1. A Quick Reference Guide for Dealing with Symptoms of ADHD

2. Teachers are one of the most important links in the circle of professionals who work with children with Attention Deficit Hyperactivity Disorder (ADHD). Every year each teacher will have from one to three children in his/her class with ADHD. Because of their critical role in both diagnosis and treatment, teachers must be knowledgeable about this condition.

3. ADHD is a syndrome, which is characterized by serious and persistent difficulties in three specific areas: Hyperactivity Impulsivity Inattention Definition

4. At least six characteristics from either category below must persist for at least 6 months and are usually evident before age seven: Diagnosis

5. Hyperactivity and Impulsivity Fidgety  Leaves seat when shouldn’t  Runs or climbs inappropriately  Talks excessively  Has difficulty playing quietly  Is always on the go  Blurts out answers  Has trouble waiting turn  Interrupts

6. Inattention  Has difficulty following through on instructions  Has difficulty keeping attention on tasks  Loses things necessary for tasks  Doesn’t listen  Fails to give close attention to details  Seems disorganized  Has trouble with tasks requiring long-term mental effort  Is forgetful  Is easily distracted

7. Classroom Strategies There are specific strategies teachers can employ in the classroom. They include:

8. Organization, Organization, Organization! Poor organization skills are, in fact, characteristic of all children, adolescents and adults with Attention Deficit Disorders. One of the teacher’s biggest challenges is to help the child get organized.  Organization period at the beginning of each class session. 1)Check for proper materials, books, etc. 2)Check that each student has necessary paper and writing utensils. 3)Goals and objectives for the period with approximate time frame for each.  End all class periods or sessions with a brief reminder of any assignments, homework, tests scheduled, or materials needed for the next day. Take the last minute or two of each period for this activity. If periods end with a bell, have a class rule that no one may move or put away material until you dismiss the class.

9. Giving Directions Most perform best with a combination of oral and written directions. Give as much information as possible in both modalities.  Maintain eye contact with the student during verbal instruction.  Make directions clear and concise. Be consistent with daily instructions.  Simplify complex directions. Avoid multiple commands.  Make sure the student comprehends before beginning the task.  Repeat in a calm, positive manner, if needed.  Help the child to feel comfortable with seeking assistance (most will not ask).  These children need help for a longer period of time than the average child. Gradually reduce assistance.  Require a daily assignment notebook if necessary.  Make sure student correctly writes down all assignments each day. If the student is not capable of this, then the teacher should help the student.

10. Placement in Class  ADHD children perform best when they are near the teacher and directly in front of her. Such placement assists with attentiveness, remembering directions, subtle communication with you and a sense of belonging to the class.  Avoid placement in the rear of the class and near doors or windows.  Try to place the child with quiet, organized children.  Avoid placement near other ADHD children since they escalate each other’s difficulties.  Move student desks one arm or leg length away from one another except during partner periods.

11. Determine the Child’s Strengths All children have patterns of strengths and weaknesses. Determine the ADHD child’s dominant learning style and learning preferences and match your requirements with his strengths. For example, the ADHD child may be gifted in designing a visual presentation of a book he reads, but have difficulty with an oral or written report. He may do a superb job as a messenger, but have difficulty leading a team. Capitalizing on strengths while working on weaker areas has a major impact on self-esteem. Success is essential for a sense of well- being.

12. The “Buddy System” Use a “buddy- system” with a quiet, organized, responsible child.

13. Self-Isolation Allow the child to isolate himself if he is too distracted. For example, use a corner of the room and set up an “office”.

14. Medicine Medicine should be handled discretely and sensitively. Most children do not want others to know they are taking medicine.

15. Good Listening Habits  Teach good listening habits to the entire class.

16. Typing and Word Processing Handwriting is a major problem for many ADHD children. Reinforce careful, neat work without excessive recopying. Allow students to use a computer for word processing when possible.

17. Recommendations for Student Assignments  Give out only one task at a time.  Monitor frequently and use a supportive attitude.  Make sure you are testing knowledge and not attention span.  Give extra time for certain tasks. The ADHD student may work more slowly. Don’t penalize for needed extra time.  Keep in mind that ADHD children are easily frustrated. Stress, pressure and fatigue can break down the child’s self-control and lead to poor behavior.

18. Recommendations for Behavioral Modification Provide supervision and discipline. Enforce rules of the classroom consistently.  Remain calm, state infraction of rule, and don’t debate or argue with student.  Have pre-established consequences for misbehavior.  Administer consequences immediately and monitor proper behavior frequently.  Consequences should be appropriate to “fit the crime”, without harshness.  Avoid ridicule and criticism. Remember, ADHD children have difficulty staying in control.

19. Recommendations for Behavioral Modification (Continued) Reward more than you punish in order to build self- esteem.  Praise immediately any and all good behavior and performance.  Change rewards if not effective in motivating behavioral change.  Find ways to encourage the child.  Teach the child to reward him/herself. Encourage positive self-talk (eg. “You did very well remaining in your seat today. How do you feel about that?”). This encourages the child to think positively about him/herself.

20. Other Classroom Management Recommendations  Use eye contact to maintain attention. Positive eye contact as a motivational tool Negative eye contact as a disciplinary tool Eye movements as emotional/behavioral indicators  Use touch to maintain attention. Use touch as an emotional support Use touch to refocus to task  Use voice regulation to maintain attention. Voice modulation as an attention focuser Voice volumes adapted for student compliance Voice volumes in conflict resolution

21.  Use teacher movement to maintain attention. Facial and hand gestures to focus attention Teacher movement during written work Teacher movement during oral work  Limit visual distracters in the classroom. No mobiles No aquariums within children’s visual fields Limit bulletin boards displaying student work only Limit the wearing of distracting jewelry by the teacher  Limit auditory distracters in the classroom. No pencil sharpening during class periods No timers, except, in rare cases, digital ones Limit background music during seat work

22. Prepared by Tina Dixon, Geneva High School Counselor, from the following sources: A Guide for Teachers prepared for distribution by the Education Committee of C.H.A.D.D. Teachers and ADD Children by Edna Copeland, Ph.D., Child and Clinical Psychologist