Ways To Help Students With ADHD In The Classroom
Understanding attention deficit hyperactivity disorder
According to the Centers for Disease Control and Prevention (CDC), people with ADHD tend to persistently manage periods of inattentiveness, hyperactivity, and impulsivity. As a result, young children, teens, and adults tend to experience difficulty with focus, impulse control, and emotional control.
There are three attention-deficit/hyperactivity disorder sub-types that usually present in different ways.
Primarily hyperactive
Children with this type of ADHD usually have trouble sitting still. They are often described as being “driven by a motor.” They may fidget, squirm, and experience difficulty with self-control or following classroom rules. This type of ADHD often looks like this:
- Moving around a lot or having trouble staying in their seat
- Running/climbing in inappropriate places
- Impatience (trouble waiting for one's turn)
- Excessive talking in class, unable to play quietly
- Blurting out answers, interrupting the conversations or activities of the entire class
Primarily inattentive
Students with this form of ADHD are often stereotyped as scatter-brained, lazy, or daydreamers. In the classroom, they:
- Are easily distracted or have trouble staying on track
- Cannot seem to follow instructions, especially when they have multiple steps
- Are messy and have difficulty staying organized/keeping up with things
- Often fail to finish work, and what they do turn in is often filled with careless mistakes
Combined
Atypical ADHD symptoms in the classroom
Although the bullet points above can be common examples of how ADHD presents itself in the classroom, there can also be atypical representations that teachers should recognize as well.
Let's take Adelia as an example:
Thinking that she may have an underlying mood disorder or some type of learning disability, the teacher refers Adelia to the school counselor. Having seen the same subtle signs in children before, the counselor gets approval from Adelia's parents to perform a screener for ADHD. In the classroom, her teacher continues to monitor and make notes on a checklist.
A few weeks later, with the documentation from her teacher in hand, Adelia's parents take her to the doctor for an evaluation and are slightly surprised when she receives an ADHD diagnosis.
Facts and research
Attention-deficit/hyperactivity disorder seems to be becoming more and more common, with over six million young people between the ages of four and 17 being diagnosed with the disorder. This can be seen as a 10% increase in the past two decades.
Although symptoms typically present by age four or five, diagnosis often does not occur until age seven or later. At this point, children are usually in school for most of their waking hours. This alone can be one of the reasons why teachers often spot signs and symptoms of ADHD in the classroom instead of at home.
Although symptoms typically present by age four or five, diagnosis often does not occur until age seven or later. At this point, children are usually in school for most of their waking hours. This alone can be one of the reasons why teachers often spot signs and symptoms of ADHD in the classroom instead of at home.
Other things to know about ADHD can include the following:
- Males are usually more likely to be diagnosed than females.
- Children living in poverty may have an increased chance of being diagnosed.
- English-speaking children may be at four times higher risk of ADHD diagnosis.
- Although ADHD can affect children of all races, diagnosis rates among minorities seem to be on the rise.
ADHD and other disorders
Although ADHD does not typically cause children to develop other disorders or illnesses, a person with attention-deficit/hyperactivity disorder may be more likely to have a coexisting learning disability than someone without it. They may also be at increased risk of having the following:
- A conduct disorder
- Anxiety and/or depression
- Bipolar disorder
- Tourette's syndrome
- Bed-wetting
- Substance misuse
- Issues with sleep
If you are struggling with substance use, contact the SAMHSA National Helpline at (800) 662-4357 to receive support and resources. Support is available 24/7.
Being able to effectively pinpoint symptoms of both hyperactive and inattentive ADHD can be the first step in helping students who might be living with this disorder. In the classroom, teachers can also do the following:
Assist parents with diagnosis
If you see a problem, it can be best to ensure the parents are aware of it. Many teachers avoid talking to parents about classroom issues that might be ADHD because they do not want to upset them for fear of being wrong. Educators often see things that parents do not, so it can be important to bring up the things you notice and help parents through the diagnostic process by filling out requested paperwork thoroughly and within the timeframe requested.
Put a plan into place
Many children with attention-deficit/hyperactivity disorder may not qualify for an Individualized Education Plan under the Individuals with Disabilities Education Act (IDEA) since ADHD is generally not one of the 13 specific disability categories covered by IDEA. This does not necessarily mean that there is no help for children in the classroom.
Follow the accommodations
If a child with attention-deficit/hyperactivity disorder has an IEP or 504 plan, teachers usually must follow these plans under the law. Accommodations can include changes to the typical teaching style, curriculum format, and overall learning environment of a classroom.
There may be many types of accommodations that teachers can use to help students become more successful in the classroom. Some of these may need to be included in the student's individualized plan before they are used, or they may be considered an unfair advantage. Other accommodations can be offered to students across the board because they can be classified as best practices to help all children, not just those with ADHD.
These accommodations can include:
Environmental strategies
- Structure and routines for homework, testing, etc.
- Preferential seating away from distractions, like a quiet place near the teacher
- Breaks of five to 10 minutes during long stretches of instruction and testing
- A classroom with as few visual and auditory distractions as possible
Organization strategies
- Writing out assignments
- Adapting homework
- Teaching study and organization skills
- Reinforcing organizational systems (i.e., folders, color coding)
Classroom instruction/behavior strategies
- Providing focus tools, such as a stress ball
- Giving extra help during activities that take a lot of mental focus (i.e., writing an essay)
- Repeating directions frequently
- Providing extra time on tests and classroom activities
- Helping students work on self-esteem and social skills
The best thing that teachers can do for students struggling with ADHD may be to offer empathy and support. Sometimes, just listening and letting a student know that you care can be all that they need.
Reaching out for professional support and help
As a parent of a child with ADHD, you may be faced with various challenges, including helping your child while empowering them to get the most out of their education. You may have a support system of family and friends who are available to listen to you and offer help.
However, this help may not always be enough to ease your stress, or you may need professional guidance in developing a plan for your family. A licensed therapist can be one such resource available to you in person or online.
How online therapy can support parents
If you’re a parent of a child with ADHD, you may find value in working with a licensed therapist. An important part of caring for your child can be to take care of yourself, and online therapy can empower you to do so from the comfort of your home.
Effectiveness of online therapy
Although not much research currently exists regarding the efficacy of online therapy in helping parents, research generally shows that online therapy is as effective as in-person therapy. Please don’t hesitate to reach out for the professional help you deserve.
Takeaway
What is the Ring of Fire type?
What is the rarest type?
The least common type of ADHD is the impulsive/hyperactive type. ADHD students with impulsive/hyperactive type may be hyperactive and impulsive, but they likely do not have difficulty paying attention.
Is attention-deficit/hyperactivity disorder a part of autism?
ADHD and autism are two distinct disorders, though they may have symptoms that overlap.
Are ADHD brains normal?
There are some differences between the brains of a neurotypical child and one with ADHD. In those with Attention-deficit/hyperactivity disorder, the prefrontal cortex is smaller and develops more slowly. Other parts of the brain, including the hippocampus, cerebellum, and amygdala, are also smaller. It can be important to consider this when developing teaching strategies for how to help those with ADHD and manage student behavior.
What are the 5 levels?
Attention-deficit/hyperactivity disorder doesn’t have specific levels, but someone whose child is diagnosed with it or who gets an ADHD diagnosis as an adult may experience the five stages of grief: denial, anger, bargaining, depression, and acceptance.
What causes ADHD?
Scientists haven’t identified the exact causes of attention-deficit/hyperactivity disorder, though there is growing evidence that there is a genetic component. Brain development may play a role, and several environmental factors have been linked to ADHD, including premature birth, low birth weight, exposure to smoking, alcohol, etc., during pregnancy, and extreme stress during pregnancy.
Who is at risk for attention-deficit/hyperactivity disorder?
People who are at risk for ADHD tend to include those who have blood relatives with the condition, particularly parents or siblings. Those who were born prematurely or whose mothers used alcohol or drugs or smoked during pregnancy are also at risk.
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