ADHD/ADD

Students with ADHD/ADD will vary widely in their strengths and needs, just like any other group of students. The term ADHD encompasses three primary types: Inattentive, Hyperactive/Impulsive, and Combined Presentation. It’s essential to understand that no two students with ADHD will present identically. Additionally, students with ADHD view themselves in a more negative light than their neurotypical peers view themselves. In addition to helping students learn, teachers can have an incredibly valuable life-long impact on a student with ADHD by helping them find their strengths and find systems for learning and organization that WORK for THEM.

When considering how to best support a student with ADHD, ask the following:

What type of ADHD does the student have, and how does it impact their learning?  

Inattentive Presentation: 

- Students may struggle with organization, following through on tasks, and maintaining focus during lessons. They may appear disengaged or daydream frequently.

- Provide explicit, step-by-step instructions, visual aids, and frequent check-ins to ensure understanding.

Hyperactive/Impulsive Presentation:  

- These students may struggle to stay seated, talk excessively, or act without considering consequences. Their energy can be both a challenge and an asset in group work or active tasks.

- Impulsive students benefit from learning to recognize the physical and emotional symptoms of "losing their cool" in difficult situations. Using a green-yellow-red emotions chart can help them recognize when to ask for help/walk away from a difficult situation before they exhibit an inappropriate behavior to "solve" their problem. This has to be expressly taught and coached.

- Incorporate physical movement into learning, allow for breaks, and establish clear expectations for behavior.

- Understand that a student with this presentation will not reasonably be able to maintain stillness in a classroom setting and should be given the grace to move and fidget within reason.

Combined Presentation:

- This type involves characteristics of both inattentive and hyperactive/impulsive ADHD. Support plans should address challenges in both focus and behavior management.

- Use a combination of strategies tailored to individual needs, balancing structure with flexibility.

What level of individualized support will this child need?  

- Collaborate with parents, teachers, and specialists to develop an Individualized Education Plan (IEP) or a 504 Plan as needed. Accommodations may include preferential seating, extra time on tasks, or breaking assignments into smaller, manageable steps.

- Evaluate resource availability to ensure students receive the support they need without overburdening staff.

Are there behavioral needs or concerns?  

- ADHD-related behaviors often stem from difficulties with impulse control rather than deliberate defiance. Develop a behavior intervention plan focused on positive reinforcement, clear consequences, and consistent routines. For significant challenges, consult with behavioral specialists to identify effective strategies. ABA principles can prove successful for students with ADHD. Reward and incentive-based approaches are also more successful than consequence-heavy methods. 

How will you support the student’s focus and attention?  

- Utilize tools like timers, graphic organizers, and fidget items to keep students engaged. Teach self-regulation strategies such as mindfulness or scheduled “brain breaks.” Break lessons into shorter segments with frequent opportunities for movement or hands-on activities.

Does this student require support with executive functioning skills?  

- ADHD often impacts executive functioning, affecting time management, organization, and prioritization. Offer strategies like checklists, planners, and color-coded systems, but not without check-ins and support--it is unreasonable to expect a student with ADHD to maintain an organized system independently. Provide direct instruction in these skills during one-on-one or small-group sessions. 

Are parents and teachers prepared for frequent and open communication?  

- Collaboration between school and home is critical. Establish regular updates on progress and share strategies that work in both environments. Use tools like communication logs or apps to keep everyone informed. 

 How will sensory needs or hyperactivity be addressed?  

- Students with hyperactive tendencies may benefit from flexible seating options, such as wiggle stools or standing desks, to allow movement without disruption. Create a calming corner in the classroom where students can go to self-regulate when overwhelmed.

How can faith and values be integrated into the support plan?  

- Emphasize patience, understanding, and the value of every child. Celebrate the unique gifts that students with ADHD bring to your school community. Ensure the student feels included and supported in religious activities and classroom prayer times.

Are staff equipped with training on ADHD?  

- Provide professional development opportunities focused on understanding ADHD, implementing inclusive strategies, and managing challenging behaviors. Encourage teachers to seek ongoing resources and support for creating ADHD-friendly classrooms.

Instructional Accommodations:

• Break assignments into smaller, manageable parts.
• Provide visual timers to help students manage time.
• Use flexible seating options, such as standing desks or wobble stools.
• Provide written instructions to accompany verbal directions.
• Incorporate movement-based learning (e.g., interactive games, hand signals).
• Offer frequent breaks and allow the student to stand or move while working.
• Minimize distractions by using partitioned workspaces or quiet areas.

Assessment Accommodations:

• Provide extra time and shortened assignments.
• Allow breaks during testing.
• Use checklists and graphic organizers to help with focus and planning.
• Offer alternative formats, such as oral presentations or multiple-choice quizzes.

Materials with Links:

• Time Timer (visual timer for time management)
• GoNoodle (movement breaks and mindfulness activities)
• Bouncy Bands (fidget bands for desks and chairs)

1. CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) 

   - Offers webinars and resources for educators on ADHD strategies.  

   - https://chadd.org

2. ADDitude Magazine’s ADHD Experts Podcast

   - Features practical strategies for teachers and parents of students with ADHD.  

   - https://www.additudemag.com

3. Understood.org  

   - Provides free online training for educators on ADHD and related learning challenges.  

   - https://www.understood.org

"Driven to Distraction" by Edward M. Hallowell and John J. Ratey

   - Explains ADHD and offers strategies for managing its challenges.

"Smart but Scattered" by Peg Dawson and Richard Guare

   - Focuses on executive functioning skills and how to develop them.

"Teaching Teens with ADD, ADHD, and Executive Function Deficits" by Chris A. Zeigler Dendy

   - Offers practical strategies for teachers working with middle and high school students.

"ADHD in the Classroom: A Practical Guide for Teachers" by Russell A. Barkley  

   - A comprehensive resource for understanding and supporting students with ADHD in the classroom.

"Executive Skills in Children and Adolescents" by Peg Dawson and Richard Guare

   - Explores strategies for developing organizational and time-management skills.

"Strategies for Teaching Students with ADHD" by Educational Leadership

   - Available through professional journals or educational websites.