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“having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that— (a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis [a kidney disorder], rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely affects a child’s educational performance.”

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ADHD is a neurodevelopmental disorder usually diagnosed in childhood and often lasts into adulthood. May have trouble paying attention, controlling impulsive behaviors, or overly active. There is 3 types: predominantly inattentive presentation, predominantly hyperactive-impulsive presentation, and combined presentation.
ADD is an outdated term that is typically used to describe inattentive-type ADHD. This was to describe those with trouble listening or managing time. When it becomes hyperactive and impulsive, it branches out to ADHD. They are considered subtypes of the same condition.

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ADHD/ADD is thought to be predominately a boy’s issue but it is also a girl’s issue. According to Researcher Patricia Quinn, perceptions on ADHD’s appearance may vary by gender. This is why many girls remain undiagnosed.

Quinn, P. O., & Madhoo, M. (2014). A review of attention-deficit/hyperactivity disorder in women and girls: uncovering this hidden diagnosis. The primary care companion for CNS disorders, 16(3), PCC.13r01596.

When considering ADHD/ADD  symptoms and subtypes, it is important to keep in mind gender bias no matter boy or girl. There is a common perception that girls are mainly predominately inattentive and boys are predominately hyperactive-impulsive. When we have this assumption, it is easy to dismiss one’s ADHD symptoms, leaving inadequate support, help, and resources for the individual. Often times, it leads to a lack of diagnosis and one may not receive the specific accommodations and resources they need.

ADHD/ADD appears in three subtypes, Primarily Hyperactive/Impulsive, Primarily Inattentive, and Primarily Combined. Also, ADHD/ADD can vary in severity. The condition can range from being mild to moderate, moderate to sever etc.

Williams, P., & Williams, P. (2019, January 18). ADD vs. ADHD: Explaining the 3 Types of Attention Deficit Disorder. Retrieved February 5, 2019, from https://www.additudemag.com/3-types-of-adhd/

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A youth with a Primarily Hyperactive and Impulsivity Presentation may have difficulty with the following or display the following characteristics.

The individual needs constant movement and may always seem to be in motion.

The individual may fidget, squirm, struggle to stay relaxed or seated.

The individual may appear as if they were driven by a motor and have an abundance of energy. This is also a positive thing; this may appear as enthusiasm as well.

This individual will appear to be sociable.  They have no problem talking but sometimes may talk out of turn.

This individual will unintentionally interrupt others in conversations occasionally and struggle with self-control due to an active mind.

This individual may have difficulty relaxing and have external restlessness. This individual will appear to have endless energy and will thrive in fast-paced environments.

Williams, P., & Williams, P. (2019, January 18). ADD vs. ADHD: Explaining the 3 Types of Attention Deficit Disorder. Retrieved February 5, 2019, from https://www.additudemag.com/3-types-of-adhd/

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Behavioral Strategies For Students with ADHD

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Behavioral Strategies For Students with ADHD

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Behavior: In more of a behavioral frame of mind, the following strategies are suggested to be used.

It is always good to have a behavioral plan. However, it is not a good assumption that a student who has ADHD will have any behavioral issues and it is important to distinguish if a students actions stem from ADHD or not.

Reward the positive  behaviors and and ignore behaviors as long as they are not disruptive.

Be consciousness of a students emotions, especially in the case that the student with ADHD becomes impatient. A break or having a certain area in the room where a student can be alone for a bit to calm down would be especially helpful. When emotional, it is unreasonable to expect a student who has ADHD to be able to concentrate and work on school work as well as participate in class activity.

https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd

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Anxiety- lack of focus and insomnia
Autism Spectrum Disorder- difficulty in communicating and forming relationships, and in using language and abstract concepts
Learning Disabilities- may have trouble organizing thoughts, finding the right word to use when speaking, or remembering lessons
Mood Disorders- inattention, sleep problems, feelings of sadness, frequent anxiety, and lack of motivation
ODD- repeated temper flares, excessive arguing with adults, being uncooperative, deliberately annoying others, seeking revenge, being mean, spiteful, etc.
Sensory Processing-inability to sort out external stimuli
Tourette's Syndrome- can be caused by smoking during pregnancy, being born prematurely, and low birth weight

50-90 percent of children and approx. 85 percent of adults are diagnosed with at least one other psychiatric and/or developmental disorder sometime in their life

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Grab headphones and click on this link!
https://www.understood.org/en/tools/through-your-childs-eyes/player?simq=66dc223a-29e3-4956-ae1e-e7b1beff3584&gradeId=cc2b7fda-9a44-4dc7-8dd4-cc310f9ccba1&personalized=true

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Individuals with Primarily Inattentive subtype may have difficulty with the following or display the following characteristics.

An individual will have difficulty following detailed instructions. Due to intention, on a cognitive level, the student will have difficulty remembering details. This will cause the individual to make mistakes in school work. It is important to remember that these mistakes are not careless, they are just a result of the way the individual processes information.

An individual may be forgetful. They may have difficulty with things such as forget homework assignments, class materials, tasks, and etc.

Although it is not mentioned, an individual who has inattention will have difficulty recalling or retaining information. Despite studying over and over for a test, when it comes to test time, they may forget an answer they studied during the moment. This is not to say test taking is the right choice for assessment, but it gives example to what this may look like in an Academic Setting.

An individual may be overwhelmed and reluctant to engage in tasks that require length. An assignment that may seem easy to one individual may be difficult to the individual who has ADHD. Their mind is always spiraling in different directions, focusing on one specific thing at once may make it difficult to plan out, synthesize information, and organize a task. It is also important to remember that step by step and orderly procedures that are often seen in assignments are challenging for students who have ADHD. A student may not know where to start and become anxious, making them reluctant to start an assignment.

An individual will have difficulty with organizational skills. They may have a messy desk, backpack etc. Their minds work differently and it will show in external settings.

An individual will be easily distracted by external stimuli. This can be anything of the five senses. The individual’s mind is constantly shifting. The brain does not have an off filter, anything of interest will engage the student.

An individual will have internal restlessness. Their mind will always be shifting, this individual will appear to be more creative and have divergence in their thinking. They are often daydreamers and have an abundance of different ideas. This is part of the reason why it is hard to narrow down or sustain attention in tasks.

Due to the individual’s shifting attention and restless thoughts, they will have difficulty being in the present moment. It is very difficult for this individual to keep up in note-taking. An individual may miss information they were supposed to write down. For example, a teacher can be telling their class to write something down in their assignment notebook. The student will be absorbed so much in their own thoughts that they will not even realize the teacher mentioned something. They will not write down the assignment in their notebook and show up the next day with it incomplete and unaware there was even an assignment.

Williams, P., & Williams, P. (2019, January 18). ADD vs. ADHD: Explaining the 3 Types of Attention Deficit Disorder. Retrieved February 5, 2019, from https://www.additudemag.com/3-types-of-adhd/

An individual with the Combined Type ADHD will have difficulties and display characteristics of hyperactivity, impulsivity, and inattention. In medical terms, the individual will display 6-9 characteristics from both categories.

Williams, P., & Williams, P. (2019, January 18). ADD vs. ADHD: Explaining the 3 Types of Attention Deficit Disorder. Retrieved February 5, 2019, from https://www.additudemag.com/3-types-of-adhd/

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Helping Students with Social Skills and Strategies

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Helping Students with Social Skills and Strategies

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Socially: A student who has ADHD may have difficulty socializing. It is important to acknowledge he students individuality and personality however students with ADHD may unintentionally interrupt, blurt things out, and have difficulty paying attention in conversations. This may send peers the wrong message and make it difficult for the student to make friends which is crucial for social development and well being. Being in class means a student is always partaking in social activity. A teacher could help a student by

Placing or seating a student by someone who they think the student will get along well with. This can also be used in groups projects as well. If a student with ADHD has difficulty or struggles, the teacher can place the student with a student who is patient but naturally helps others.

A student who has ADHD may have difficulty blurting things out, or interrupting. It is difficult for the student because they feel as if they do not say what they would like to say at the moment, they will forget it. A clever idea in order to help the student would to have the student write their thoughts down as they come. It is important to honor what the student has to say but it is not always at the appropriate moment and can disrupt the class. Explain to the student, not making it about them, but that when students in general interrupt, it holds down the class. It is not to say that what the student has to say is not important and can eventually be addressed. If they write it down, they can remember it. When the appropriate time comes to talk or ask questions, the student can remember what they wanted to say and give input at the appropriate time.

In Conversations: A student with ADHD may appear glossed over sometimes during conversations because their thoughts may be somewhere else. They can appear apathetic or that the don’t care but it is intentional. A good idea would be to teach the student how to engage more by modeling. For example, instead of just talking to the student allow them to participate in the conversation by prompting questions and engaging them. Engage in a natural pattern that is one person responding an then the teacher responding. The student would not know that you are doing this, but they would be learning appropriate social behavior on a sub-concious level. This will also help the student increase their listening skills let alone help the student learn tactics to prevent over-dominating a conversation.

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Students who have ADHD/ADD often receive accommodations in a school setting with an IEP/504 plan. Even if a student does not have an IEP or 504 plan, there are certain things that teachers can do to help the student with ADHD/ADD.  Strategies not involving an IEP could be used for all students but are especially helpful for students with ADHD.

Specific Seating- A student with ADHD/ADD can be seated at a specific spot in the classroom that will help them engage in their learning environment. They can sit by the teacher's desk, away from windows, and away from doors. A quiet place in the classroom is also a good idea as noise can be a distraction. One suggestion listed is to have a student sit further from others. This may be harmful and isolating to the student more than productive. An individual is often aware of their struggles and may be self conscious especially during young adolescence. Bringing on negative emotions will be a distraction from learning itself.

Teacher Eye Contact: A suggestion is for a teacher to stand by a student. This may make a student feel uncomfortable. If a student is off task, talking, ect, it would be more beneficial to have a visual cue between the student. In that manner the student knows the teacher is trying to help, not reprimand or watch every single thing they are doing.

Flexible Seating & Fidgets- Things such as foot rests, seat cushions, and resistance bands on chairs are excellent for students who have ADHD/ADD. The same goes for small fidget devices that can fit in a hand and that do not serve as a distraction to the student or class. Having something for the student to fidget or repeat movement with will stimulate them and satisfy the need for movement. It will making it much easier for the student to concentrate.

Assignment Notebook-  Amanda Morin suggests that students who have ADHD/ADD carry an assignment notebook for organization. It may be more difficult for the student with ADHD to keep track of and use an assignment notebook. However, based on evident technology in the classroom, digital assignment notebooks or postings of the assignments in Google Class could help a student who has ADHD especially. It is great to use an assignment notebook to help a student with ADHD organize and prioritize but in the case they forget, they could know to look on google class in the case there is accessible wifi. In order to work around forgetfulness, a teacher could work with the student on checking up on the postings so they are routinely reminded of an assignment and do not miss it.

Written Schedule & Color Coded Organization- A written schedule can be beneficial to a student who has ADHD. Color Coded Organization can also be a fun an engaging strategy to help a student with ADHD stay organized.

Provide a Learning Environment for all kinds of Learners- By giving instruction that is visual, auditory, reading/writting and kinesthetic. This can include instructions, class activities and ect. Providing an engaging environment, curriculum that is centered around student interest, and gives choice and options will automatically help a student who has ADHD. Although the condition is known for having difficulty with attention, it is more about regulating attention. If a student with ADHD is engaged, they can hyper-focus, meaning they are completely engaged in the moment.

Check Ins-  A teacher can meet with a student to check for the understanding of a lesson, assignment, project ect. For example, a teacher could establish a checkpoint for a project or assignment in a similar way to Formative and Summative Assessment. The teacher and student could meet periodically to check on the status and re-clarify if things are needed to be. A teacher could give the student additional help and direction if needed as well.

Other accommodations listed and often seen, usually in IEPS/504s are:

. The use of Word Processing Computers

. Testing Accommodations such as a quiet space & longer time.

. Coursework with less questions and problems. This is only when necessary. A student with ADHD is just as capable as other students but may occasionally have difficulties with certain things. It is important to give proper help and instruction as needed, but not limit the student. Limiting the student can be harmful to their developmental needs and growth.

Morin, A. (n.d.). At a Glance: Classroom Accommodations for ADHD. Retrieved January 22, 2019, from https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd

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-Inclusion Strategies That Work by Toby J. Karten

Children with ADD/ADHD -- Topic Brief. (2007, July 27). Retrieved January 22, 2019, from https://www2.ed.gov/policy/speced/leg/idea/brief6.html?esp=0

Morin, A. (n.d.). At a Glance: Classroom Accommodations for ADHD. Retrieved January 22, 2019, from  https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd

Quinn, P. O., & Madhoo, M. (2014). A review of attention-deficit/hyperactivity disorder in women and girls: uncovering this hidden diagnosis. The primary care companion for CNS disorders, 16(3), PCC.13r01596.

Williams, P., & Williams, P. (2019, January 18). ADD vs. ADHD: Explaining the 3 Types of Attention Deficit Disorder. Retrieved February 5, 2019, from https://www.additudemag.com/3-types-of-adhd

-https://www.additudemag.com/what-is-adhd-symptoms-causes-treatments/

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The exact cause is unknown but it can be linked to a chemical imbalance in neurotransmitters.

Theories:
-Genetic factors- a child with ADD is four times as likely to have a relative diagnosed according to the ADDitude Magazine. (link under sources)
-Environmental- exposure to dangerous chemicals such as toxins in food and cleaning supplies can disrupt brain development.
-Poor nutrition- this theory has been diminished, although researchers say that eating healthy and making the right choices can positively impact their emotional health.

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General Links:
-www.additudemag.com
-www.add.org
-www.cdc.gov/ncbddd/adhd
-www.chadd.org
-https://ldaamerica.org/types-of-learning-disabilities/adhd/

Helpful Teaching Links:

http://www.ldonline.org/article/Te-aching_Children_with_Attention_Deficit_Hyperactivity_Disorder%3A_Instructional_Strategies_and_Practices

-https://www.addrc.org/disorder-105-tips-for-teachers/