AN EDUCATORS GUIDE

ADHD

WHAT WE KNOW

• According to the Centers for Disease Control, in 2013, 8.4% of children aged 3-17 have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in the United States.

• Children with ADHD struggle in the areas of organization, hyperactivity, concentration, and attention.

• Restless• Talks a lot• Fidgets• Can’t sit still

Hyperactive

• Lacks self-control• Interrupts• Talks back• Loses temper

Impulsive

• Disorganized• Doesn’t follow through• Forgetful• Makes careless mistakes

Inattention

WHAT MIGHT NOT BE SO OBVIOUSAccording to Chris Ziegler Dendy, ADHD is similar to an iceberg, the obvious symptoms are only a fraction of what is really going on. See Figure 2 to learn more about the underlying problems that might accompany ADHD. It is important for educators to keep these factors in mind when choosing strategies for students with ADHD.

Fig. 1

THE EDUCATOR’S ROLE

Teach organizational

skills

Address impulsivity

and hyperactivity

Assist with learning

problems

TEACHING ORGANIZATIONAL SKILLS

Note-taking• Highlight or point out main

ideas in text and lecture• Give hand-outs for students

to fill-in-the-blanks

Time management• Use a planner to track

assignments and due dates• Practice time estimation and

help students make note of time in the classroom

Procrastination• Students with ADHD often

have a hard time just getting started, teachers can prompt them gently to start class work or help students break the assignment into steps, so they know how and where to start.

ADDRESSING HYPERACTIVITY AND IMPULSIVITY

• It is important to address inappropriate behaviors, but students with ADHD can sometimes feel inundated with negative messages

• Teachers can help by taking a positive approach:

• Point out what the student is doing well, acknowledging even small steps is important

• Ignore mild misbehavior or off-task behavior when appropriate

• Intentionally model appropriate social interactions

• Provide a structured classroom routine

ASSISTING WITH LEARNING PROBLEMS

Alternative modes of presentation-Rather than writing a paper, students might be allowed to

make a video or online presentation. Help them find a way to express what they’ve learned that fits their needs.

Shortened assignments, quizzes, and tests help with attention problems

Give visual cues for memorizing facts: Introduce mnemonics, flashcards, and graphic organizers

Hands-on learning activities keep students focused on the task and make the learning relevant

Every child is an individual, and students with ADHD might have

difficulty with a variety of learning tasks, these are some basic strategies that might be

helpful

RESOURCES FOR TEACHERS AND PARENTS

• Both Mayo Clinic and the National Institute on Mental Health websites have basic information about the causes, diagnosis, and treatments for ADHD. They outline some of the drugs available (along with the side-effects) as well as alternative treatments that patients may try with the guidance of a doctor.

• WebMD, has not only the basics of diagnosis and treatment, but a wealth of information for children, parents, and teachers about how to manage ADHD.

• ADDitude Magazine provides some helpful tips for parents to communicate to teachers about working with students with ADHD.

RESOURCES

• Ahmann, E. (2014). Encouraging positive behavior in ‘challenging’ children: The nurtured heart approach(TM). Pediatric Nursing, 40(1), 38-42. Retrieved from http://search.proquest.com/docview/1508688473?accountid=26879

• Ashley, S. (2005) The ADD & ADHD answer book. Naperville, IL: Sourcebooks, Inc.

• Centers for Disease Control and Prevention (CDC). (2013). Attention deficit hyperactivity disorder. Fast stats. Retrieved from http://www.cdc.gov/nchs/fastats/adhd.htm

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

• Schultz, B. K., Storer, J., Watabe, Y., Sadler, J., & Evans, S. W. (2011). School-based treatment of attention-deficit/hyperactivity disorder. Psychology In The Schools, 48(3), 254-262. doi:10.1002/pits.20553

• Ziegler Dendy, C.A. (2006). Teenagers with ADD and ADHD: A guide for parents and professionals. Bethesda, MD: Woodbine House

• Figure 1, accessed at: http://landmark97.com/2014/04/16/the-addadhd-iceberg/