# data[].attributes.body
ADHDers often struggle with processing verbal communication, or remembering instructions, or waiting their turn to speak in conversations. Different methods of communication can support with this!

# data[].attributes.body
Using clear, concise instructions, that are repeated if needed by the individual. Limit the amount of instructions to 1 or 2 at a time - more can cause overwhelm, and mean tasks are forgotten.

# data[].attributes.body
Avoid shouting or using a negative tone of voice. ADHDers often have low self esteem and get told approximately 20,000 corrective or negative messages by the age of 10.

Instead, pick up on the positives! Let the individual know when their behaviour is great, and if they need some support with some difficult behaviour, use a firm but gentle tone of voice to reiterate boundaries.

# data[].attributes.body
VISUALS

Using software like widgets, or using pictures, to back up verbal information, will support communication. Also, as a school we use Signalong, which is a form of sign language that aids communication. When auditory processing can be hard, it is useful to have another way of understanding!

# data[].attributes.body
Although not everyone with ADHD experiences sensory differences, and this is not officially a symptom of ADHD, it is highly reported that there is a large comorbidity between ADHD and Sensory Processing Disorder (SPD). These are some ideas that could help either sensory avoidant individuals, or sensory seekers.

# data[].attributes.headline
HOW TO KNOW IF SOMEONE IS SENSORY AVOIDANT?

# data[].attributes.subject
HOW TO KNOW IF SOMEONE IS SENSORY AVOIDANT?

# data[].attributes.body
This could look like an individual putting their hands over their ears, covering their eyes, or pulling away from physical touch. The individual may be distressed by certain environments.

Having too much sensory input can show up as headaches, and feeling sick or unwell, as well as being more irritable and having more emotional outbursts.

# data[].attributes.body
TOOLS FOR SENSORY AVOIDANT INDIVIDUALS:

1. Ear defenders, noise-cancelling headphones, or in-ear plugs, like Loops or Calmer earplugs by Flare audio, could be used to support with an overstimulating amount of noise.

2. Use sunglasses when it is too bright!

3. As adults, we can think about the sensory environment we are creating. For example, asking other students to use headphones on their laptops, turning off unnecessary stimuli or background noise and turning off lights if not needed.

4. Some students might need support in taking layers off or putting layers on - difficulties in temperature regulation can lead to sensory overload.

# data[].attributes.body
People with ADHD can also be sensory seekers, particularly when dopamine levels in the brain are low!

This can look like the opposite of sensory avoidant behaviour. Don't be fooled! Individuals can change from sensory seeking to sensory avoidant behaviour very quickly (and vice versa) due to fluctuating dopamine levels. People with ADHD commonly report a very small window in between being under stimulated and overstimulated, which can lead to mood swings.

# data[].attributes.headline
HOW TO RECOGNISE SENSORY SEEKING BEHAVIOUR?

# data[].attributes.subject
HOW TO RECOGNISE SENSORY SEEKING BEHAVIOUR?

# data[].attributes.body
This could look like being extra clumsy, taking part in risky behaviour, and generally moving around a lot, showing lots of signs of hyperactivity.

This could also show up as putting things in the mouth/chewing things that aren't edible, making lots of noise/talking a lot or being very tactile.

# data[].attributes.body
SUPPORT WE CAN OFFER FOR SENSORY SEEKERS:

1. Time to move. This could be in the form of extra playtimes, sensory breaks or sensory circuits, or even incorporating more movement into lessons, which will also support the learning of a child with ADHD, who are often kinesthetic learners.

2. Using equipment like the squeezing machine or lifting or moving heavy objects helps meet the needs of the sense proprioception. This means the awareness of where our body is in space. Tight (consensual) hugs meet this need, or using a weighted blanket.

3. Use fidget toys. There are so many to choose from that the individual can find what works for the best! An example could be a fidget spinner or a tangle. These can help the individual to listen or regulate.

# data[].attributes.body
ADHDers have what is called an interest-based nervous system. This means that if the task doesn't include an element of NOVELTY, INTEREST, URGENCY or CHALLENGE, then an ADHD brain is going to find it very difficult to complete the task. This is because these factors all create dopamine in the brain.

# data[].attributes.body
New things create dopamine in ADHD brains - this can make it possible to start tasks if there is something new about them.

This can also mean that those with ADHD often get intense, new hobbies for a very short amount of time.

# data[].attributes.body
Attention, focus, and motivation become much easier for people with ADHD when they are interested in the task or topic.

This can be implemented by adults to support those with ADHD by altering tasks to suit the student's interests.

# data[].attributes.body
Urgency means creating a limited time to complete a task. This could be a deadline or even a 5-4-3-2-1 countdown for a task to be finished. Urgency can be created by sand timers, countdowns (visual and verbal), and even a fictional urgent situation in a roleplay.

This urgency creates adrenaline, which in turn creates dopamine, which gives ADHDers the ability to get stuff done!

# data[].attributes.body
An element of challenge or competition in a task can help to boost dopamine. This could be against another person, like a race, or can even be on an individual basis, like 'Can I complete this task before the timer runs out? Or can I do better than last time?'

This can particularly help with tidying up (known for being very boring), but dividing the room and creating a race between 2 people can help create motivation for the individual.

# data[].attributes.body
Those with ADHD commonly have difficulties with these areas of executive function.

# data[].attributes.body
It is commonly misunderstood that those with ADHD lack attention skills, when actually the differences in dopamine levels in the brain mean it is just tricky for ADHDers to regulate attention. This simply means that people with ADHD can have too little attention or too much attention.

Having too much attention can be called a hyperfocus. When a hyperfocus is happening, the individual may experience time blindness, and may neglect personal needs such as eating or going to the toilet.

# data[].attributes.body
Because of hyperfocus, and having an interest-based nervous system, it is often very difficult for those with ADHD to switch between tasks.

Let's say a child has been on a computer, but now it's playtime. A very common trick that aids this transition between activities is a 5-4-3-2-1 countdown, or a sensory timer. Other ideas for this are completing a task until a song has finished. Sensory/movement breaks in between tasks can be useful for switching tasks also.

# data[].attributes.body
If starting a task is the problem, there are some things that can make task initiation easier!

1. REWARD: Think about the reward for when the task is over. At school, this could be in the form of choosing a working towards before the session starts, and then earning stars towards that throughout the session.

2. ROUTINE: Having a routine for before jobs start can help the brain to switch into gear! This could be a sensory circuit, or completing a journal, or talk through zones of regulation/feelings before entering the class. This could also be a very small and achievable task, that will increase self esteem and dopamine levels pre-classroom.

3. Using the Interest/Challenge/Urgency/Novelty elements from the motivation section will improve ability to start tasks.

# data[].attributes.body
People with ADHD regularly experience problems with emotional regulation or staying calm and happy. This can look like very intense emotions, impulsive behaviour, trouble making decisions, or avoiding difficult emotions.

# data[].attributes.body
Coming up with a plan for someone for when they are feeling dysregulated can be really helpful for the individual, and for the person supporting them.

This could have some activities that help calm that particular person, or strategies for different feelings. This will be different for each person, and may need a trial and error situation, but here are some examples:

BLUE ZONE (sad/tired/hurt)

weighted blanket

time to talk with an adult

lego/colouring

YELLOW ZONE (anxious/excited/silly)

sensory break/movement break

fidget toy

listen to music

RED ZONE (angry/out of control)

punching bag

deep breathing

space from others