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Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.

Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.

Using multiple learning styles and ï¿½multiple intelligencesï¿½ for learning is a relatively new approach. This approach is one that educators have only recently started to recognize. Traditional schooling used (and continues to use) mainly linguistic and logical teaching methods. It also uses a limited range of learning and teaching techniques. Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review. A result is that we often label those who use these learning styles and techniques as ï¿½bright.ï¿½ Those who use less favored learning styles often find themselves in lower classes, with various not-so-complimentary labels and sometimes lower quality teaching. This can create positive and negative spirals that reinforce the belief that one is "smart" or "dumb".

By recognizing and understanding your own learning styles, you can use techniques better suited to you. This improves the speed and quality of your learning.

Visual (spatial):You prefer using pictures, images, and spatial understanding.

Aural (auditory-musical): You prefer using sound and music.

Verbal (linguistic): You prefer using words, both in speech and writing.

Physical (kinesthetic): You prefer using your body, hands and sense of touch.

Logical (mathematical): You prefer using logic, reasoning and systems.

Social (interpersonal): You prefer to learn in groups or with other people.

Solitary (intrapersonal): You prefer to work alone and use self-study.

Why Learning Styles? Understand the basis of learning styles

Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. We explore more of these features in this chapter.

Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style.

For example:

Visual: The occipital lobes at the back of the brain manage the visual sense. Both the occipital and parietal lobes manage spatial orientation.

Aural: The temporal lobes handle aural content. The right temporal lobe is especially important for music.

Verbal: The temporal and frontal lobes, especially two specialized areas called Brocaï¿½s and Wernickeï¿½s areas (in the left hemisphere of these two lobes).

Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement.

Logical: The parietal lobes, especially the left side, drive our logical thinking.

Social: The frontal and temporal lobes handle much of our social activities. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The limbic system has a lot to do with emotions, moods and aggression.

Solitary: The frontal and parietal lobes, and the limbic system, are also active with this style.

Where to next?

Click the links in the navigation menu on the left (or above) to learn more about the individual learning styles, or go to the learning styles inventory page to try a test to discover your own learning styles.

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Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles.

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How schools treat children that learn differently 

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How schools treat children that learn differently 

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What are learning disabilities?

Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are:

reading,

writing,

listening,

speaking,

reasoning, and

doing math.

Learning disabilities (LD) vary from person to person. One person with learning disabilities may not have the same kind of learning problems as another person with learning disabilities. One person may have trouble with reading and writing. Another person with learning disabilities may have problems with understanding math. Still another person may have trouble in each of these areas, as well as with understanding what people are saying.

Researchers think that learning disabilities are caused by differences in how a person's brain works and how it processes information. Children with learning disabilities are not "dumb" or "lazy." In fact, they usually have average or above average intelligence. Their brains just process information differently.

The definition of "learning disability" just below comes from the Individuals with Disabilities Education Act (IDEA). The IDEA is the federal law that guides how schools provide special education and related services to children with disabilities.

There is no "cure" for learning disabilities. They are life-long. However, children with learning disabilities can be high achievers and can be taught ways to get around the learning disability. With the right help, children with learning disabilities can and do learn successfully.

IDEA's Definition of "Learning Disability"
Our nation's special education law, the Individuals with Disabilities Education Act, defines a specific learning disability as . . .
". . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia."

However, learning disabilities do not include, "...learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage." 34 Code of Federal Regulations §300.7(c)(10)

How common are learning disabilities?

Very common! As many as 1 out of every 5 people in the United States has a learning disability. Almost 3 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, over half of all children who receive special education have a learning disability (T wenty-fourth Annual Report to Congress, U.S. Department of Education, 2002).

What are the signs of a learning disability?

There is no one sign that shows a person has a learning disability. Experts look for a noticeable difference between how well a child does in school and how well he or she could do, given his or her intelligence or ability. There are also certain clues that may mean a child has a learning disability. We've listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified in elementary school. A child probably won't show all of these signs, or even most of them. However, if a child shows a number of these problems, then parents and the teacher should consider the possibility that the child has a learning disability.

When a child has a learning disability, he or she:

may have trouble learning the alphabet, rhyming words, or connecting letters to their sounds;

may make many mistakes when reading aloud, and repeat and pause often;

may not understand what he or she reads;

may have real trouble with spelling;

may have very messy handwriting or hold a pencil awkwardly;

may struggle to express ideas in writing;

may learn language late and have a limited vocabulary;

may have trouble remembering the sounds that letters make or hearing slight differences between words;

may have trouble understanding jokes, comic strips, and sarcasm;

may have trouble following directions;

may mispronounce words or use a wrong word that sounds similar;

may have trouble organizing what he or she wants to say or not be able to think of the word he or she needs for writing or conversation;

may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener;

may confuse math symbols and misread numbers;

may not be able to retell a story in order (what happened first, second, third); or

may not know where to begin a task or how to go on from there.

If a child has unexpected problems learning to read, write, listen, speak, or do math, then teachers and parents may want to investigate more. The same is true if the child is struggling to do any one of these skills. The child may need to be evaluated to see if he or she has a learning disability.

SLIDESHOW
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What about school and learning disabilities?

Learning disabilities tend to be diagnosed when children reach school age. This is because school focuses on the very things that may be difficult for the child - reading, writing, math, listening, speaking, and reasoning. Teachers and parents notice that the child is not learning as expected. The school may ask to evaluate the child to see what is causing the problem. Parents can also ask for their child to be evaluated.

With hard work and the proper help, children with learning disabilities can learn more easily and successfully. For school-aged children (including preschoolers), special education and related services are important sources of help. School staff work with the child's parents to develop an Individualized Education Program, or IEP. This document describes the child's unique needs. It also describes the special education services that will be provided to meet those needs. These services are provided at no cost to the child or family.

Supports or changes in the classroom (sometimes called accommodations) help most students with learning disabilities. Some common accommodations are listed below in "Tips for Teachers". Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from "low-tech" equipment such as tape recorders to "high-tech" tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to "write" by talking to the computer).

It's important to remember that a childs learning disabilities may need help at home as well as in school. The resources listed below will help families and teachers learn more about the many ways to help children with learning disabilities.

Latest Mental Health News

Tips for parents of children with learning disabilities

Learn about learning disabilities. The more you know, the more you can help yourself and your child. See the list of resources and organizations at the end of this article.

Praise your child when he or she does well. Children with learning disabilities are often very good at a variety of things. Find out what your child really enjoys doing, such as dancing, playing soccer, or working with computers. Give your child plenty of opportunities to pursue his or her strengths and talents.

Find out the ways your child learns best. Does he or she learn by hands-on practice, looking, or listening? Help your child learn through his or her areas of strength.

Let your child help with household chores. These can build self-confidence and concrete skills. Keep instructions simple, break down tasks into smaller steps, and reward your child's efforts with praise.

Make homework a priority. Read more about how to help your child be a success at homework. (See resource list at the end.)

Pay attention to your child's mental health (and your own!). Be open to counseling, which can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.

Talk to other parents whose children have learning disabilities. Parents can share practical advice and emotional support. Call NICHCY (1.800.695.0285) and ask how to find parent groups near you. Also let us put you in touch with the parent training and information (PTI) center in your state.

Meet with school personnel and help develop an educational plan to address your child's needs. Plan what accommodations your child needs, and don't forget to talk about assistive technology!

Establish a positive working relationship with your child's teacher. Through regular communication, exchange information about your child's progress at home and at school.

QUESTION
See Answer

Tips for teachers of children with learning disabilities

Learn as much as you can about the different types of learning disabilities. The resources and organizations at the end of this document can help you identify specific techniques and strategies to support the student educationally.

Seize the opportunity to make an enormous difference in this student's life! Find out and emphasize what the student's strengths and interests are. Give the student positive feedback and lots of opportunities for practice.

Review the student's evaluation records to identify where specifically the student has trouble. Talk to specialists in your school (e.g., special education teacher) about methods for teaching this student. Provide instruction and accommodations to address the student's special needs. Examples include:

breaking tasks into smaller steps, and giving directions verbally and in writing;

giving the student more time to finish schoolwork or take tests;

letting the student with reading problems use textbooks-on-tape (available through Recording for the Blind and Dyslexic, listed under "For more information");

letting the student with listening difficulties borrow notes from a classmate or use a tape recorder; and

letting the student with writing difficulties use a computer with specialized software that spell checks, grammar checks, or recognizes speech.

Learn about the different testing modifications that can really help a student with learning disabilities show what he or she has learned.

Teach organizational skills, study skills, and learning strategies. These help all students but are particularly helpful to those with learning disabilities.

Work with the student's parents to create an educational plan tailored to meet the student's needs.

Establish a positive working relationship with the student's parents. Through regular communication, exchange information about the student's progress at school.

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Is there any treatment for learning disabilities?

The most common treatment for learning disabilities is special education. Specially trained educators may perform a diagnostic educational evaluation assessing the child's academic and intellectual potential and level of academic performance. Once the evaluation is complete, the basic approach is to teach learning skills by building on the child's abilities and strengths while correcting and compensating for disabilities and weaknesses. Other professionals such as speech and language therapists also may be involved. Some medications may be effective in helping the child learn by enhancing attention and concentration. Psychological therapies may also be used.

What is the prognosis for learning disabilities?

Learning disabilities can be lifelong conditions. In some people, several overlapping learning disabilities may be apparent. Other people may have a single, isolated learning problem that has little impact on their lives.

What research is being done for learning disabilities?

The NINDS and other institutes of the National Institutes of Health including the National Institute of Child Health and Human Development, the National Institute of Deafness and Other Communication Disorders, and the National Institute of Mental Health support research on learning disabilities. Current research avenues focus on developing techniques to diagnose and treat learning disabilities and increase understanding of the biological basis of learning disabilities.

For more information

CHADD - Children and Adults with Attention-Deficit/ Hyperactivity Disorder
8181 Professional Place Suite 150
Landover, MD 20785
http://www.chadd.org
Tel: 301-306-7070 800-233-4050
Fax: 301-306-7090

International Dyslexia Association
8600 LaSalle Road Chester Building, Ste. 382
Baltimore, MD 21286-2044
[email protected]
http://www.interdys.org
Tel: 410-296-0232 800-ABCD123
Fax: 410-321-5069

Learning Disabilities Association of America
4156 Library Road Suite 1
Pittsburgh, PA 15234-1349
[email protected]
http://www.ldaamerica.org
Tel: 412-341-1515
Fax: 412-344-0224

National Center for Learning Disabilities
381 Park Avenue South Suite 1401
New York, NY 10016
http://www.ld.org
Tel: 212-545-7510
888-575-7373
Fax: 212-545-9665

National Institute of Child Health and Human Development (NICHD)
National Institutes of Health, DHHS
31 Center Drive, Rm. 2A32 MSC 2425
Bethesda, MD 20892-2425
http://www.nichd.nih.gov
Tel: 301-496-5133
Fax: 301-496-7101

National Institute of Mental Health (NIMH)
National Institutes of Health, DHHS
6001 Executive Blvd. Rm. 8184, MSC 9663
Bethesda, MD 20892-9663
[email protected]
http://www.nimh.nih.gov
Tel: 301-443-4513/866-615-NIMH (-6464)
301-443-8431 (TTY)

From

Health Solutions From Our Sponsors

Medically reviewed by Margaret Walsh, MD; American Board of Pediatrics

Last updated: 1/28/2008

SOURCES: National Dissemination Center for Children with Disabilities and the National Institute of Neurological Disorders and Stroke, National Institutes of Health

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CONTINUE SCROLLING FOR RELATED SLIDESHOW

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Learning Disabilities: Read About Tests, Symptoms and Types

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What are learning disabilities? Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Learning disabilities (LD) vary from person to person.

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"Do your homework!" Whining, procrastinating, and full on tantrums may ensue, but it doesn't have to be like that. With the right attitude and a motivator or two, you can make doing homework fun for your kids.

Make Homework Fun!

Sometimes the thought of your child having to do homework after being in school all day is frustrating. However, to help make the task more pleasant for your kids and yourself, here are 5 ways to make homework fun!
1. Magical Motivators
Use incentives to get your children to do their homework without a fight. Small snacks, stickers, iPad time or toys work well for younger children. Older children might be motivated more by privileges like TV and Computer time or larger rewards like money. Whatever you use, remember your ultimate goal is to help develop good habits for the future.
2. Write it for Them
No, that doesn't mean do it for them. It might seem counter-intuitive, but if you mix up the routine, and have your child dictate the answers to you, they will be a lot more interested in the actual subject material. This also gives you a special opportunity to bond with your child. Not all homework can be done this way, but try to be creative and change up your child's homework routine.
3. Learning Apps
Homework can be frustrating if your child doesn't understand the material. Fun math practice apps can be a great resource for visual examples and games that help your child practice concepts he is struggling with. So, make homework fun by getting an app that makes the subject easy for your child.
4. Get a Homework Buddy
Turn homework into a play date. Have your child invite a friend over and encourage them to do their homework together. Make sure you lay down a few rules ahead of time. Then you can reward the children with free time and a snack after they complete their work. How fun is that?
5. Don't Take it Too Serious
There are more important things in life than homework and grades. Too much emphasis on grades can destroy your child's love of learning and devalue relationships. Think about what values you want to instill in your child and make sure the homework is not getting in the way. If you believe your child's teacher is giving out too much homework after you see your child demonstrate an understanding of the subject, don't be afraid to voice your concern. Even if nothing changes, it will show your children that you care and empathize with them. That can go a long way!

How do you make homework more fun for your kids? Let us know your ways.

Thanks for reading!

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"Do your homework!" Whining, procrastinating, and full on tantrums may ensue, but it doesn't have to be like that. With the right attitude and a motivator or two, you can make doing homework fun for your kids. Sometimes the thought of your child having to do homework after being in school all day is frustrating.

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Welcome to Room 327! Here, on a warm day in May, you'll find thirty third graders reading independently. The room is silent, save for the occasional chuckle or sound of disbelief you might expect from children fully immersed in their reading. Meanwhile, I'm conferencing with individual students, running guided reading groups, or holding book club meetings. This scene continues for over fifty minutes until I ring the chime, signaling the end of independent reading.

"What?" "No way!" "That felt like 10 minutes!" From the looks and sounds of the students' reactions, they want to and could stay reading.

Was this what you would have seen if you'd visited at the beginning of school? Absolutely not. Earlier in the year, this group of third graders couldn't sustain their focus for more than a few minutes at a time, with reading or any other independent work. They'd get up and wander the room, fidget with their pencil cases, or let their eyes wander off the page. Lacking the skills to stick with the task at hand, they were easily distracted and quickly tired.

It's important to deliberately stretch students' ability to focus-because without that ability, they'll find it harder and harder to feel the joy in learning, and harder and harder to do the rigorous work being asked of them in this age of the Common Core State Standards. So how can teachers help students build stamina for sustained focus? Over my ten years of teaching, I've found that the following strategies work well.

Teach What Staying Focused Looks Like

I make sure students know what staying focused looks, sounds, and feels like. Using Interactive Modeling, I teach and have students practice how to keep quiet, talking only when truly necessary. I model exactly what their eyes, mouths, hands, and feet should be doing when they're focused on a quiet independent task. I also teach "personal management"-for instance, how to take bathroom and water breaks if needed.

Relate Academic Stamina to Physical Stamina

I frequently use the analogy of marathon training when helping students build endurance for focusing. "Marathon runners can't run 26.2 miles on day one. They build endurance day by day. Maybe they run three miles at first, then four, and so on. Eventually they build to twenty or more miles. This is similar to the way we'll build our reading stamina. First we'll begin with three minutes, then five minutes, and then ten. Our goal is to read on our own for twenty minutes by the end of the month."

Teach how to Refocus

One important way to help students build stamina is to give them strategies for getting back on track when they lose focus. For example, I model breathing techniques (such as inhaling and exhaling slowly three times) and then students practice them. The goal is for students to have ways to take small breaks without disrupting their concentration or others'.

Use Visuals to Highlight Progress

Students are motivated by seeing their progress. My class uses a simple graph to show their progress in reading without distraction or teacher reminders from week to week (and eventually month to month).

Avoid "One Size Fits All"

For various reasons, some students will be able to build endurance more quickly than others. Increasing stamina is our common goal, but I differentiate how I help individual students get there. For instance, an accommodation I'd make for a student who isn't yet able to sustain independent reading for as long as the rest of the class might involve reading for less time and then working silently on a related activity such as a word search.

Reflect Regularly

Students need time to reflect on what's working well and what's challenging about sustaining focus. Sometimes I have them reflect on their level of concentration by writing in their notebooks or sharing during closing circle. I encourage students to name what gets in the way of focusing (such as sitting near a friend, having worried thoughts, or being hungry) and to address those issues if they can. I've found that hearing their peers identify difficulties motivates the class to work together to overcome those challenges.

Planning interesting and appropriately challenging lessons is certainly important when it comes to academic engagement. But we must also teach students to build stamina for sustained focus so they can become immersed-and successful-in their learning.

Kate Umstatter is a Responsive Classroom teacher.

Tags: Engaging Academics, Independence, Quiet Time

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Welcome to Room 327! Here, on a warm day in May, you'll find thirty third graders reading independently. The room is silent, save for the occasional chuckle or sound of disbelief you might expect from children fully immersed in their reading. Meanwhile, I'm conferencing with individual students, running guided reading groups, or holding book club meetings.

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Many young kids have trouble sitting still and staying focused. But as students get more homework, they need to be able to stick with a task and finish it.

Here are some ways to help your child stay focused:

1. Get the ya-yas out first

Moving the body motivates the brain. Try having your child walk or bike to school, play outside after school, do chores around the house, or play on a sports team. Make sure your child has had a chance to run, walk, or jump around before sitting down to homework.

2. Turn off screens and cell phones

Before your kid tackles homework or does anything that takes concentration, turn off the television. Or if others are watching it, make sure your child is far enough away that he can't be distracted by it. Also, shut down or move him away from the computer, and if your child has a cell phone, make sure that's off too.

3. Make a to-do list

Having a lot of chores and homework assignments can be overwhelming for kids. Help your child focus on getting things done by making a list - together - of everything he needs to do for the day or week. Then let him cross off each task as he finishes it.

4. Use signals

Try to avoid conversations when your child is working. To cut out distracting talk altogether, you and your child can even come up with a few basic signals. For example, when you point to his work, that means he needs to go back to what he was doing. Or when you raise your hand, that means he should stop what he's doing and get to work. For some kids, it helps to just lay a hand on their shoulder to bring them back into focus.

5. Take breathers.

During homework time, make sure your child takes a few breaks. After working for 10 or 20 minutes (depending on his age), have him get up and move around, get a drink, and then go back to work. But don't let him get involved in something else during the break. Just make that time a relaxing few minutes.

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Five ways to help your child focus and concentrate

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Many young kids have trouble sitting still and staying focused. But as students get more homework, they need to be able to stick with a task and finish it. Moving the body motivates the brain. Try having your child walk or bike to school, play outside after school, do chores around the house, or play on a sports team.

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Every kid learns differently. Some might be able to focus on things easier than others.

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What is ADHD or ADD?

It's normal for children to occasionally forget their homework, daydream during class, act without thinking, or get fidgety at the dinner table. But inattention, impulsivity, and hyperactivity are also signs of attention deficit hyperactivity disorder (ADHD), sometimes known as attention deficit disorder or ADD.

ADHD is a common neurodevelopmental disorder that typically appears in early childhood, usually before the age of seven. ADHD makes it difficult for children to inhibit their spontaneous responses-responses that can involve everything from movement to speech to attentiveness. We all know kids who can't sit still, who never seem to listen, who don't follow instructions no matter how clearly you present them, or who blurt out inappropriate comments at inappropriate times. Sometimes these children are labeled as troublemakers, or criticized for being lazy and undisciplined. However, they may have ADHD.

Is it normal kid behavior or is it ADHD?

It can be difficult to distinguish between ADHD and normal "kid behavior." If you spot just a few signs, or the symptoms appear only in some situations, it's probably not ADHD. On the other hand, if your child shows a number of ADHD signs and symptoms that are present across all situations-at home, at school, and at play-it's time to take a closer look.

Life with a child with ADHD can be frustrating and overwhelming, but as a parent there is a lot you can do to help control symptoms, overcome daily challenges, and bring greater calm to your family.

Myths and Facts about ADHD

Myth: All kids with ADHD are hyperactive.

Fact: Some children with ADHD are hyperactive, but many others with attention problems are not. Children with ADHD who are inattentive, but not overly active, may appear to be spacey and unmotivated.

Myth: Kids with ADHD can never pay attention.

Fact: Children with ADHD are often able to concentrate on activities they enjoy. But no matter how hard they try, they have trouble maintaining focus when the task at hand is boring or repetitive.

Myth: Kids with ADHD could behave better if they wanted to.

Fact: Children with ADHD may do their best to be good, but still be unable to sit still, stay quiet, or pay attention. They may appear disobedient, but that doesn't mean they're acting out on purpose.

Myth: Kids will eventually grow out of ADHD.

Fact: ADHD often continues into adulthood, so don't wait for your child to outgrow the problem. Treatment can help your child learn to manage and minimize the symptoms.

Myth: Medication is the best treatment option for ADHD.

Fact: Medication is often prescribed for attention deficit disorder, but it might not be the best option for your child. Effective treatment for ADHD also includes education, behavior therapy, support at home and school, exercise, and proper nutrition.

ADHD symptoms

When many people think of attention deficit disorder, they picture an out-of-control kid in constant motion, bouncing off the walls and disrupting everyone around. But the reality is much more complex. Some children with ADHD are hyperactive, while others sit quietly-with their attention miles away. Some put too much focus on a task and have trouble shifting it to something else. Others are only mildly inattentive, but overly impulsive.

The signs and symptoms a child with attention deficit disorder has depend on which characteristics predominate.

Children with ADHD may be:

Inattentive, but not hyperactive or impulsive.

Hyperactive and impulsive, but able to pay attention.

Inattentive, hyperactive, and impulsive (the most common form of ADHD).

Children who only have inattentive symptoms of ADHD are often overlooked, since they're not disruptive. However, the symptoms of inattention have consequences: getting in hot water with parents and teachers for not following directions; underperforming in school; or clashing with other kids over not playing by the rules.

Which one of these children may have ADHD?

A. The hyperactive boy who talks nonstop and can't sit still.
B. The quiet dreamer who sits at her desk and stares off into space.
C. Both.

The correct answer is "C."

ADHD symptoms at different ages

Because we expect very young children to be easily distractible and hyperactive, it's the impulsive behaviors-the dangerous climb, the blurted insult-that often stand out in preschoolers with ADHD. By age four or five, though, most children have learned how to pay attention to others, to sit quietly when instructed to, and not to say everything that pops into their heads. So by the time children reach school age, those with ADHD stand out in all three behaviors: inattentiveness, hyperactivity, and impulsivity.

ADHD in girls

Girls are less likely to be diagnosed and treated for ADHD than boys. Some people even mistakenly believe that the condition only occurs in boys. In actuality, the symptoms of ADHD can look different in girls in ways that make the disorder harder to notice.

Girls with ADHD may not seem as hyperactive, impulsive, or disruptive in class as boys. However, they may quietly struggle with anxiety, forgetfulness, disorganization, and lack of focus. Girls with ADHD may also use better coping strategies to compensate for their difficulties, such as putting in extra effort into their schoolwork.

Many girls don't receive a formal ADHD diagnosis until later in life. By that time, they've likely had to endure the consequences of living with an unrecognized and untreated disorder. These consequences could include problems in school and relationships, as well as low self-confidence or even depression. Getting an early and accurate diagnosis is the best way to ensure your child gets the support she needs

Inattentiveness signs and symptoms of ADHD

It isn't that children with ADHD can't pay attention: when they're doing things they enjoy or hearing about topics in which they're interested, they have no trouble focusing and staying on task. But when the task is repetitive or boring, they quickly tune out.

Staying on track is another common problem. Children with ADHD often bounce from task to task without completing any of them, or skip necessary steps in procedures. Organizing their schoolwork and their time is harder for them than it is for most children. Kids with ADHD also have trouble concentrating if there are things going on around them; they usually need a calm, quiet environment in order to stay focused.

Symptoms of inattention in children

Your child may:

Have trouble staying focused; be easily distracted or get bored with a task before it's completed.

Appear not to listen when spoken to.

Have difficulty remembering things and following instructions; not pay attention to details or makes careless mistakes.

Have trouble staying organized, planning ahead, and finishing projects.

Frequently lose or misplace homework, books, toys, or other items.

Hyperactivity signs and symptoms of ADHD

The most obvious sign of ADHD is hyperactivity. While many children are naturally quite active, kids with hyperactive symptoms of attention deficit disorder are always moving. They may try to do several things at once, bouncing around from one activity to the next. Even when forced to sit still, which can be very difficult for them, their foot is tapping, their leg is shaking, or their fingers are drumming.

Symptoms of hyperactivity in children

Your child may:

Constantly fidget and squirm.

Have difficulty sitting still, playing quietly, or relaxing.

Move around constantly, often running or climbing inappropriately.

Talk excessively.

Have a quick temper or "short fuse."

Impulsive signs and symptoms of ADHD

The impulsivity of children with ADHD can cause problems with self-control. Because they censor themselves less than other kids do, they'll interrupt conversations, invade other people's space, ask irrelevant questions in class, make tactless observations, and ask overly personal questions. Instructions like, "Be patient" and "Just wait a little while" are twice as hard for children with ADHD to follow as they are for other youngsters.

Children with impulsive signs and symptoms of ADHD also tend to be moody and to overreact emotionally. As a result, others may start to view the child as disrespectful, weird, or needy.

Symptoms of impulsivity in children

Your child may:

Act without thinking.

Guess, rather than taking time to solve a problem; blurt out answers in class without waiting to be called on or hear the whole question.

Intrude on other people's conversations or games.

Often interrupt others; say the wrong thing at the wrong time.

Be unable to keep powerful emotions in check, resulting in angry outbursts or temper tantrums.

Positive effects of ADHD in children

ADHD has nothing to do with intelligence or talent. What's more, kids with attention deficit disorder often demonstrate the following positive traits:

Creativity. Children who have ADHD can be marvelously creative and imaginative. The child who daydreams and has ten different thoughts at once can become a master problem-solver, a fountain of ideas, or an inventive artist. Children with ADHD may be easily distracted, but sometimes they notice what others don't see.

Flexibility. Because children with ADHD consider a lot of options at once, they don't become set on one alternative early on and are more open to different ideas.

Enthusiasm and spontaneity. Children with ADHD are rarely boring! They're interested in a lot of different things and have lively personalities. In short, if they're not exasperating you (and sometimes even when they are), they're a lot of fun to be with.

Energy and drive. When kids with ADHD are motivated, they work or play hard and strive to succeed. It actually may be difficult to distract them from a task that interests them, especially if the activity is interactive or hands-on.

Is it really ADHD?

Just because a child has symptoms of inattention, impulsivity, or hyperactivity does not mean that they have ADHD. Certain medical conditions, psychological disorders, and stressful life events can cause symptoms that look like ADHD.

Before an accurate diagnosis of ADHD can be made, it is important that you see a mental health professional to explore and rule out the following possibilities:

Learning disabilities or problems with reading, writing, motor skills, or language.

Major life events or traumatic experiences, such as a recent move, death of a loved one, bullying, or divorce.

Psychological disorders including anxiety, depression, or bipolar disorder.

Behavioral disorders such as conduct disorder, reactive attachment disorder, and oppositional defiant disorder.

Medical conditions, including thyroid problems, neurological conditions, epilepsy, and sleep disorders.

Helping a child with ADHD

Whether or not your child's symptoms of inattention, hyperactivity, and impulsivity are due to ADHD, they can cause many problems if left untreated. Children who can't focus and control themselves may struggle in school, get into frequent trouble, and find it hard to get along with others or make friends. These frustrations and difficulties can lead to low self-esteem as well as friction and stress for the whole family.

But treatment can make a dramatic difference in your child's symptoms. With the right support, your child can get on track for success in all areas of life.

If your child struggles with symptoms that look like ADHD, don't wait to seek professional help. You can treat your child's symptoms of hyperactivity, inattention, and impulsivity without having a diagnosis of attention deficit disorder. Options to start with include getting your child into therapy, implementing a better diet and exercise plan, and modifying the home environment to minimize distractions.

If you do receive a diagnosis of ADHD, you can then work with your child's doctor, therapist, and school to make a personalized treatment plan that meets their specific needs. Effective treatment for childhood ADHD involves behavioral therapy, parent education and training, social support, and assistance at school. Medication may also be used; however, it should never be the sole attention deficit disorder treatment.

Parenting tips for children with ADHD

If your child is hyperactive, inattentive, or impulsive, it may take a lot of energy to get them to listen, finish a task, or sit still. The constant monitoring can be frustrating and exhausting. Sometimes you may feel like your child is running the show. But there are steps you can take to regain control of the situation, while simultaneously helping your child make the most of their abilities.

While attention deficit disorder is not caused by bad parenting, there are effective parenting strategies that can go a long way to correct problem behaviors. Children with ADHD need structure, consistency, clear communication, and rewards and consequences for their behavior. They also need lots of love, support, and encouragement.

There are many things parents can do to reduce the signs and symptoms of ADHD without sacrificing the natural energy, playfulness, and sense of wonder unique in every child.

Take care of yourself so you're better able to care for your child. Eat right, exercise, get enough sleep, find ways to reduce stress, and seek face-to-face support from family and friends as well as your child's doctor and teachers.

Establish structure and stick to it. Help your child stay focused and organized by following daily routines, simplifying your child's schedule, and keeping your child busy with healthy activities.

Set clear expectations. Make the rules of behavior simple and explain what will happen when they are obeyed or broken-and follow through each time with a reward or a consequence.

Encourage exercise and sleep. Physical activity improves concentration and promotes brain growth. Importantly for children with ADHD, it also leads to better sleep, which in turn can reduce the symptoms of ADHD.

Help your child eat right. To manage symptoms of ADHD, schedule regular healthy meals or snacks every three hours and cut back on junk and sugary food.

Teach your child how to make friends. Help them become a better listener, learn to read people's faces and body language, and interact more smoothly with others.

School tips for children with ADHD

ADHD, obviously, gets in the way of learning. You can't absorb information or get your work done if you're running around the classroom or zoning out on what you're supposed to be reading or listening to. Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with ADHD have a hard time doing-not because they aren't willing, but because their brains won't let them.

But that doesn't mean kids with ADHD can't succeed at school. There are many things both parents and teachers can do to help children with ADHD thrive in the classroom. It starts with evaluating each child's individual weaknesses and strengths, then coming up with creative strategies for helping them focus, stay on task, and learn to their full capability.

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Does your child have ADHD? Learn what it looks like and how to get help.

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