Positive Aspects full of energy sense of humour creative enthusiastic/passionate loyal forgiving willing to take risks inventive thinkers easily motivated

Attention Reasoning Planning Problem Solving

ADHD is… a lifelong disorder a genetic disorder partially caused by a dopamine deficiency found among all ethnic and social groups

caused by inadequate parenting manageable with strict discipline ADHD is not… caused by poor diet caused by inadequate parenting confined to childhood manageable with strict discipline

ADD/ADHD Comorbids Learning Differences 25% Anxiety Disorders 25% Bipolar 6% Conduct Disorders 20% Depressive Disorders 15-20% Oppositional Defiant Disorder 35%

Physical Symptoms Restlessness Hyperactivity Clumsiness Insomnia Enuresis Poor Coordination Headaches

Mental Symptoms Extreme Mood Swings Low Self-Esteem Learning Difficulties Low Attention Span Forgetfulness Obsessive Thinking Poor Short-Term Memory

Behavioural Symptoms Poor Social Skills Excessive Talking Risky Behaviour Attention Seeking Sensation Seeking Extremely ‘Short Fuse’ Lying Impatience Swearing Interrupting Others Daydreaming Disorganisation

Domains of Impairment Health/Safety Academic/ Occupational Substance Abuse Impairments Self-Esteem Sexual Behaviour Social Functioning Criminality

Current Treatments Social Occupational Therapy Skills Training Yoga Holistic Therapy Physical Exercise Anger Management Training Medication

ADHD Medications… are only one option for ADHD are not addictive are not sedatives are class A drugs don’t increase use of other drugs can have side-effects are not new drugs are available in slow-release form

The Student is… unable to stay on task easily distracted making inappropriate comments restless disorganised constantly interrupting slow to copy information not interested tense/agitated unable to follow instructions unable to recognize body language and facial expressions

Classrom Tips Seating Place the student in the front of the room Position him/her between two sensible peers Keep him /her away from distractions (doors, windows, colourful displays, etc.) Avoid sudden changes (content,venue, etc.) Allow structured seat-breaks Agree on a ‘Distress Signal’ Allow quiet fiddling Greet students at the door

Lesson Material/Planning Increase font size Highlight key information Provide handouts to avoid board copying Use a lot of visual aids Allow or provide voice recordings Include plenty of IT opportunities Do warm –up exercises immediately after breaks Encourage Check-Lists to be ticked off Extract texts for research rather than giving whole books to read Break assignments down into smaller parts

Lesson Delivery Praise often, specific and immediately Provide a visible agenda Vary your pace, methods and intonation frequently Assign specific roles during group work Change your questioning style to allow the student to respond immediately (notes, drawings, peer work) Be consistent and avoid idiomatic speech Keep instructions short and precise Keep choices to a minimum

Pastoral Care Promote relaxation techniques Practise the ‘5 Second Break’ Help the student to identify ways to deal with anger Avoid ‘preaching’ and interrogation tactics Challenge the student away from peers Arrange for a ‘quiet place’ and somebody who is available to talk in a crisis situation Be positive and a motivator