There are some school-based management strategies shown to be effective for ADHD students: behavioral classroom management and organizational training.

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward systems or a daily report card, and discourages their negative behaviors. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. Although tested mostly in elementary schools, behavioral classroom management has been shown to work students of all ages.

Organizational training teaches children time management, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions. This management strategy has been tested with children and adolescents.

These two management strategies require trained staff-including teachers, counselors, or school psychologists-follow a specific plan to teach and support positive behavior.

The American Academy of Pediatrics (AAP) recommends that the school environment, program, or placement is a part of any ADHD treatment plan. AAP also recommends teacher-administered behavior therapy as a treatment for school-aged children with ADHD. You can talk to your child's healthcare provider and teachers about working together to support your child.

Special Education Services and Accommodations

Most children with ADHD receive some school services, such as special education services and accommodations. There are two laws that govern special services and accommodations for children with disabilities:

The Individuals with Disabilities Education Act (IDEA)

Section 504 of the Rehabilitation Act of 1973

The support a child with ADHD receives at school will depend on if they meet the eligibility requirements for one of two federal plans funded by IDEA and Section 504: an individualized education program (IEP) or a 504 Plan.

What are the main differences between the two Plans?

IEPs provide individualized special education services to meet the unique needs of the child.

A 504 Plan provides services and changes to the learning environment to meet the needs of the child as adequately as other students.
Learn more about IEP and 504 Plans [PDF - 2.75 MB]
Accommodations

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

Extra time on tests;

Instruction and assignments tailored to the child;

Positive reinforcement and feedback;

Using technology to assist with tasks;

Allowing breaks or time to move around;

Changes to the environment to limit distraction; and

Extra help with staying organized.

There is limited information about which types of accommodations are effective for children with ADHD. However, there is evidence that setting clear expectations, providing immediate positive feedback, and communicating daily with parents through a daily report card can help.

What Teachers Can Do To Help

For teachers, helping children manage their ADHD symptoms can present a challenge. Most children with ADHD are not enrolled in special education classes, but do need extra assistance on a daily basis. The National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

Here are some tips for classroom success.

Communication

Give frequent feedback and attention to positive behavior;

Be sensitive to the influence of ADHD on emotions, such as self-esteem issues or difficulty regulating feelings;

Provide extra warnings before transitions and changes in routines; and

Understand that children with ADHD may become deeply absorbed in activities that interest them (hyper-focus) and may need extra assistance shifting their attention.

Assignments and Tasks

Make assignments clear-check with the student to see if they understand what they need to do;

Provide choices to show mastery (for example, let the student choose among written essay, oral report, online quiz, or hands-on project;

Make sure assignments are not long and repetitive. Shorter assignments that provide a little challenge without being too hard may work well;

Allow breaks-for children with ADHD, paying attention takes extra effort and can be very tiring;

Allow time to move and exercise;

Minimize distractions in the classroom; and

Use organizational tools, such as a homework folder, to limit the number of things the child has to track.

Develop a Plan That Fits the Child

Observe and talk with the student about what helps or distracts them (for example, fidget tools, limiting eye contact when listening, background music, or moving while learning can be beneficial or distracting depending on the child);

Communicate with parents on a regular basis; and

Involve the school counselor or psychologist.

Close collaboration between the school, parents, and healthcare providers will help ensure the child gets the right support.

Parent Education and Support

CDC funds the National Resource Center on ADHD (NRC), a program of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The NRC provides resources, information, and advice for parents on how to help their child. Learn more about their services.

How to best advocate for your child

Understand your child's diagnosis, how it impacts their education, and what can be done at home to help.

Understand your child's IEP. If you have questions, don't be afraid to ask.

Speak with your child's teacher.

When possible, obtain written documentation from teachers, administrators, or other professionals working with your child.

Know your rights.

Play an active role in preparing your child's IEP or 504 Plan.

Keep careful records, including written documentation, communication between home and school, progress reports, and evaluations.

Try to maintain a good working relationship with the school while being a strong advocate for your child.

Communicate any concerns you may have about your child's progress or IEP or 504 Plan.

Encourage your child every day, and work with your child to create a system to help with homework and other school projects.

What every parent should know

More Information

Reference

1. Evans S, Owens J, Bunford N. Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology 2014;43(4):527-551 [Read overview]

2. DuPaul GJ, Chronis-Tuscano A, Danielson ML, Visser SN. Predictors of receipt of school services in a national sample of youth with ADHD. Journal of Attention Disorders Published online December 10, 2018. [Read summary]

3. Harrison JR, Bunford N, Evans SW, Owens JS. Educational accommodations for students with behavioral challenges: A systematic review of the literature. Review of Educational Research 2013;83(4):551-97.

4. Moore DA, Russell AE, Matthews J, Ford TJ, Rogers M, Ukoumunne OC, et al. School-based interventions for attention-deficit/hyperactivity disorder: A systematic review with multiple synthesis methods. Review of Education. Published online October 18, 2018.

5. https://chadd.org/for-parents/individuals-with-disabilities-education-act/

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To meet the needs of children with ADHD, schools may offer ADHD treatments, special education services, or accommodations to lessen the effect of ADHD on their learning.

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8 ADHD teaching strategies: Kandi Cormier

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8 ADHD teaching strategies: Kandi Cormier

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Students with ADHD may have difficulty focusing in the classroom, and educators need to understand that these students are not misbehaving on purpose. They may not be able to control their actions. To help students with ADHD, there are 8 strategies that educators can use, which are listed below:

1. Give transition warnings.

2. Give feedback with respectful redirection.

3. Break directions into chunks.

4. Set a timer.

5. Use checklists and schedules.

6. Take brain breaks.

7. Use wait time.

8. Teach with empathy.

For example, using transition warnings can involve tapping on the student's desk to prepare them for potential questions. Since children with ADHD may struggle to control their emotions, teachers should address issues quickly but calmly and privately. Breaking down tasks into smaller, more understandable parts can also help.

While it's important to stay on schedule, setting a timer can be both helpful and harmful, as students with ADHD may become overwhelmed if they feel rushed. Allowing students to take brain breaks is crucial, as everyone can become anxious when sitting for extended periods. Using checklists and schedules can help ensure all tasks are completed on time, and giving students time to think before answering questions will help build their confidence and allow them to respond thoughtfully.

Lastly, teaching with empathy is perhaps the most important strategy. Students need to feel a sense of belonging in the classroom, and knowing that their teacher cares and understands their struggles, and is willing to make accommodations for them, will ensure their success.

Vierstra, G. (n.d.). 8 ADHD teaching strategies. Https://www.Understood.org/en/Articles/Adhd-Teaching-Strategies. https://www.understood.org/en/articles/adhd-teaching-strategies

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Students with ADHD can have a hard time focusing in class. They might also have trouble remembering directions or act impulsively even if they know the rules. But there are teaching strategies you can use to help students with ADHD - and all students - thrive in your classroom.

Here are eight teaching strategies to try.

1. Give transition warnings.

ADHD can make it hard for students to transition from one activity to another. Giving advance notice can help students switch gears and be prepared for what's next.

One way to do this is by using nonverbal signals. As one example, you can tell students you'll tap on their desk as a sign that you'll call on them next.

Learn more about nonverbal signals.

2. Give feedback with respectful redirection.

Since kids with ADHD can have trouble managing emotions, it helps to give feedback that's immediate, calm, and concise.

Respectful redirection is a positive behavior strategy you can use to give in-the-moment feedback without making a big deal of it. Address the issue with the student as quickly and as privately as possible.

Learn how to use respectful redirection.

3. Break directions into chunks.

Students with ADHD can have trouble following multi-step directions. One way to help is to break down directions into manageable chunks. This may take a little more of your time at the start of an activity. But it will save you and your students time, confusion, and frustration in the end.

Imagine that you're giving students class time to work on ongoing art projects. First, you could review the purpose of the project. Then go over the materials list and give students time to take them out. Once you've checked that all students have their materials, give clear instructions for how to continue working on the project.

Share with families how they can break down assignments at home.

4. Set a timer.

Knowing there's a limit to how long an activity will last can make it easier for students with ADHD to stay engaged. You can use a timer to show the time left in an activity or how much time until a break. Timers can also warn students about transitions.

Try projecting a physical timer on your document camera. Or use one of the many free classroom timers you can find online.

Keep in mind that timers can make some students nervous. If you have anxious students, try a different strategy.

5. Use checklists and schedules.

Time management and organization can be challenging for students with ADHD. They may have a hard time getting to class or finishing tasks on time. Or they may have trouble finding materials in their backpacks, lockers, or desks.

Schedules and checklists can help students get organized. You can also send home these organization printables so families can help their kids get organized.

6. Take brain breaks.

Sitting still for long periods of time can be hard for students with ADHD. Brain breaks can help by switching up what they're doing for a few minutes.

Brain breaks are quick, structured breaks using physical movement, mindfulness exercises, or sensory activities. Movement breaks like stretching give students a chance to get up and move around. Relaxing brain breaks like deep breathing can help calm students and allow their minds to settle enough to shift focus.

Explore different kinds of brain breaks.

7. Use wait time.

Students with ADHD sometimes rush to answer a question or say the very first thing that comes to mind. Wait time, or "think time," is a strategy that helps students with ADHD and those who need more time to process information.

With wait time, you ask a question and then pause for three to seven seconds before taking responses. This pause helps students think about their answers before sharing. And when students see that wait time is a part of your routine, they'll know they don't have to rush to give a response.

8. Teach with empathy.

Remember, students with ADHD don't mean to misbehave or get distracted. They're often trying as hard as they can to pay attention or stay organized. But ADHD can make it harder for them. When you keep this in mind and approach your students with empathy, you can help them feel understood and supported.

Learn more about teaching with empathy.

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How can teachers support students with ADHD? Try these ADHD teaching strategies and tips to help students focus and follow directions. They're good for kids with ADHD but can benefit all students.

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After reading "10 Strategies for Managing children with ADHD in the Classroom" I see there are several ways to accommodate the child in order to help them benefit from instructional time in the classroom. First setting a clear routine and minimizing disruptions gives a student with ADHD a sense of control over their day. Having a schedule and keeping them aware of any unexpected changes helps to keep them on a routine. Also utilizing set timers can help with transition times. To mute distractions, teachers can use seating arrangements to keep students away from areas that may cause distractions or pull their attention. Keeping students away from doors and windows or placing them close to students that can be a role model to them is a good way to limit distractions in the room. Teachers can help students by keeping their attention and using the voice or other sounds to let them know when there is an assignment or to make an announcement. Repeating steps or assignment details can help students gain more opportunities to hear them and have it drilled into their head. Using nonverbal ques or standing close to the student can help redirect their attention as well as making eye contact with them. Teachers need to make sure the students are getting praise for their hard work and effort but not too much praise as students can tell when praise is being forced. Allowing the student time to move around can help them reset. This can be done by allowing them to perform tasks or take a bathroom break. These are a few tools that can be used to benefit the student in class when struggling with ADHD.

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Here are 10 ADHD-friendly strategies to address and manage impulsive behaviour and distractions that you, and teachers in your child's school, can use to help manage your child's ADHD behaviour.

1. Set a clear routine
Minimise disruptions by setting a clear routine and building in transition time. This gives students with ADHD a sense of control over their day, which leads to better behaviour.

Write the day's schedule on the blackboard, and cross them out as they are completed.

Alert the class in advance if there are revisions.

Use a timer to help transitions between activities, and give five- and two-minute warnings, so kids have time to stop doing one thing and start another.

2. Mute distractions
Do what you can to minimise external distractions.

Seat a child with ADHD close to the teacher, and away from doors or windows.

Surround her with students who are good role models, and away from students with challenging or distracting behaviour.

Allow her to use earphones or earplugs to block distractions while working on homework or tests (to avoid singling out children with ADHD, make these available to all students).

3. Get their attention
Try anything that will keep all eyes and attention on you.

Vary the pitch and volume of your voice.

Tap on glass or use a bell before giving assignments or making important announcements.

Use props - for example, a butterfly net if you're assigning a project on nature.

​Encourage participation and interaction such as asking students to raise their hands when you ask them a question.

4. Repeat, repeat, repeat
After assigning work, have several students repeat it, and then have the class say it in unison. This gives students with ADHD more opportunities to hear it and is a good way to drill instructions into the heads of students without ADHD as well.

Give both oral and written instructions, so kids with ADHD don't have to remember everything.

When giving written instructions, ask the students to colour, highlight, or underline keywords.

​ 5. Redirect attention when it strays
Find ways of redirecting the attention of the student who's distracted.

Give nonverbal cues, such as standing close by, making eye contact, or patting her on the shoulder.

To help build confidence, ask a question that you know they can answer.

​
6. Say what you mean
Explain exactly what good behaviour looks like because telling a child to "behave" or "be good" is too vague. For example:

"Keep your hands at your side when waiting in line".

"Take out your books and sit quietly".

Make sure kids understand the expectations and consequences: "Keep your hands to yourself, and you'll get an extra 10 minutes of recess."
7. Show good behaviours
Posting visual reminders helps kids with ADHD remember the rules.

Write out classroom rules, such as "Respect Others" and "Use an Indoor Voice", on colourful paper, and put them somewhere where everyone can see them easily.

Place cards with messages like, "Raise hands before speaking," on desks as an extra reminder.

Use an abacus to track interruptions by moving a bead each time a student speaks out of turn.

8. Offer brief, sincere praise
Be sure to offer positive feedback when kids with ADHD are well behaved or stay focused.

Be specific about their good behaviour by saying things like: "you're being very patient - thanks for waiting your turn!"

Or just say, "Nice job" or give him a thumbs up.

Don't overdo it - kids know when praise is forced, or they may feel insulted that you are praising them for a skill that they should have mastered.
9. Keep a child on task and in their seat
Make sure the necessary tools are available so students can work independently without excuses.

Give them a specific set of instructions.

Make sure directions are clear and understood before sending a child to work independently.

Get them to create a written task card, checklist, or things-to-do sheet and have them cross out each task as they complete it.

Assign a study buddy to students who might need help.

10. Let fidgety students move around
Movement helps kids with ADHD hit the reset button and focus.

Ask a child to perform a task, like cleaning the blackboard or straightening a bookshelf.

Allow them to get a drink of water or go to the bathroom.

If this is not practical, playing quietly with a small object can help students with ADHD focus on the main task. A fidget toy can be as simple as a squeeze ball or a rubber band.

Don't punish them by taking away recess. Many children with ADHD will have a harder time concentrating without a break.

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10 strategies for managing children with ADHD in the classroom l ADHD NZ

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Get the latest updates from ADHD New Zealand.

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Melissa Mabou                                                               Does ADHD raise the risk of Mental Health Issues        

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Melissa Mabou                                                               Does ADHD raise the risk of Mental Health Issues        

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This article is so informative, and most parents or teachers do not realize that issues with mental health are related to ADHD. Most think that the children or adults with ADHD are just hyperactive and they just have issue with focus. But research how's there is a greater rick for behavior issues like: anxiety, depression self-harming and substance abuse. (newsreel, 2002). Other behavior issues are associated with ADHD, like refusing to follow directions whether from a parent or teacher and they are having emotional outbursts when asked to do things that may be difficult for them (newsreel, 2003). The substance abuse and self-harm are seen more in teens and the self-harming, like cutting, are higher in teen girls. Parents and teachers need to know and understand the warning signs so that they child can get the proper help to get better, an example is the longer a someone goes with an issue like self-harming, the more difficult the treatment can be. The behavioral or mental health issues are facts in children a with ADHD but parents and caregivers who are aware and take quick action early can help prevent the issues form becoming serious and irreversible.

child mind institute -(2014-2024). Does ADHD raise the risk of mental health issues? understood.org

(newsreel, 2003)

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Reading this article was very interesting. Parents who need information and help in dealing with their children who have ADHD, this article has so much information. It talks about interventions, methods, and gives guidance to parents or caregivers who do not know what to do or where to start to help their child. The behavior management involves many effective strategies on how to better handle the child's behaviors and also give them support. the management skills that are taught range from behavioral interventions, discipline, communication with the child, having a routine and structure, along with giving them extra education about ADHD. It is important to remember that not only is the child going through all of this, but the parents and caregivers are also going through all of this. They need the tools just like the teachers do so they can understand what the child needs and how they can better help them. If the teachers, parents, and child are all on the same page with expectations and understanding then plans in place will work better for all involved. The child will feel seen, heard, and understood and then the parents will know how to handle all that comes with a child with ADHD.                           Prevention.,c.f. (2023). Parent Training in behavior management for ADHD. (Prevention, 2023)   https://www.cdc.gov 

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Melissa Mabou                                                               Parent Training in Behavior Management for ADHD   

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Melissa Mabou                                                               Parent Training in Behavior Management for ADHD   

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ADHD (Attention-Deficit/Hyperactivity Disorder) strategies are essential for helping students succeed in school, given the challenges related to attention, impulse control, and hyperactivity. Approximately 9% of adolescents in the United States have ADHD. Collaborative efforts between parents and teachers are crucial to supporting children with ADHD in coping with their symptoms.

Key ADHD strategies in the classroom include:

Consistent Expectations: Clear and concise classroom rules should be regularly reviewed. Having students repeat and post rules helps ensure understanding.

Time Management Support: For those struggling with time management, providing a schedule and using timers or cues helps with transitions between tasks.

Distraction Limitation: Seating away from distractions, minimizing noise and visual stimuli, and experimenting with background noise or music can enhance focus.

Frequent Feedback: Regular, immediate feedback on behavior, with swift consequences for unwanted actions and praise for positive behavior, is beneficial.

Reward Systems: Prioritize rewards over punishment, changing incentives frequently to maintain engagement. Avoid using the loss of recess as a consequence.

Scheduled Breaks: Kids with ADHD benefit from regular breaks and physical activity to combat restlessness. Simple tasks or errands can provide opportunities for movement.

Flexible Rules and Tools: Allowing flexibility in seating arrangements and providing tactile tools for fidgeting can accommodate the restlessness often associated with ADHD.

Workload Management: Breaking down tasks into smaller sections helps prevent students from feeling overwhelmed. Clear, concise directions are essential.

Optimal Timing: Plan challenging tasks when students are most alert. Consider individual sleep patterns and avoid overloading after lunch.

Encourage Support: Seek additional support from classroom aides or peer support. Pairing students with ADHD with supportive classmates can enhance social skills and relationships.

By implementing these strategies, educators and parents can create a supportive learning environment that caters to the unique needs of students with ADHD, fostering both academic success and personal development.

Keith low(2023) https://www.verywellmind.com/help-for-students-with-adhd-20538

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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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Creating a structured classroom environment is crucial for supporting students with ADHD. Clear communication of rules and expectations, visual aids for routines, breaking tasks into manageable steps, and maintaining a consistent schedule are key strategies. Multi-sensory learning, incorporating hands-on activities, visuals, and movement, enhances focus and information retention. Assistive technologies like digital organizers, text-to-speech software, and noise-canceling headphones provide valuable support. Individualized accommodations, such as extra time, preferential seating, check-ins, and rewards, cater to diverse needs. Encouraging active participation through group work, hands-on experiences, and movement fosters engagement. Teaching self-regulation skills, including mindfulness and emotional awareness, helps manage impulses. Personalized strategies, empathy, and understanding are vital for the success of ADHD students, emphasizing that with support, they can excel in school and other areas.(AFAeducation, L, nelson, 2023)

https://afaeducation.org/free-dt-resources/explore-our-resources/interventions-in-the-classroom/

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By Lara Nelson | Updated on Jul 22nd, 2023
Attention deficit hyperactivity disorder (ADHD) affects many children and poses challenges in their educational journey. Attention deficit hyperactivity disorder (ADHD) is a prevalent childhood behavior disorder that affects approximately 7% of children aged 3 to 17, according to the 2006 National Health Interview Survey (Bloom & Cohen, 2007). The core symptoms of ADHD, including inattention, hyperactivity, and impulsivity, can pose significant challenges in the classroom and hinder academic success. To support students with ADHD and promote positive school outcomes, it is essential to implement effective behavioral interventions. This article will discuss various strategies and interventions that can be employed in the classroom to address the specific challenges associated with ADHD.

Photo by Element5 Digital on Unsplash

What Is Attention Deficit Hyperactivity Disorder?

Attention Deficit Hyperactivity Disorder or ADHD is a neurodevelopmental disorder that affects both children and adults. Individuals with ADHD typically exhibit symptoms of inattention, hyperactivity, and impulsivity.

Inattentive symptoms may include difficulty staying focused, becoming easily distracted, struggling to follow instructions, being forgetful, and having difficulty organizing tasks and activities. Hyperactive symptoms can manifest as excessive fidgeting, restlessness, and difficulty sitting or staying seated, and constantly being "on the go." Impulsivity can make you do things without thinking and interrupt others. It can also make it hard to wait your turn.

ADHD is a complex disorder that can impact various aspects of an individual's life, and mental health, including academic performance, social interactions, and mental health and emotional well-being. ADHD symptoms and expected behaviors are different for each person. Not everyone with ADHD will have the same symptoms or severity. It's essential to keep this in mind.

Natural remedies, like dietary changes, exercise, and herbal supplements, can provide additional support for managing ADHD symptoms. Mindfulness meditation and yoga can also help improve attention and reduce stress. It's essential to consult with healthcare professionals for safe and effective options.

General Approaches to Behavioral Interventions

When addressing the challenges associated with other children with ADHD, it is crucial to recognize the diverse nature of the problem behaviors of younger children in this student population. Instead of solely focusing behavioral treatment on ADHD symptoms, interventions should begin by identifying specific challenging and unwanted behaviors. Moreover, alternative appropriate behaviors that are incompatible with the undesired behaviors should be identified. Educators need to communicate both unacceptable and acceptable behaviors to the students clearly.

Intervention plans need a functional behavior assessment. This means finding out what causes both good and bad behavior. Looking at past behavior can help us create a better classroom. We can make changes that help students succeed. When you study the consequences, you can see what makes behavior happen more often in the environment. The function of the problem behavior should guide behavioral interventions too. For instance, if the behavior is maintained by negative reinforcement, the intervention should ensure that the undesired behavior goal is not achieved through the problem behavior. Simultaneously, the intervention should teach the student that engaging in desirable behavior is a more effective and efficient way to attain the desired behavioral goal.

Environmental And Instructional Considerations

Implementing behavior modification changes disruptive behavior even in the classroom environment can contribute to reducing problematic behaviors and enhancing learning outcomes for students with ADHD. The following interventions are effective in the behavior problems setting up students with ADHD for success:

Task Duration

Students with ADHD have a short attention span, so homework assignments should be short. This way, they can get quick and frequent feedback and often help make sure they're accurate. Long assignments can be split into smaller sections. Students can take breaks during long periods of class work.

Task Difficulty

Assignments can be frustrating for students with ADHD when they are too hard. They may give up more often. Conversely, simple tasks may result in boredom and inattentiveness. Adjusting tasks to match students' skill levels can engage them and prevent frustration. High school students might find it helpful to start with easy tasks and slowly move to harder ones. As they gain confidence and study skills, they can tackle more complex challenges.

Direct Instruction

Teachers can help students with ADHD by giving them activities to do with their teacher instead of working alone at their desks. This can help them pay better attention and stay focused. Explanation Teaching how to take notes has helped students do better in class. They pay better attention, get higher scores, and understand more. Attention training sessions such interventions can help students with ADHD. They teach how to ignore distractions and focus on essential things.

Peer Tutoring

Peer tutoring is effective in supporting academic and also behavioral therapy gains among students with ADHD. To get the best outcome, it's suggested to match ADHD students with peer tutors of the same gender. The tutors should have better academic and behavioral abilities than younger students. Giving immediate feedback and challenging lessons helps kids who learn from their peers.

Class-Wide Peer Tutoring

Peer tutoring in class helps students with ADHD behave better and do better on school work. In this program, each student becomes both a teacher and a student, and teachers watch closely. Students who have ADHD get trained on suitable tutoring methods and partner up with their peers for tutoring. This method helps both the students and the tutors. This approach not only benefits the tutees by providing individualized support but also benefits the tutors by reinforcing their own learning by teaching the child appropriate behaviors.

Behavior Contracts

Behavior contracts are effective tools for promoting positive behavior and accountability among students with ADHD. A behavior contract is a written agreement that outlines how a student should behave. It is made between the parent, teacher, and student. The contract covers rules, rewards for good behavior, and consequences for bad behavior. The contract should be individualized and include goals that are achievable and measurable. To make sure the negative behavior contract works, it's crucial to keep track of and acknowledge the student's progress.

Environmental Modifications

Creating an organized and structured classroom environment can greatly benefit students with ADHD. Teachers can set up their classrooms in a way that helps students concentrate. They can use the space to prevent distractions and use images to guide students' attention. Seating a student with ADHD near the front of the class and away from distractions, like windows or busy areas, can help them focus better and avoid getting off-task. This can be a good classroom rule.

In the classroom, students with ADHD can benefit from visual aids like schedules and clear instructions. These tools make it easier for them kids learn how to follow classroom rules, routines, complete assignments, and meet expectations. Breaking tasks into smaller steps and using pictures or timers can help complete tasks and manage time.

Self-Monitoring And Self-Regulation Strategies

Teaching students how to monitor and regulate themselves helps them control their behavior and do better in school. Self-monitoring is when students watch and write down how they behave or do something to reach a goal. This can be done through self-checklists, behavior charts, or electronic apps. Using self-regulation strategies can help students with ADHD stay focused and in control. Some examples of these strategies are taking short breaks to move or doing deep breathing exercises.

Collaboration With Parents And Support Services

Working together is essential for helping students with ADHD. Teachers, parents, and support services need to collaborate to make effective interventions. Schools can learn a lot about students by talking with parents and helping them during the school day. This can help teachers understand what students are good at, where they need help, and what works for them at home. To make sure that things are the same at home and school, parents and special education services should work together to set goals and track progress.

Additionally, many schools, collaborating with support services, such programs such as school counselors, school psychologists, or special education professionals, can provide additional resources and expertise in supporting students with ADHD. These experts offer extra resources and knowledge to support these students. These experts can help with exams, assignments, personal plans, academic work, and continued support for students and teachers.

Tips for Effective Classroom Interventions for ADHD Students

Creating Classroom Rules

An important way to help students with ADHD is to create a structured classroom environment. A structured environment is good for students with ADHD. It provides clear expectations and routines that make them feel organized and secure. Here are some tips for creating a structured classroom:

Clearly communicate rules and expectations at the beginning of the school year.

To help students understand and follow routines, use schedules and charts as visual aids.

Break tasks into smaller, manageable steps, providing clear instructions along the way.

Maintain a consistent daily schedule to help students anticipate transitions and reduce anxiety.

Incorporating Multi-Sensory Learning

ADHD students often benefit from multi-sensory learning experiences that engage multiple senses simultaneously. This approach can enhance their focus and retention of information. Here are some ways to incorporate multi-sensory learning:

Use hands-on activities and manipulatives to make lessons more interactive.

Integrate visuals, such as diagrams, charts, and videos, to support auditory information.

Incorporate movement breaks and physical activities to help students release excess energy.

Implementing Assistive Technologies

Technology can be a valuable tool in supporting ADHD students. Assistive technologies can help students in many ways. They can keep students organized, help them manage their time, and improve their attention. Consider the following assistive technologies:

Digital organizers and apps that provide reminders and task management tools.

Text-to-speech software that helps students with reading comprehension.

Noise-canceling headphones to minimize auditory distractions in the classroom.

Providing Individualized Accommodations

ADHD students are different, so we need to give them special help that fits their needs. Here are some accommodations to consider:

Allowing extra time for completing assignments and tests.

Providing preferential seating near the front of the classroom to minimize distractions.

Offering frequent check-ins and providing feedback on their progress.

Implementing a reward system to reinforce positive behaviors and achievements.

Encouraging Active Participation

Engaging ADHD students actively in learning can help improve their attention and motivation. Here are some strategies to encourage active participation:

Use group work and collaborative projects to foster engagement.

Incorporate hands-on experiments and real-life examples to make lessons more relatable.

Provide opportunities for movement and kinesthetic learning.

ADHD students need to learn self-regulation to control their behavior and emotions. It helps them manage their impulses better. Here are some techniques to teach kids to promote self-regulation:

Teach mindfulness and relaxation techniques, such as deep breathing exercises.

Help students identify their emotions and provide strategies for emotional regulation.

Encourage self-reflection and goal-setting to promote self-monitoring.

Conclusion

To help ADHD students, teachers need to understand them well, show empathy, and use personalized strategies. Teachers can help ADHD students succeed by creating a structured environment, breaking tasks into smaller parts, using hands-on teaching methods, encouraging movement breaks, displaying reminders, and maintaining a positive classroom atmosphere. Remember, each student is unique, so it is essential to adapt these strategies to meet individual needs. ADHD students can do really well with support and help. They can succeed in school and other areas too.

Frequently Asked Questions

What Is ADHD?

ADHD, or Attention-Deficit/Hyperactivity Disorder, is a neurodevelopmental disorder affecting children and adults. It is characterized by persistent inattention, hyperactivity, and impulsivity patterns that can significantly impact daily functioning and overall well-being. Individuals with ADHD may struggle with sustaining attention, organizing tasks, managing time, and controlling impulsive behaviors.

What Is Behavioral Parent Training?

Parent training teaches ways to manage children's behavior. It's a structured program to help parents modify their child's negative behaviors. The program is for parents to learn how to help their kids behave better, especially kids with ADHD. They will learn some ways to encourage good behavior and reduce difficult behavior.

What Is the Role of the Individuals With Disabilities Education Act (IDEA) in Classroom Interventions for ADHD Students?

The IDEA law makes sure students with ADHD get the right school support and help they need. Schools have to make plans (IEPs) that help students with ADHD. These plans should focus on the things students need in the classroom and in other areas.

How Do School-based Interventions Support Students With ADHD?

School-based interventions play a crucial role in supporting students with ADHD. There are ways that can help you in class, like sitting close to the teacher, using pictures to organize your day, and changing homework to make it easier. Explanation Teachers can help students with ADHD by using behavior management strategies, positive attention and giving them personal attention to succeed in both academics and social life.

How Can Classroom Interventions Address Challenging Behaviors in Students With ADHD?

Classroom interventions for students with ADHD aim to address challenging behaviors by providing structure, consistency, and positive reinforcement. Teachers promote good behavior by using charts, tokens, and clear rules. Students can improve their self-control by using strategies such as taking a break or regulating their own behavior.

What Are the Benefits of Incorporating Visual Aids?

Visual aids enhance the understanding and retention of information for ADHD students. Abstract concepts become easier to understand with visual aids. Using these aids helps students connect with the material and engage more easily.

Promoting self-regulation skills helps students manage their behavior and emotions independently. Teachers can help you relax, remind you to check how you are doing, show you pictures to help you remember, give positive feedback, and praise you for good behavior.

How Can Teachers Support ADHD Students' Organizational Skills?

Teachers can help students with ADHD improve organizational and social skills. They can use things like checklists, classroom management, visual cues, and other tools to make it easier. Students can use these resources to be organized and improve the social skills needed to do well in school.

How Can Parents Support Their Child With ADHD in the Classroom?

Parents can help their child with ADHD by talking with them and their teachers, going to meetings, working together on behavior plans, keeping a regular schedule at home, and supporting their child's strengths and hobbies.

How Can Displaying Positive Behavior Benefit Children With ADHD?

Displaying positive behavior can have significant benefits for children diagnosed with ADHD. It helps improve their self-esteem, social interactions, and academic performance. Teachers and parents can help kids by reinforcing good behavior. This creates a healthy environment that helps the child feel better.

Is Medication the Only Solution for ADHD Students?

Medication is one of many potential interventions for ADHD students, but it is not the only solution. Classroom interventions, academic instruction, individualized accommodations, behavioral treatment, and supportive strategies all play crucial roles in helping ADHD students thrive.

Can ADHD Students Succeed Academically?

Yes, with the right support and academic interventions, ADHD students can absolutely succeed academically. By creating an inclusive and supportive environment, with school interventions tailored to their unique needs, ADHD students can reach their full potential.

What Role Do Parents Play in Supporting Their Child With ADHD in the Classroom?

Parents play an important role in supporting their children with ADHD in the classroom. Parents can talk to teachers about their child's needs, share successful strategies they use to support children at home, and work with the school to create an individual education plan or a plan for special help if their child has a disability. This collaboration ensures consistency in support between home and school environments.

Lara Nelson - Lara Nelson has graduated of the University of Wolverhampton where she studied Social Care. She has been working for private and non-profit child care organisations. She is passionate to share her experience, to learn, and to try new ways to help children.

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Effective Classroom Interventions for ADHD Students: Strategies And Tips

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Classroom interventions is a comprehensive resource for teachers, administrators, and other professionals who work with pupils. Strategies to help pupils learn.

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DEP 102: Children with Special Needs: 7.3 Project

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DEP 102: Children with Special Needs: 7.3 Project

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The URL provides a comprehensive list of resources for parents of children with ADHD. It includes information on understanding ADHD, its symptoms, and how it affects learning and thinking. The resources cover various topics such as strategies for managing ADHD at home and school, tips for effective communication with teachers, and guidance on advocating for your child's needs. It also offers advice on finding support groups, connecting with other parents, and accessing additional online tools and articles. Overall, the website aims to assist parents in better understanding and supporting their children with ADHD.

My library | Understood. (n.d.). https://www.understood.org/en/hub?topics=2Vuh3APUNCmGFg9D7UIkx9&topics=3Sm5i0lqLKtnJZBdExCNR5&topics=5GagnB0ylHf8VlG76kMAWx&topics=5WNprji7GmXl7NCRUEuIqD&topics=5ybxsK1aikF2rEHUBRYzup&topics=7ebQ8HKcbaNAHbYGO3831O&topics=7okNEuBZmxZw9iDDFXQ6Xy

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DEP 102 Children with Special Needs: 7.3 Project

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DEP 102 Children with Special Needs: 7.3 Project

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The provided URL leads to a webpage on the Centers for Disease Control and Prevention (CDC) website that provides information and resources for parents on attention-deficit/hyperactivity disorder (ADHD). The page covers various aspects related to ADHD, such as signs and symptoms, diagnosis, treatment options, and strategies for parents to support their children with ADHD. It emphasizes the importance of early identification and intervention, as well as the role of parents in managing their child's ADHD. The webpage also offers links to additional resources, including support groups and educational materials, to help parents navigate the challenges associated with ADHD.

Attention-Deficit / hyperactivity Disorder (ADHD). (2023, October 16). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/index.html

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“Classroom accommodations for ADHD”

Teachers, parents, and caregivers can support students with ADHD in the classroom or community by using various strategies. In the classroom, setting up a conducive environment with flexible seating options, designated quiet work spaces, and clear schedules can help students stay focused and organized. Using organizational tools such as assignment notebooks, color coded materials, and teaching note taking strategies can assist students in managing their tasks effectively. I believe giving instructions in multiple formats, breaking down assignments into smaller chunks, and offering alternative ways to demonstrate understanding can cater to the diverse learning needs of students with ADHD. Outside the classroom, parents and caregivers can support students with ADHD by establishing consistent routines and providing a structured environment at home. Setting up physical activities, healthy eating habits, and sufficient sleep can also contribute to improved focus and behavior.

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Students with ADHD have difficulty with attention and self-control. And at school, that can look like inattention, distractibility, hyperactivity, impulsivity, and disorganization - all of which can get in the way of learning. What classroom accommodations can help students with ADHD? Here are some strategies teachers can try.

Setting up the classroom environment

Use flexible seating, like wiggle chairs, standing desks, footrests, seat cushions, or resistance bands on chair legs.

Increase the space between desks or work tables (if social distancing guidelines aren't already in place).

Designate a quiet work space in the classroom.

Set up preferential seating close to the teacher and/or away from high-traffic areas.

Post a written schedule for daily routines and rules. When possible, let the student know ahead of time about schedule changes.

Building organization skills

Use an assignment notebook or an electronic calendar.

Provide an extra set of books to keep at home.

Provide folders and baskets of supplies to keep desk organized.

Color-code materials for each subject.

Provide typed notes or an outline of the lesson to help with taking notes.

Teach note-taking strategies, like using graphic organizers and mind-mapping software.

Have a buddy take notes for the student.

Give directions out loud and in writing, and have the student repeat them.

Provide a lesson outline that details instructions and assignments.

Keep instructions simple, clear, and concrete.

Use pictures and graphs to help create visual interest.

Provide a rubric that describes the elements of a successfully completed assignment.

Help the student break long assignments into smaller chunks.

Completing tests and assignments

Allow understanding to be demonstrated in different ways, like oral reports, posters, and video presentations.

Provide different ways to respond to test questions, like saying the answers or circling them.

Minimize the number of questions and problems per worksheet.

Schedule frequent short quizzes, rather than one long test at the end of each unit.

Give credit for work done instead of taking away points for late or partial assignments (with a plan for moving toward completing assignments).

Grade for content, not for neatness.

Give extra time and quieter space for work and tests.

Use a behavior plan with a reward system.

Use a nonverbal signal (like a sticky note on the desk or a hand on a shoulder) to get the student's attention and indicate the need for things like taking a brain break.

Talk through behavior problems one-on-one.

Check in frequently to monitor the student's "emotional temperature" or frustration level.

Do you have a student who you think has difficulty with attention and self-control? See a fact sheet about ADHD.

About the author

About the author

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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What types of accommodations can help students with ADD and ADHD? Here are some classroom accommodations to talk over with your child's school.

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"Learning Right Now! 8 Secrets to Engage Online Learning for Students with ADHD"

Learning from home can have benefits but can also be challenging for students with ADHD. Online learning can cause confusion, overwhelming feeling and distractions which can lead to students procrastinating. One way to help a student online is to change the assignment requirements. A writing assignment van be done using PowerPoints allowing the student to use images and writing to give a visual example of their work. Teachers and parents can find ways to include movement into math to help the student engage in the work. Use of audio books can help improve comprehension as some students find reading to be boring and sluggish. Audiobooks can help reduce visual processing and help conserve mental energy. Small incentives such as toys or treats can be used in assignments such as math to help motivate the student. Timers give students a visual time limit prompting them to start working an allowing them the opportunity to reward themselves. Students will benefit from creative learning inside the class and online.

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Learning at home has its benefits - fewer corrective comments from teachers, less bullying, and easier mornings. But online learning is also rife with confusion, overwhelm, and distraction, which all lead to procrastination. Use these strategies to help your child with ADHD get started - and stay motivated - to finish school work.

https://www.pexels.com/photo/woman-draw-a-light-bulb-in-white-board-3758105/

Student Engagement in Remote Learning

Online learning has its perks: namely, more flexibility and less anxiety. But for struggling students, the absence of face-to-face communication, verbal queues, and emotional connections can cause school motivation and progress to plummet. Robust, project-based, experiential learning - not learning by passively listening and reading - is best for ADHD brains. That is largely impossible in quarantine, so what can parents and educators do?

Right now, one problem is that everything is happening on screens: entertainment, social connection, and learning. It's incredibly challenging for children with ADHD to shift their focus from fun online activities (connecting with friends, playing games, etc.) to online academic work. Weak executive functioning can make it all the more difficult to shift mentally.

Executive functioning is also needed to initiate mental activity. At school, teachers can sense a struggle and step in to help motivate and support the student. Now, the onus is on parents to anticipate problem areas and brainstorm creative solutions to get students beyond blockers like reading, writing, and math challenges that typically stop them in their tracks.

Learning in quarantine won't last forever, but right now students will benefit from these 7 strategies designed to help them initiate work and engage with material online:

#1. Tweak the Writing Process to Build Confidence

Staring at a blank 8 x 11 page can be intimidating. Ask writing challenged students to make a slideshow instead. Whether it's PowerPoint, Google Slides, or another app, slideshow programs allow students to use writing and images to convey an idea, provide supporting details, and offer examples in a more visual way.
[Download This Free Resource: How Children with ADHD Learn]
Ask your child's teacher if an upcoming essay assignment can be submitted as a slideshow presentation instead. Your child can create individual slides for each of the essay elements, allowing them to focus on one at a time without the pressure of a blank vertical page and urging them to tackle the entire essay at once.

I once counseled a struggling high school student with ADHD whose history teacher assigned only slideshow assignments in place of research papers. This process engaged my student and helped him gain confidence in his writing.

Crisis schooling may present compelling new writing opportunities that reflect a student's interests. A friend's son with ADHD started reading the Harry Potter series at the beginning of quarantine and has become completely immersed in the books. Learning this, I set up a writing project for him that incorporates characters from the series. I asked him to defend his argument that Ron Weasley is the most interesting character in the series. Then I led him through the writing process. We brainstormed ideas and then broke them into paragraphs that made sense logically. Suddenly this reluctant writer was blazing!

Most teachers are open to creative learning ideas right now. If your child is struggling, think about a passion of his and discuss your ideas with his teacher.
[Click to Read: 11 Expert Tips for Teaching Kids with ADHD at Home]
I'm not saying we should ditch essays altogether, but if we're looking to engage students with attention challenges in the writing process, assigning slideshow projects during the quarantine may jumpstart their confidence and interest in crafting interesting essays.

#2. Add Motivators to Math: Moving & Small Treats Matter

If your child hates math, try introducing a bit of movement - an engaging modality and energy release. Getting kids out of their seats to engage with math in a physical way can decrease their anxiety and resistance. Taking a hands-on approach to learning is known as kinesthetic learning and can be a great way to help reluctant learners learn history, spelling, and language, too ( Scrabble, anyone?).

Use mini M&Ms to teach division. Have your child pass out an equal number of candies to each family member. Then have them write out the related equation. Teach fractions and percentages this way, too. If dad has 5 of the 20 M&Ms, what percent is that? Use playing cards and the game "War" to practice multiplication facts. Have each person draw two cards and multiply them. Whoever has the largest number wins.

A co-teacher and I once turned our classroom into a cookie factory to help students struggling to learn multiplication. We cut out several beige paper "cookies" and used real chocolate chips to make calculations.

To teach second-graders to skip-count, I drew hopscotch courts outside, numbered the squares, and had students jump to the appropriate squares as I called out the numbers. All sorts of math can be taught in the kitchen through recipes, too.

#3. Use Audiobooks to Improve Comprehension & Spark More Interest

For students with ADHD and language processing challenges, reading can be a slog. Audiobooks are effective in engaging struggling readers and getting them over their reluctance to start. The actors reading the text do a fantastic job (usually) to bring the copy, characters, and narration alive.

Most important, audiobooks remove the burden of visual processing which reduces stress and conserves mental energy. Studies show that audiobooks build the same language comprehension skills as does visual reading. Nevertheless, I recommend that students follow along with the text as they listen, to bridge the gap between visual and auditory processing.

#4. Personalizing the Writing Process

Writing/editing checklists are nothing new. The key here is to use a student's specific interest to give the checklist a theme. For example, for a fourth-grade student who loves to bake, I created one that read "Writing Is Like Baking - You Need the Right Ingredients." I put images of cakes on the edges and listed the standard writing elements: capitals, punctuation, introduction, examples, and so on. The student, who habitually hesitated to begin writing assignments, would happily take out the checklist and get started right away.

You can apply any theme to a checklist. For Harry Potter fans, give it a "Writing Is Like Magic" motif. For sports fans, make an "Elements Needed to Win the Championship" checklist. You get the idea. Customize the checklist to match one of their interests and give their motivation a boost.

#5. Tap into the Visual Power of Timers

Students with attention challenges are overwhelmed when starting lengthy, multi-part projects that require a lot of mental energy. Timers can provide a counterbalance. During any phase of an assignment, I might use my phone to set a timer for 20 minutes. I leave it where students can see it.

This prompts students to start working, as there is now a visual reminder of a time limit. It also eases their anxiety because they know there is only a small section of the assignment to tackle at this moment. This is easy to do at home. Teach them to reward themselves with breaks after completing steps.

#6. Drawing: A Better Way to Brainstorm

If your student has writer's block and feels stuck, whip out the markers or crayons and encourage them to draw their ideas first. This takes the pressure off and for some an easier/more creative way to generate their thoughts. Email a photo of the drawing to the teacher to show your child's progress and suggesting adding this as a first step moving forward. Receiving credit for a "drawing brainstorm" may inspire your child to take that difficult first step.

#7. Help Them Learn Better Keyboarding Skills Now

Learning at home is a great opportunity to improve kids' typing skills. Typing.com and typingclub.com are just two of many fun and easy-to-follow websites that act as typing tutors.

They typically include short video tutorials of specific keyboard hand positions and letters, followed by guided practice. Weekly keyboarding practice builds a valuable life-long skill, and the kids love it.

When your student needs a break from other academics, work in 10 minutes of keyboarding skills. Writing becomes a bit easier when typing skills improve and the student need not think so hard about the keyboarding part.

However, writing can be a nightmare for some students. They have to generate original ideas, then hold them in their working memory, phrase them coherently so they make sense, and finally, write it all down. A speech-to-text software simplifies this process by allowing them to speak their ideas and have them instantly typed on the computer. With their rough ideas on the screen, they can edit and reword without the stress of drawing on several executive functions at once.

#8. Organize Digital Files

Folders help students organize their files. Make a master folder for each school year ' s work. Also, make a folder for random pictures, and one for videos or any other interest a child may have.

Inside of each school year ' s folder, make a sub-folder for each subject: English, math, history, science, and so on. And in those subject folders, add bins for specific types of assignments. Perhaps most important, make a folder for " Assignments I need to finish. "

Put the year on the master folders. When creating folders for specific assignments, name them clearly for easy retrieval later on. For example, in the English or language arts folders, title one of them " Essays, " another one " Work for novels, " and another called " Grammar assignments. " Repeat for each subject.

Student Engagement with Technology: Testimonials from Teachers

" I use Bloomz reminders for parents, and Google apps and Happy Numbers for the children. I will continue with Bloomz (for updates, reminders, and progress) and Google Classroom apps in the fall."

"FlipGrid works well. Students can record themselves reading their writing assignments."

" I've been using Microsoft Teams. I'll continue to use Teams when school reopens. It's a great way for kids to interact with each other and with me."

" During Distance Learning I started integrating edpuzzle, a video enhancement platform that tracks students' progress. In the building this fall, I will likely use Edpuzzle for additional support resources. I've discovered that many of my students engage more when using online platforms."

" Use video games for learning whenever you can. Any lesson that incorporates video games or videos is a plus. Many students love prodigygame.com for math practice. I had used this site/platform in school before remote learning. I also find that any technology that helps them minimize their fear of the concepts that challenge them, whether it be reading or math, keeps them engaged."

"Google Classroom has been wonderful. I incorporate Google Spreadsheet, where all of the assignments expected to be completed daily and weekly live on one spreadsheet, along with links that bring you to the assignment."

Student Engagement Strategies: Next Steps

Sources
¹Wolfson G (2008). Using audiobooks to meet the needs of adolescent readers. American Secondary Education. 36. https://www.researchgate.net/publication/234621625_Using_Audiobooks_to_Meet_the_Needs_of_Adolescent_Readers
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Updated on August 10, 2020

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Learn Right Now! 8 Secrets to Engaged Online Learning for Students with ADHD

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Learning at home has its benefits - fewer corrective comments from teachers, less bullying, and easier mornings. But online learning is also rife with confusion, overwhelm, and distraction, which all lead to procrastination. Use these strategies to help your child with ADHD get started - and stay motivated - to finish school work.

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“The 3 areas of executive function”

After reading the article For teachers and understanding the strategies having an understanding of executive function skills can provide insight into students behavior and learning capabilities. Recognizing the different areas of executive function and how they impact students, we can tailor our teaching strategies to better support individual students' needs. This can lead to a more inclusive and effective learning environment where all students have the opportunity to thrive academically and socially. By teaching and reinforcing executive function skills in the classroom, we can also help students develop important life skills that will benefit them beyond their academic years. Developing executive function skills can greatly benefit both students and teachers. For students, having strong executive function skills can lead to improved academic performance and overall success in school. By being able to pay attention, organize and plan effectively, start tasks and stay focused, manage emotions, and keep track of their activities, students can enhance their learning experience, complete assignments on time, and achieve their academic goals. These skills also play a crucial role in social interactions, helping students navigate relationships with peers and teachers more effectively.

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What are executive functioning skills? What are examples of executive function skills? Learn about different executive skills, and the three areas of executive function.

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1. The article talks about the supports we can give our students with ADHD. ADHD is one of the most common disorder diagnosed and one of the biggest struggles is that educators lack the skills to be able to support and create an inclusive classroom. The Article, Teaching students with ADHD, gives their prospective of what they believe is the key to creating an inclusive supportive space. Those are patience, creativity, and consistency. It went into what you can do to make learning easier. Many students with ADHD do well with competitive games or other activities that are rapid and intense instead of worksheets. Seating is also important. Having flexible seating and having them sit closer to a teacher also helps. Creating a space that is calm and distraction free will help. Frequent breaks and let them squeeze a rubber ball or tap something that doesn't make noise as a physical outlet. Our students with ADHD can thrive in a classroom, what just needs to happened is that as educators must think and create outlets to help them thrive.

Melinda Smith, M. A. (2024, February 5). Teaching students with ADHD. HelpGuide.org. https://www.helpguide.org/articles/add-adhd/teaching-students-with-adhd-attention-deficit-disorder.htm