1. ADHD at the Elementary Level
By: Katie Rowell

2. ADHD Defined Inattention: the inability to attend and focus
Hyperactivity: problems with impulsivity and self-regulation
Those with ADHD can have both or one or the other
ADHD is in the category of “Other Health Impairment”

3. Prevalence One of the largest groups of exceptional learners
Approximately 5-10% of children are diagnosed with ADHD
Only about 1 percent of these children qualify for special education due to severity
Boys are twice as likely to be identified as girls

4. Etiology Possible neurological, genetic, and environmental causes
Usually the causes overlap making it hard to know exact cause
Neurological: Brains of kids with ADHD develop more slowly, reaching key maturation later
MRI show differences in brain structure that are linked to problems with executive functioning

5. Etiology Continued
Genetic: ADHD runs in families and is highly heritable
Approx 1/3 of fathers who were diagnosed have one child who is diagnosed
Environmental: complications during pregnancy, toxic chemicals in the environment, head injuries, cigarette and alcohol exposure

6. Characteristics Inattention, impulsivity/hyperactivity
ADHD is characterized by “a pattern of behavior, present in multiple settings, that can result in performance issues in social, educational, or work settings”
High distractibility
Selective attention problems, sustained attention problems, high levels of verbal and motor activity are usually present

7. Characteristics Continued
ADHD symptoms and characteristics are very situational and vary individually
Students with high IQ can still have ADHD

8. Learning
Learning in the classroom is difficult because of the high number of distractions
Those with ADHD tend to have different patterns in functional connectivity, this has to do with brain exchanging information
Biggest issue that ADHD presents is with the executive functioning
Making plans, keeping track of time, integrating past knowledge for current decision making, evaluating ourselves and our work, knowing when we need to ask for help and regulating our behaviors
Students with ADHD usually experience significantly lower academic achievement

9. Behavior
Fidgety, loud, disorganized, disruptive, off-task or daydreaming behavior
This often leads to incomplete or missing work
Usually students with ADHD are absent and tardy more often

10. Medical
Many children benefit from medication for ADHD to help with focus and attention
Most common forms are stimulants that give a boost in neurotransmitter production and this increases child’s capacity for attention
Medical interventions are the most common for ADHD: approx 66% kids between age 4 and 17 are medicated
Most ADHD medication last between 2-12 hours and then stop being helpful
Boys are 3x more likely to be medicated than girls
Gives them the opportunity to learn but does not cure the ADHD

11. Medical Continued However, many undesirable side affects
Those include: decreased appetite/weight lose, insomnia and sleep problems, nervousness, mild headaches and stomach aches
More serious side affects can include: slowed physical growth, tic disorders, problems with thinking and social interactions and increased suicidal thoughts
Monitor the effects of their medication in your room

12. Accommodations & Modifications
Section 504 is usually a good fit for students with ADHD who only need minor accommodations
IDEA 2004 is better for those with more intense needs and support
Students with ADHD especially at the elementary level are very motivated with immediate feedback, reinforcement and rewards
It would be helpful to incorporate these for those students

13. Accommodations & Modifications Continued…
Time: untimed or extended time on assignments and tests, short breaks for movement, after school programs
Structure with ENVIRONMENT: reduce distractions, arrange physical environment to match instructional goals, allow movement and physical activity
Provide highlighters and sticky notes to student and explain how to use them

14. Accommodations & Modifications Continued…
Support: Peer groups- cooperative learning, study buddy, teams for learning, “ask three before me”, think-pair-share, and assistive technology
Each student with ADHD will have unique needs
Get to know them and what works best for them. The school counselor will appreciate your feedback when setting up the 504 plan

15. Instructional Strategies
Helpful for teachers to use UDL strategies
Complexity: use BIG ideas to organize info, divide work into smaller units of mastery, and hands on activities
Structure with CONTENT: hit big ideas, use advanced organizers, graphic organizers, thinking maps, and multiple prompts
Structure with PROCESS: time lines, check points, study strategies, organizational skills
When possible, for reading, allow them to choose their own books

16. Behavioral Strategies
Goal is to eliminate behaviors that interfere with learning and increase positive behaviors
Some students may need a written behavioral intervention plan
Nurturing positive relationships for student with teacher and peers is really helpful
Help your student with ADHD learn how to ask for help when they need it
PBIS
Using consistent, positive behavioral strategies helps students stay motivated and also aware of consequences for inappropriate behavior
Need to be clearly displayed and reinforced

17. References
Brown, T.E. (2011). Extended time improves reading comprehension test scores for adolescents with ADHD. Open Journal of Psychiatry, (1),
Brown, T.E. (2013). A New Understanding of ADHD in Children and Adults: Executive Function Impairments. Routledge.
Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating Exceptional Children. Stamford, CT: Cengage Learning.
Stormont, M, A. (2008). Increase academic success for children with ADHD using stick notes and highlighters. Intervention in School and Clinic, 43(2),
NICHY (2015, February). Attention-Deficit/Hyperactivity Disorder. Retrieved from: