Helping Students Who Have Attention Deficit Hyperactive Disorder (Adhd)

Dr. Mickey Wircenski

CTE Project Director

 

In 2003 ADHD became the largest diagnosed school-age disorder in the country. It is estimated that each school community will have 2-18% of students who have ADHD. Students with moderate to severe cases are highly at risk for behavioral, emotional and academic failure. However, these learners can and do succeed with proper diagnosis, intervention and support.

 

Untreated ADHD carries its share of risks, including academic under-achievement, substance abuse, legal issues, social difficulties and risky behaviors. The ADHD diagnosis carries with it significant implications for educators. Eighty to 90 percent of individuals do not need medication as adults. The majority of individuals with ADHD grow up and do well. 

 

Students with ADHD exhibit a persistent disabling pattern of behavior as well as memory impairment, impulsivity, and poor prediction, planning and reflection skills. In school-age learners with ADHD you may see the following:

 

• Rushing into tasks but not finishing them
• Demanding attention from adults
• Inability to delay gratification
• Moodiness
• Often getting into trouble with adults
• Feeling disorganized and lost
• Aggression and defiance
• Poor short-term memory
• Weak at following directions
• Asking another person what was just said
• Looking at others to figure out what was said
• Late for time commitments
• Forgetting about promises made
• Knowing what and how but not when and where to do it
• Weak time orientation
• Inability to plan ahead
• Makes the same mistakes over and over
• Poor time management
• Inability to curb immediate reactions
• Acts before thinking
• Blurts out inappropriate comments
• Nearly impossible to wait for things-little or no patience
• Always wants to be in motion
• Not focused-tries to do several things at once 

The best way to effectively manage students with ADHD is to provide a positive learning environment that focuses on their strengths rather than their limitations. Some specific strategies for accommodating their special needs include:  

• Be flexible 
• Maintain consistent boundaries on important issues, such as those that involve their own and others’ safety 
• Repeat instructions if necessary
• Break tasks into small units
• Set realistic deadlines for each task
• Have students use a calendar or planner to keep on track
• Avoid too much pressure as distress causes the ADHD brain to shut down and underperform
• Provide external reinforcers
• Establish routines
• Incorporate more movement
• Manage information flow-introduce information in manageable “chunks”
• Acknowledge even partial progress
• Teach time-management skills  

Source:

Jensen, Eric. (2011). Different Brains, Different Learners (Second Edition). Thousand Oaks, CA: Corwin. Pages 135-150.