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Definition of Attention Deficit Hyperactivity Disorder (ADHD) and Strategies for Students with this Disability

By Carol Reed | Uncategorized

• The definition of Attention Deficit Hyperactivity Disorder (ADHD) is defined by the NIMH as a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

• • Inattention means a person wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized; and these problems are not due to defiance or lack of comprehension.
  • Hyperactivity means a person seems to move about constantly, including in situations in which it is not appropriate; or excessively fidgets, taps, or talks
  • Impulsivity means a person makes hasty actions that occur in the moment without first thinking about them and that may have high potential for harm; or a desire for immediate rewards or inability to delay gratification.

In working with ADHD children for many years I see each child has their very own personality, strengths and challenges while sharing some overlapping traits. They are often intelligent and creative. The ADHD child experiences many of the challenges of children their same age but to the intensity and frequency is much higher. It is frequently disruptive to their  own lives as well as those around them. It is generally appropriate to think of their social maturity to be closer to children 2 years younger than them but their intellectual ability to be at grade level. When you think of their social developmental age as 2 years younger, you will be less surprised by their behavior and more likely able to anticipate their behavior. Once you are able to anticipate a behavior you can strategize ways to improve behavior and set the child up for more successful learning. In my experience ADHD children are challenging, eager, and fun learners.

I have summarized some strategies from my experience and findings from  Pfiffner, L. J., & Barkley, R. A. (1990) and the NIMH articles listed in my references below. The following chart provides underlined strategies to help the ADHD child and the symptoms it addresses. The following strategies are excellent aids to children for all children, but necessary for ADHD children.

Strategies	Symptoms
Directions: When giving direction 1st get eye contact with the child Give clear concise directions. Give one direction at a time. Count down from 5 to show time is passing. (5,4,3,2,1,0 is better than counting up. Nowhere to go after 0.) Have positive consequence for following directions	Difficulty following directions Difficulty paying attention Difficulty following through
Build rapport. The child will become more invested in with working with you by building rapport.  When you understand who the student is you can anticipate challenges and consequence behavior effectively promoting positive successful learning behavior.	·        Non-compliant Difficulty completing work Mood swings Impulsivity Difficulty paying attention
Ignore minor blurting out and call on students raising their hand, then comment “I called on you because you raised your hand” (this is called differential reinforcement when you reinforce the person doing the right behavior.). Prompt child by modeling appropriate behavior such as raising your hand. When the child raises their hand call on them to reinforce positive behavior immediately, and label your praise. Example given “I am calling on you because you raised your hand”. Repeat these strategies. It takes routine and repetition for the child’s positive behavior to become ingrained.	Difficulty blurting out Impulsivity Easily distracted Forgetful Difficulty following rules
Praise often and ignore minor behaviors. Try to keep at least a 2:1 ratio of positive comments to corrective comments. As an exercise keep track of your all positive comments to corrective comments ratio, given to entire group. You can keep track by passing pennies back and forth between 2 pockets, one for positive comments and one for corrective/directive comments. A negative can be as simple as “time to get your books out” and a positive could be as simple as a “wink” or “pat on the back”; keep track of everything. You may be surprised how much behavior changes by focusing on the positive, especially if you label the positive comments and connect a positive consequence. E.G. “I am standing by Simon(connect a positive consequence) because he has his book out(label what you want to see).”	Impulsivity Difficulty following the rules and directions Fidgeting often Difficulty staying on task Mood swings Negative Attention seeking behavior
Have the student use a privacy shield. Remove distractions from their area. Provide a quiet area to study or take tests in. Have a visual prompt for staying focused. Tap on visual prompt as reminder. Provide visual prompt like a list of items to check off. Try to keep a routine to activities so the repetition will help the student to remember what to do in the situation. Praise children staying on task. Provide incentives for staying on task.	Easily distracted
Set up clear concise rules of the classroom. State rules in the positive as in what the child’s behavior should look like. Have a consequence stated in the rule. E.G. “Make sure you are sitting properly to earn your points”. Use a visual prompt with rules listed. Remind student of rules before activity. State rules in the positive as in what the child’s behavior should look like. Have a consequence stated in the rule. E.G. “Make sure you are sitting properly to earn your points”.	Leave their seats Run or dash around in situations where it is inappropriate Argue Have trouble waiting his or her turn Interrupt or intrude on others, for example in conversations, games, or activities
Set up a behavior report card. Have student and teacher rate behavior challenges met as often as possible throughout the day. Train self monitoring by rewarding the student  when they match with the teacher. The rating on the report card can use points and these points can be cashed in for rewards. Be sure the child has a variety of rewards to choose from. Keep the report card as simple as possible, no more than 3 -4 challenges. Define what behavior you are looking for. Define the ratings.	Difficulty with following rules and directions Lack of motivation to learn

 

References

1. NIMH » Attention Deficit Hyperactivity Disorder

https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/Attention–deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with ..

 

2. Resources for Educators Barkley, R. A. (1 990). Attention Deficit Hyperactivity Disorder: A handbook for diagnosis and treatment. New York: Guilford.

Pfiffner, L. J., & Barkley, R. A. (1990). Educational placement and classroom management. In R. A. Barkley, Attention Deficit Hyperactivity Disorder: A handbook for diagnosis and treatment (pp. 498-539). New York: Guilford.