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National Institute of Mental Health (NIMH)

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What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

What are the signs and symptoms of ADHD?

What are the risk factors of ADHD?

How is ADHD treated?

How can I find a clinical trial for ADHD?

Where can I learn more about ADHD?

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Learn about attention-deficit/hyperactivity disorder, including signs and symptoms, risk factors, treatments, and tips for staying organized with ADHD.

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Accommodations to Help Students with Attention Deficit Disorders

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Accommodations to Help Students with Attention Deficit Disorders

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Welcome to the ADD WareHouse and Specialty Press!

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Harvey C. Parker, Ph.D.
Clinical Psychologist

Author of The ADHD Workbook for Parents and The ADHD Handbook for Schools

Children and youth with attention deficit disorder (ADD) often have serious problems in school. Inattention, impulsiveness, hyperactivity, disorganization, and other difficulties can lead to unfinished assignments, careless errors, and behavior which is disruptive to one's self and others. Through the implementation of relatively simple and straightforward accommodations to the classroom environment or teaching style, teachers can adapt to the strengths and weaknesses of students with ADD. Small changes in how a teacher approaches the student with ADD or in what the teacher expects can turn a losing year into a winning one for the child.

Examples of accommodations which teachers can make to adapt to the needs of students with ADD are grouped below according to areas of difficulty.

seat student in quiet area

seat student near good role model

seat student near "study buddy"

increase distance between desks

allow extra time to complete assigned work

shorten assignments or work periods to coincide with span of attention; use timer

break long assignments into smaller parts so student can see end to work

assist student in setting short term goals

give assignments one at a time to avoid work overload

require fewer correct responses for grade

reduce amount of homework

instruct student in self-monitoring using cueing

pair written instructions with oral instructions

provide peer assistance in note taking

give clear, concise instructions

seek to involve student in lesson presentation

cue student to stay on task, i.e. private signal

ignore minor, inappropriate behavior

increase immediacy of rewards and consequences

use time-out procedure for misbehavior

supervise closely during transition times

use "prudent" reprimands for misbehavior (i.e. avoid lecturing or criticism)

attend to positive behavior with compliments etc..

acknowledge positive behavior of nearby students

seat student near role model or near teacher

set up behavior contract

instruct student in self monitoring of behavior, i.e. hand raising, calling out

call on only when hand is raised in appropriate manner

praise when hand raised to answer question

allow student to stand at times while working

provide opportunity for "seat breaks" i.e.run errands, etc.

provide short break between assignments

supervise closely during transition times

remind student to check over work product if performance is rushed and careless

give extra time to complete tasks (especially for students with slow motor tempo)

provide reassurance and encouragement

frequently compliment positive behavior and work product

speak softly in non-threatening manner if student shows nervousness

review instructions when giving new assignments to make sure student comprehends directions

look for opportunities for student to display leadership role in class

conference frequently with parents to learn about student's interests and achievements outside of school

send positive notes home

make time to talk alone with student

encourage social interactions with classmates if student is withdrawn or excessively shy

reinforce frequently when signs of frustration are noticed

look for signs of stress build up and provide encouragement or reduced work load to alleviate pressure and avoid temper outburst

spend more time talking to students who seem pent up or display anger easily .

provide brief training in anger control: encourage student to walk away; use calming strategies; tell nearby adult if getting angry

if reading is weak: provide additional reading time; use "previewing" strategies; select text with less on a page; shorten amount of required reading; avoid oral reading

if oral expression is weak: accept all oral responses; substitute display for oral report; encourage student to tell about new ideas or experiences; pick topics easy for student to talk about

if written language is weak: accept non-written forms for reports (i.e. displays, oral, projects); accept use of typewriter, word processor, tape recorder; do not assign large quantity of written work; test with multiple choice or fill-in questions

if math is weak: allow use of calculator; use graph paper to space numbers; provide additional math time; provide immediate correctness feedback and instruction via modeling of the correct computational procedure

ask for parental help in encouraging organization,

provide organization rules

encourage student to have notebook with dividers and folders for work

provide student with homework assignment book

supervise writing down of homework assignments

send daily/weekly progress reports home

regularly check desk and notebook for neatness, encourage neatness rather than penalize sloppiness

allow student to have extra set of books at home

give assignments one at a time

assist student in setting short term goals

do not penalize for poor handwriting if visual-motor defects are present

encourage learning of keyboarding skills

allow student to tape record assignments or homework

praise compliant behavior

provide immediate feedback

ignore minor misbehavior

use teacher attention to reinforce positive behavior

use "prudent" reprimands for misbehavior (i.e. avoid lecturing or criticism)

acknowledge positive behavior of nearby student

supervise student closely during transition times

seat student near teacher

set up behavior contract

implement classroom behavior management system

instruct student in self-monitoring of behavior

praise appropriate behavior

monitor social interactions

set up social behavior goals with student and implement a reward program.

prompt appropriate social behavior either verbally or with private signal

encourage cooperative learning tasks with other students

provide small group social skills training

praise student frequently

assign special responsibilities to student in presence of peer group so others observe student in a positive light.

This article may be reproduced without permission. Information about The ADAPT Program is available in our catalog.

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Welcome to the ADD WareHouse and Specialty Press!

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Accommodations to Help Students with Attention Deficit Disorders

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Harvey C. Parker, Ph.D. Clinical Psychologist Author of The ADHD Workbook for Parents and The ADHD Handbook for Schools Children and youth with attention deficit disorder (ADD) often have serious problems in school. Inattention, impulsiveness, hyperactivity, disorganization, and other difficulties can lead to unfinished assignments, careless errors, and behavior which is disruptive to one's self and others.

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Classroom Accommodations to Help Students With ADHD

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Classroom Accommodations to Help Students With ADHD

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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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Understanding and Supporting Your Student With ADHD

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Understanding and Supporting Your Student With ADHD

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Understanding and Supporting Your Student With ADHD

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Brain Balance is a leading, non-medical program designed to help kids and teens who struggle so they can reach their full potential. We'll create a customized plan based on your child's needs. They'll build a strong foundation to help improve focus, hyperactivity, impulsivity, and attention.

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ADHD is one of the most common neurodevelopmental disorders of childhood.

Symptoms start in childhood and often last into adulthood.

Identifying signs and symptoms of ADHD can help lead to a diagnosis, which is a process with several steps.

Treatment can involve a combination of behavior therapy and medication.

What it is

ADHD is one of the most common neurodevelopmental disorders of childhood. Neurodevelopmental means having to do with the way the brain grows and develops.

ADHD is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active.

"Is It ADHD?" in ASL‎

Types

There are three different ways ADHD presents itself, depending on which types of symptoms are strongest in the individual at the time of diagnosis:

Predominantly inattentive presentation

Predominantly h yperactive-impulsive presentation

Combined presentation (a combination of inattentive and hyper-impulsive symptoms)

Signs and symptoms

It is normal to have trouble focusing and behaving at one time or another. However, children with ADHD do not grow out of these behaviors. The symptoms can continue, can be severe, and can cause difficulty at school, at home, or with friends.

ADHD symptoms can change over time‎

Causes

Scientists are studying possible causes and risk factors in an effort to find better ways to manage and reduce the chances of a person having ADHD. The causes and risk factors for ADHD are unknown, but current research shows that genetics plays an important role. Recent studies link genetic factors with ADHD.

In addition to genetics, scientists are studying other possible causes and risk factors including:

Brain injury

Exposure to environmental risks (for example, lead) during pregnancy or at a young age

Alcohol and tobacco use during pregnancy

Premature delivery

Low birth weight

** ADHD Myth-busting **‎

Diagnosis

ADHD in children

Talk with your child's healthcare provider‎

Deciding if someone has ADHD is a process with several steps. There is no single test to diagnose ADHD, and many other problems, such as anxiety, depression, sleep problems, and certain types of learning disabilities, can have similar symptoms. One step of the process involves having a medical exam, including hearing and vision tests, to rule out other problems with symptoms like ADHD.

Diagnosing ADHD usually includes a checklist for rating ADHD symptoms and taking a history of the child from parents, teachers, and sometimes, the child.

ADHD in adults

ADHD can last into adulthood. Some adults have ADHD but have never been diagnosed. The symptoms can cause difficulty at work, at home, or with relationships. Symptoms may look different at older ages, for example, hyperactivity may appear as extreme restlessness. Symptoms can become more severe when the demands of adulthood increase.

For more information about ADHD diagnosis and treatment in adults, please visit the websites of the National Institutes of Mental Health.

Treatment and managing symptoms

In most cases, ADHD is best treated with a combination of behavior therapy and medication. For preschool-aged children (4-5 years of age) with ADHD, behavior therapy, particularly training for parents, is recommended as the first line of treatment before medication is tried. What works best can depend on the child and family. Effective treatment plans will include close monitoring, follow-ups, and making changes, if needed, along the way.

Managing symptoms: Staying healthy

Being healthy is important for everyone and can be especially important for people with ADHD. In addition to behavioral therapy and medication, having a healthy lifestyle can make it easier to deal with ADHD symptoms. Here are some healthy behaviors that may help:

What CDC is doing

The Centers for Disease Control and Prevention (CDC) funds the National Resource Center on ADHD (NRC), a program of CHADD-Children and Adults with Attention-Deficit/Hyperactivity Disorder. Their website has links to information for people with ADHD and their families.

The NRC operates a call center (1-866-200-8098) with trained staff to answer questions about ADHD.

Need help?

Get information and support from the National Resource Center on ADHD.

Resources and tools

To get help with concerns about ADHD, talk with your child's healthcare provider. Primary healthcare providers may diagnose ADHD or may provide a referral to a mental health professional such as a psychologist or psychiatrist.

Children can be seen by a specialist such as a child psychologist, child psychiatrist, or developmental pediatrician. You can also contact a local early intervention program for a free or low-cost evaluation (children under age 3) or school system for a free evaluation (children 3 years or older).

For more information on services for children with special needs, visit the Center for Parent Information and Resources. To find the Parent Center near you, you can visit this website.

ADHD materials and multimedia

October is ADHD Awareness Month. The goal of ADHD Awareness Month is to correct misunderstandings about ADHD and highlight the shared experiences of the ADHD community. Help CDC raise ADHD awareness, encourage inclusion, and connect people to support services. Get more information at ADHD Awareness.

Free materials on ADHD‎

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About Attention-Deficit / Hyperactivity Disorder (ADHD)

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Read about ADHD, its types, symptoms, causes, screening, treatment, and CDC's work.

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ADHD in the Classroom: Helping Children Succeed in School

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ADHD in the Classroom: Helping Children Succeed in School

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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.

Classroom treatment strategies for ADHD students

There are some school-based management strategies shown to be effective for ADHD students:

Behavioral classroom management

The behavioral classroom management approach encourages a student's positive behaviors in the classroom, through a reward system 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 for students of all ages.

Organizational training

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.

Teaching and supporting positive behavior‎

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

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

Learn more about IDEA vs Section 504
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:

What are the main differences between an IEP and a 504 Plan?‎

* IEPs: Provide individualized special education services to meet the unique needs of the child and is governed under the Federal law known as the Individuals with Disabilities Education Act (IDEA).

* 504 Plan: Provides services and changes to the learning environment to meet the needs of the child as adequately as other students and is part of Section 504 of the Rehabilitation Act.

Accommodations

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

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

Extra help with staying organized

Did you know?‎

Parents of children with ADHD report receiving more services through an IEP than through a 504 plan.

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.

Helping students with ADHD‎

CHADD's National Resource Center on ADHD provides information for teachers from experts on how to help students with ADHD.

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

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.

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.

Involve the school counselor or psychologist.

Parent education and support

How to best advocate for your child‎

What every parent should know

School support and services are regulated by laws. The U.S. Department of Education has developed a "Know your rights" letter for parents and a resource guide for educators to help educators, families, students, and other interested groups better understand how these laws apply to students with ADHD so that they can get the services and education they need to be successful.

Healthcare providers also play an important part in collaborating with schools to help children get the special services they need.

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ADHD in the Classroom: Helping Children Succeed in School

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Resources for parents, teachers, and healthcare providers to help children with ADHD succeed in the school.

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NCMH (National Centre for Mental Health)

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Identifying and Helping a Student with ADHD 

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Identifying and Helping a Student with ADHD 

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Identifying and Helping a Student with ADHD | Educators and ADHD Coaches

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Last updated September 2023

About

Attention Deficit/Hyperactivity Disorder (ADHD) is a condition which includes difficulties with attention, increased activity, and difficulties with impulsivity. Estimates show that up to 10 percent of school-aged children and about 4 percent of adults have ADHD. It is usually first identified when children are school-aged, although it also can be diagnosed in people of all age groups. In an average classroom of 30 children, research suggests that at least one will have ADHD.

No single biological cause for ADHD has been found. But most research points to genes inherited from parents as the leading contributor to ADHD. ADHD often runs in families.

The good news is that there are safe and effective treatments for children and adolescents with ADHD. Treatment is most effective when it begins early and when intervention is individualized to the needs of the child.
Choose a topic: Glossary of Symptoms: ADHD
Frequently Asked Questions

1. What is ADHD?

2. How common is ADHD?

3. What causes ADHD?

4. Common signs and symptoms of ADHD?

5. What are the types of treatment for ADHD?

6. When is it okay to stop taking ADHD medication?

7. What are the consequences of untreated ADHD?

Treatment Resources

Parents' Medication Guide

The American Academy of Child and Adolescent Psychiatry (AACAP) and the American Psychiatric Association (APA) created the Parents' Medication Guide series.

Included in these guides are new research on effective treatments for child and adolescent ADHD. The goal of the guide is to help parents make informed decisions about getting the best care for a child or adolescent with ADHD.

Facts for Families

AACAP's Facts for Families provide concise up-to-date information on issues that affect children, teenagers, and their families. Below are links to Facts for Families with information that may be useful to families of children with ADHD.

Video Clips

ADHD: A Guide for Families
Many children have restless behaviors that are typical of ADHD. When fidgeting, poor concentration, or impulsiveness begins disrupting performance in school, at home, or in relationships with other children, the cause might be ADHD. To be a good advocate for your child, you need to learn as much as you can about ADHD.

The following are chapters from the ADHD: A Guide for Families book:

Clinical Resources

Information about Choices in Psychotherapy Treatment

Treatment for ADHD comes in the form of medication and psychotherapy treatment. Both can be important elements of a comprehensive treatment plan. There are several psychotherapies that are helpful for children with ADHD. We have the most evidence that cognitive-behavioral therapy (CBT) and behavioral management techniques can be helpful for children with ADHD.
Learn more about the types of psychotherapy that are available to help children and adolescents with mental illness here.
Information about Choices in Medication
Learn more about how psychiatric medication is used to treat children and adolescents here Learn more about the types of psychiatric medication that are available to treat children and adolescents with mental health disorder here. .
Vanderbilt Diagnostic Parent Rating Scale
Parents who have a child or adolescent with ADHD, or any mental health condition, are often left facing difficult decisions regarding medication.

View up-to-date information about advances in psychopharmacological treatment for mood disorders here.

ADHD Rating Scales

Two rating scales which can be used by clinicians to help identify ADHD and monitor symptoms are the SWAN rating scale and the SNAP-IV rating scale. These scales are completed separately by a parent and a teacher.

The SWAN Rating Scale has 30 items and includes ADHD symptoms and symptoms of oppositional defiant disorder. Download the SWAN Rating Scale.

The SNAP-IV Rating Scale contains 90 items and includes symptoms of ADHD and also ODD and aggression. Download the SNAP-IV Rating Scale.

Research and Training

AHRQ review of ADHD, Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment in Children and Adolescents

The abstract for the Multimodal Treatment Study of Children with ADHD is an NIMH sponsored research study that examined close to 600 children with ADHD and studied how they responded to different treatments. Click here to find a brief description of results from this study:
Multimodal Treatment Study of Children with ADHD

Learn more about the Multimodal Treatment Study of Children with ADHD and results from this large research study.

Books

AACAP's books: and Your Adolescent offer easy-to-understand and comprehensive information on the emotional development and behavior of children from infancy through the teen years.

A Bird's-Eye View of Life with ADD and ADHD: Advice from Young Survivors
Chris A. Zeigler Dendy and Alex Zeigler

ADHD and Me: Forty Years in a Fog
Ken Patterson

For more bibliotherapy resources, visit Living with Mental Illness: Books, Stories and Memoirs.

Getting Help

Getting help is the most important thing that parents can do for children and adolescents with a mental health concern. Parents should try to find a mental health professional with advanced training and experience evaluating and treating children and adolescents with attention-deficit/hyperactivity disorder. Also, it is important to find a comfortable match between your child, your family, and the mental health professional.

A child and adolescent psychiatrist is a physician who specializes in the diagnosis and treatment of mental health disorders that affect children and adolescents. Child and adolescent psychiatrists have completed four years of medical school, and at least three years of residency training in medicine, neurology, or general psychiatry with adults, and two years of additional training in psychiatric work with children and adolescents.

Find a child and adolescent psychiatrist in your area.
Services In School For Children With Special Needs: What Parents Need To Know
To learn about accessing child and adolescent psychiatrists and other mental health professionals, please read Where To Find Help For Your Child.

Oftentimes, parents are unsure when to seek a referral to a child and adolescent psychiatrist. For more information on when to seek a referral, please read this article.

Learn more about understanding mental health insurance, please read AACAP's Facts For Families on Mental Health Insurance.

Related Websites

This Resource Center was made possible through funding from the Lasdon Foundation.

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Attention Deficit/Hyperactivity Disorder (ADHD) is a condition which includes difficulties with attention, increased activity, and difficulties with impulsivity.

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Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine

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Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine

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Parents: Is your child's teacher doing everything possible to support learning? Teachers often dictate the success or failure of a child's education - particularly if that child has attention deficit hyperactivity disorder (ADHD or ADD).

Next to parents, teachers are the most influential people in a student's life. The best teacher will develop ADHD strategies to show students that they are capable and worthwhile.

Here are some strategies for teaching children with ADHD that work to establish a supportive, structured classroom that will encourage learning, enforce discipline, and boost self-esteem.

Strategies for Students with ADHD

Assign work that suits the student's skill level. Students with ADHD will avoid classwork that is too difficult or too long.

Offer choices. Children with ADHD who are given choices for completing an activity produce more work, are more compliant, and act less negative. Establish, for instance, a list of 15 activity choices for practicing spelling words like writing words on flash cards, using them in a sentence, or air-writing words.
[Get This Download: How to Teach Children with ADHD - Classroom Challenges & Solutions]

Provide visual reminders. Students with ADHD respond well to visual cues and examples. For instance, demonstrate a skill like essay writing on an overhead projector or on the board. When children get to their independent work, leave key points about a topic visible on the board. Post important concepts the children will use again and again on brightly colored poster board around the room.

Increase active class participation. Group strategies include asking students to write their answers on dry-erase white boards and showing them to the teacher, asking students to answer questions in unison (choral response), having students give a thumbs up or down if the answer to the question is yes or no - a level palm, if they don't know the answer. Paired learning is also effective. Have students work through a problem in a group and discuss for maximized understanding.

Encourage hands-on learning. Create learning opportunities where children experience things first-hand. Have students write and act out a play, record an assignment on videotape or take apart and put together a model of a miniature eyeball when studying the human body.

Establish Rules & Routines for ADHD Students

Post classroom rules for student with and without ADHD. With input from students, establish short, simple classroom rules. State them in positive terms that convey what you want students to do.
For example, instead of saying: "No loud talking when you come into class," say, "When you come into class, check the assignment on the board and start working quietly." Or, "Sit down first and then you may talk quietly with your neighbor until I start teaching."

[Click to Download: 10 Teaching Strategies that Help Students with ADHD]

Establish classroom routines. This will help students with ADHD stay on task. Routines for all students can include: homework always being written on the board, "row captains" checking to see that assignments are written and that completed work is picked up, etc. Students with ADHD can check in with the classroom aide at the end of the day to make sure they understand the homework assignment and what's required of them.

Give appropriate supervision to ADHD students. Children with ADHD require more supervision than their peers because of their delayed maturity, forgetfulness, distractibility, and disorganization. Help these students by pairing them with classmates who can remind them of homework and classwork, using student partners to team up on a project, and involving classroom aides as much as you can during and after class.

Offer Accommodations for ADHD in the Classroom

Some students with ADHD may need school accommodations to address academic challenges. Make sure they get them. Some accommodations can be as easy as monitoring the student's work and developing a plan to help him not fall behind and even accepting the occasional late assignment - this can give the student confidence and get her back on track.

Other common ADHD accommodations include:

Extended time on tests

Shortened assignments

Instruction in note-taking or designating a class notetaker

Segmented assignments for long-term projects (with separate due dates and grades).

The Attention Deficit Disorder Association ( ADDA) makes the following recommendations for accommodations:

Reduce potential distractions. Always seat students who have problems with focus near the source of instruction and/or stand near student when giving instructions in order to help the student by reducing barriers and distractions between him and the lesson. Always seat this student in a low-distraction work area in the classroom.

Use positive peer models. Encourage the student to sit near positive role models to ease the distractions from other students with challenging or diverting behaviors.

Prepare for transitions. Remind the student about what is coming next (next class, recess, time for a different book, etc.). For special events like field trips or other activities, be sure to give plenty of advance notice and reminders. Help the student in preparing for the end of the day and going home, supervise the student's book bag for necessary items needed for homework.

Allow for movement. Allow the student to move around or fidget, preferably by creating reasons for the movement. Provide opportunities for physical action - do an errand, wash the blackboard, get a drink of water, go to the bathroom, etc. If this is not practical, then permit the student to play with small objects kept in their desks that can be manipulated quietly, such as a soft squeeze ball, if it isn't too distracting.

Let the children play. Recess can actually promote focus in children with ADHD so don't use it as a time to make-up missed schoolwork or as punishment as you might for other students.

Focus on the Positive

Establish a positive relationship with students who have ADHD. Greet them by name as they enter the classroom or when calling on them in class. Create a class bulletin board for posting students' academic and extracurricular interests, photographs, artwork, and/or accomplishments.

Provide frequent, positive feedback. Students with ADHD respond best to feedback that is immediate. Use positive praise, such as "You're doing a great job" or "Now you've got it." If a student's answer is incorrect, say, "Let's talk this through" or "Does that sound right to you?"

Ask questions rather than reprimand. If the student misbehaves, in class, ask, "Is that a good choice or a bad choice?" The student will get the message that his behavior is inappropriate.

Partner with Parents

For best results, teachers must partner with the parents to ensure that their child is ready to learn in the classroom. Here are some guidelines to share with the parents of your students with ADHD:

Communicate regularly with the teacher about problems.

See that your child's ADHD medication is working effectively at school and during homework sessions.

Help your child organize papers for evening homework and prepare for the next school day.

Watch your child put completed homework in the proper folder.

Monitor completion of work in the classes that he is in danger of failing.

Save all completed homework until the semester is over.

Talk with the teacher about using a daily or weekly report, if needed.

[Your Free Download: The Teacher's Guide to Better Assignments for Students with ADHD]

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Teaching Strategies for Students with ADHD: Ideas to Help Every Child Shine

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Your child's teacher is your partner in a fair and equitable education, but does she have the ADHD tools she needs? The following ADHD teaching strategies will help all students - but especially those with ADD - learn to the best of their ability in any classroom.

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Teaching Students with ADHD - HelpGuide.org

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Dealing with ADHD in the classroom? These tips for teachers will help you overcome common challenges.

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Positive, Intentional Supports for Students With ADHD

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Positive, Intentional Supports for Students With ADHD

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Positive, Intentional Supports for Students With ADHD

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An educator with attention-deficit/hyperactivity disorder shares simple strategies for supporting students with this learning difference.

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Free materials and resources on ADHD for families, teachers, healthcare providers, and public health professionals.

Check out CDC's list of ADHD materials below!

Free materials on ADHD‎

* A toolkit for partners

* Fact sheets
* Infographics/posters
* Videos
* Podcast
* Webcasts
* Materials from other organizations

Behavior therapy Medication
What are infographics?‎

Infographics (also known as "information graphics") are graphic pictures of data, information or knowledge that tell a story.

Text version‎

What parents can expect in behavior therapy

Parents typically attend 8 to 16 sessions with a therapist and learn strategies to help their child. Sessions may involve groups or individual families.

* The therapist meets regularly with the family to monitor progress and provide support

* Between sessions, parents practice using the skills they've learned from the therapist.

After therapy ends, families continue to experience improved behavior and reduced stress. #VitalSigns

Text version ‎

What parents learn when trained in behavior therapy

* Positive Communication
* Positive Reinforcement

* Structure and Discipline

Behavior therapy, given by parents, teaches children to better control their own behavior, leading to improved functioning at school home and in relationships. Learning and practicing behavior therapy requires time and effort but has lasting benefits for the child. #VitalSigns

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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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Navigating the Back-to-School Transition: ADHD Accommodations for a Successful Home Environment - My Schools Tucson 

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Navigating the Back-to-School Transition: ADHD Accommodations for a Successful Home Environment - My Schools Tucson 

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Navigating the Back-to-School Transition: ADHD Accommodations for a Successful Home Environment - My Schools Tucson

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By Nicole Moore, Licensed Marriage & Family Therapist Semi-fall has arrived in southern Arizona. This is the time of year when the monsoons are winding down, and the scorching hot temperatures persist. While no falling leaves are in sight, there is still a change in the season for families in the desert. As the rush […]

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Simple Ways to Support a Child with ADHD | ADHD and Parenting

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Simple Ways to Support a Child with ADHD | ADHD and Parenting

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Simple Ways to Support a Child with ADHD | ADHD and Parenting

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Resources for Families - ADHD & Learning Differences Program | Children’s National Hospital

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Resources for Families - ADHD & Learning Differences Program | Children’s National Hospital

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Resources for Families - ADHD & Learning Differences Program | Children’s National Hospital

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In addition to any resources your provider may give you, our online resources in the ADHD & Learning Differences Program can also support your ongoing treatment journey.

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Classroom Modifications for Children with ADHD or Concentration Issues

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Classroom Modifications for Children with ADHD or Concentration Issues

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Improve Academic Performance for Students with ADHD or Who Have Trouble Concentrating in Class with These Tactics

Students with ADHD are capable of doing well in school, but neurological deficits prevent them from behaving appropriately and performing well in the classroom. Maintaining expected standards of behavior, such as sitting still, concentrating and listening to others, may be more challenging for children with ADHD. However, classroom modifications may help keep symptoms in check.

ADHD and School Staff: Tips for Working with Your Child's Teachers

As a parent or guardian of a child with ADHD, you can play a key role in helping your child overcome the challenges of school. By working with your child's teachers to create specific and realistic goals for your child, and discussing strategies to reduce some or all of his or her ADHD symptoms, you can put your child on the path to success.

Classroom Modifications for ADHD: Strategies for Managing Symptoms

Teachers can use a range of ADHD classroom tools to help manage a student's symptoms and boost his or her performance in the classroom. Depending on your child's specific needs, these may include:
Eliminating distractions

Seating student away from doors, windows and colorful displays

Alternating seated activities with physical activities

Displaying important information where student can easily see it

Dividing complex tasks into manageable subtasks

Preventing chattering and interrupting

Using a timer to set limits when students are taking turns in a group

Regularly reminding student about the rules for interrupting and encouraging him or her to put a hand up to contribute to discussions

Teaching student to stop and think before raising a hand in class

Using a reward system so that students can earn privileges for behaving well

Reducing impulsivity

Making simple, clear rules and displaying them in the classroom

Creating a written schedule of activities for the day to help child feel more in control

Recognizing good behavior and using specific praises

Fighting fidgeting

Incorporating physical movement into lessons so that child can burn off excess energy in an appropriate way

Providing child with a stress ball so that he or she can satisfy their urge to fidget without interrupting or distracting peers

Developing Good Habits for Following Directions

Keeping instructions brief and clear

Breaking down complex tasks into manageable subtasks

Providing cues and prompts whenever student forgets the steps in the sequence

Giving Your Child the Best Chance of Success: Getting ADHD School Help

If the symptoms of ADHD are causing challenges for your child, requesting classroom help for ADHD will ensure that your child is able to overcome any barriers to success. If you find that even with these additional classroom tools your child is still struggling, you may need to look outside the classroom for help. While once considered impossible, we now know that the brain can improve and change throughout a person's lifetime. This phenomenon, called neuroplasticity, is at the heart of the Brain Balance Program. Our drug-free, integrated approach brings parents and kids together to achieve a common goal of improving the child's focus and attention, leading to a more successful academic and personal life.

If you suspect your child has ADHD or has already been diagnosed with ADHD, contact us online or find a center near you to learn more about how the Brain Balance Program can help.
Enjoy These ADHD Related Articles
A Homework System That Works for Students With ADHD
Motivating Your ADHD Child
Tools and Resources for Classroom Success for Kids with Learning Disabilities

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Classroom Modifications for Children with ADHD or Concentration Issues

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Students with ADHD are capable of doing well in school, but neurological deficits prevent them from behaving appropriately and performing well in the classroom. Maintaining expected standards of behavior, such as sitting still, concentrating and listening to others, may be more challenging for children with ADHD.

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What Is ADHD?

ADHD stands for attention deficit hyperactivity disorder. It is a medical condition. A person with ADHD has differences in brain development and brain activity that affect attention, the ability to sit still, and self-control. ADHD can affect a child at school, at home, and in friendships.

What Are the Signs of ADHD?

All kids struggle at times to pay attention, listen and follow directions, sit still, or wait their turn. But for kids with ADHD, the struggles are harder and happen more often.

Kids with ADHD can show signs in any or all these areas:

Inattentive. Kids who are inattentive (easily distracted) have trouble focusing their attention, concentrating, and staying on task. They may not listen well to directions, may miss important details, and may not finish what they start. They may daydream or dawdle too much. They may seem absent-minded or forgetful, and lose track of their things.

Hyperactive. Kids who are hyperactive are fidgety, restless, and easily bored. They may have trouble sitting still, or staying quiet when needed. They may rush through things and make careless mistakes. They may climb, jump, or roughhouse when they shouldn't. Without meaning to, they may act in ways that disrupt others.

Impulsive. Kids who are impulsive act too quickly before thinking. They often interrupt, might push or grab, and find it hard to wait. They may do things without asking for permission, take things that aren't theirs, or act in ways that are risky. They may have emotional reactions that seem too intense for the situation.

Sometimes parents and teachers notice signs of ADHD when a child is very young. But it's normal for little kids to be distracted, restless, impatient, or impulsive - these things don't always mean that a child has ADHD.

Attention, activity, and self-control develop little by little, as children grow. Kids learn these skills with help from parents and teachers. But some kids don't get much better at paying attention, settling down, listening, or waiting. When these things continue and begin to cause problems at school, home, and with friends, it may be ADHD.

What Causes ADHD?

It's not clear what causes the brain differences of ADHD. There's strong evidence that ADHD is mostly inherited. Many kids who have ADHD have a parent or relative with it. Kids also can be more at risk for it if they were born early, are exposed to environmental toxins, or their mothers used drugs during pregnancy.

ADHD is not caused by too much screen time, poor parenting, or eating too much sugar.

How Is ADHD Diagnosed?

If you think your child has ADHD, make an appointment with your child's doctor. They will do a checkup, including a vision and hearing check, to be sure something else isn't causing the symptoms.

To diagnose ADHD, doctors start by asking about a child's health, behavior, and activity. They talk with parents and kids about the things they have noticed. Your doctor might ask you to complete checklists about your child's behavior, and might ask you to give your child's teacher a checklist too.

After gettng this information, doctors diagnose ADHD if it's clear that:

A child's trouble with paying attention, hyperactivity, or impulsivity go beyond what's usual for their age.

The behaviors have been going on since the child was young.

The behaviors affect the child at school and at home.

A health check shows that another health or learning issue isn't causing the problems.

Many kids with ADHD also have learning problems, oppositional and defiant behaviors, or mood and anxiety problems. Doctors usually treat these along with the ADHD.

The doctor can refer you to a child psychologist or psychiatrist, if needed.

How Is ADHD Treated?

Treatment for ADHD usually includes:

Medicine. This activates the brain's ability to pay attention, slow down, and use more self-control.

Behavior therapy. Therapists can help kids develop the social, emotional, and planning skills that are lagging with ADHD.

Parent coaching. Through coaching, parents learn the best ways to respond to behavior problems that are part of ADHD.

School support. Teachers can help kids with ADHD do well and enjoy school more.

The right treatment helps ADHD improve. Parents and teachers can teach younger kids to get better at managing their attention, behavior, and emotions. As they grow older, kids should learn to improve their own attention and self-control.

When ADHD is not treated, it can be hard for kids to succeed. This may lead to low self-esteem, depression, oppositional behavior, school failure, risk-taking behavior, or family conflict.

How Can Parents Help?

If your child is 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.

Give medicines safely. If your child is taking ADHD medicine, always give it at the recommended time and dose. Keep medicines in a safe place.

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

Parent with purpose and warmth. Learn what parenting approaches are best for a child with ADHD - and which can make ADHD worse. Talk openly and supportively about ADHD with your child. Focus on your child's strengths and positive qualities.

Connect with others for support and awareness. Join a support group like CHADD for ADHD to get updates on treatment and other information.

ADHD can improve when kids get treatment, eat healthy food, get enough sleep and exercise, and have supportive parents who know how to respond to ADHD.

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ADHD is a common medical condition that can affect kids at school, at home, and in friendships. Learn more about ADHD and how to help kids get the best diagnosis and care.