Strategies for Students with ADHD; Attention Deficit Hyperactivity Disorder
Below see: TIPS, IDEAS & SUGGESTIONS REGARDING STRATEGIES FOR STUDENTS WITH ADHD
Six years ago, I didn’t know I would be searching for strategies for students with ADHD, but here I am!
For the last 6 years, I have been raising my granddaughter with ADHD. I am also raising her older brother, my grandson on the autism spectrum. So, I’ve been a busy MomMom over the past six years!
When my granddaughter moved in with us at the end of 3rd grade, I didn’t know or understand she was struggling in school.
But I knew she was experiencing many home issues that may have added to her school challenges. Those issues and concerns were ultimately the reason she moved in with me.
At the beginning of 4th grade, her teacher noticed some common ADHD behaviors and suggested I have her tested.
Fortunately, her experienced teacher suspected she had ADHD and set up strategies for students with ADHD, including my granddaughter, in her classroom.
Both my granddaughter and I were lucky she had such a wonderful, compassionate 4th-grade teacher.
Her teacher played an instrumental role in my granddaughter’s testing process and in finding and providing support for her throughout the year.
To this day she is still my granddaughter’s favorite teacher!! Thank you to our Mrs. McG. and all the other passionate and compassionate teachers in the world!!!
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How Do You Test for ADHD?
There is not one specific method to test or diagnose ADHD. Therefore, diagnosing ADHD includes a combination of techniques to determine if a child or individual falls in the ADHD category.
It’s difficult setting up specific strategies for students with ADHD without a clear and accurate diagnosis.
Signs of ADHD diagnosis typically appear between four to 16 years old, with most symptoms developing before 12 years old.
For an accurate diagnosis, ADHD symptoms must be noticed and documented in an individual for more than six months.
School Testing for ADHD
Our experience with testing for ADHD in school consisted of a variety of different processes. To clarify, my granddaughter’s testing for ADHD in school was our personal experience.
Please keep in mind, our testing experiences, along with the testing procedures my granddaughter and I experienced, may be completely different from your school and its testing practices.
As previously mentioned, my granddaughter’s teacher recognized symptoms of ADHD in the classroom.
Therefore, for the ADHD testing process, the teacher was required to complete a questionnaire regarding my granddaughter’s daily activities in school.
The questionnaire was very involved and included both daily and weekly behaviors the teacher noticed in my granddaughter.
Additionally, the school psychologist was included in the testing process. She sat in my granddaughter’s classroom on several occasions to observe her interactions with the teacher and with the other students.
The psychologist also documented how my granddaughter managed her alone time at her desk or on other solo projects.
Both the teacher and the psychologist spent time with my granddaughter individually. They asked (interviewed) her about many different topics, in a fun, positive non-intrusive way.
They also played games, drew pictures, and truly engaged with my granddaughter to get to know and understand her better.
Their process for the ADHD testing did not feel rushed or overwhelming. Overall, their interactions and evaluations with my granddaughter took 3-4 weeks.
Home Testing for ADHD
Along with the psychologist and teacher feedback, parents, grandparents, or caregivers are also asked to complete a very comprehensive questionnaire packet.
The questionnaire discusses specific behaviors and activities of your child, both positive and negative.
The packet also includes questions about your child’s history/young childhood, home life, family life, and current life situations.
Parents, grandparents, and/or caregivers are also asked to give information about the child’s activities both in and out of school.
They are also asked to provide any other family or home details, challenges, kudos, or aspirations the child may have.
ADHD Testing Results
After all testing results are submitted and evaluated, parents, grandparents, and/or caregivers will meet privately with the teacher and psychologist to discuss the ADHD testing results.
If the ADHD testing results show symptoms of ADHD in the child, a course of action along with strategies for students with ADHD, will be determined by the school and set into place.
Generally, an IEP, Individualized Educational Program or 504 Plan is established by the school and put into place for all teachers and the school district to follow.
For more information regarding IEP Plans see What is an IEP Plan? Does My Struggling Child Need One?
Both IEPs and 504 Plans are legal requirements that must be managed and maintained through the School Districts Special Education Department.
What is ADHD?
In order to determine the best strategies for students with ADHD we need to understand exactly what ADHD is.
ADHD, Attention Deficit Hyperactivity Disorder, is a neurodevelopmental brain disorder. ADHD is a medical condition that affects over 10% of children in the United States.
However, both children and adults can be diagnosed with ADHD.
ADHD is one of the most common disorders in children. Generally, ADHD is diagnosed when a child begins school.
Children with ADHD may be disruptive and fidgety in the classroom or have trouble focusing on their schoolwork. This type of behavior may identify signs and symptoms of ADHD.
ADHD Symptoms
There are a variety of symptoms of ADHD. Typically, children and/or adults do not present with every symptom but may demonstrate some symptoms on different occasions.
For example, school-aged children may display symptoms such as uncontrollable talking, fidgeting or squirming, calling out in class, trouble sitting still, and constant interrupting.
In order to determine strategies for students with ADHD, it’s important to recognize symptoms.
Some ADHD symptoms that may be more noticeable at home include:
- Misplacing things, such as clothes, jewelry, money, etc.
- Messy, leaving items, clothes, food, shoes, and books laying around.
- Unorganized in all areas; home and school
- Stuffing papers in a book bag
- Not putting belongings where they belong
- Losing important schoolwork or information
Three Types of ADHD
Type 1: Inattentive: Previously referred to as ADD, includes:
- Unable to focus
- Easily distracted
- Uninterested in what is happening around you
- Not excessively active
- Generally, not disruptive
Type 2: Hyperactive/Impulsive
- Extremely active
- Impulsive
- Risky or dangerous behaviors
- Can be aggressive with others
- May have difficulty making friends
- Often can pay attention when needed
Type 3: Combination of Type 1 and Type 2. Inattentive, Hyperactive, and Impulsive
- Most common signs of ADHD:
- Ongoing Lack of attention
- Overly active
ADHD in the Classroom
ADHD in the classroom is generally obvious to teachers and other students. Although students with ADHD may not recognize behaviors (signs) in themselves, others may.
Children with ADHD may demonstrate more problems and difficulties in a classroom environment than a typical student.
Therefore, establishing strategies for students with ADHD is vital for their overall success.
ADHD symptoms make it extremely challenging for children to pay attention to the teacher’s instructions, complete assignments, and stay seated at their desks.
Students with ADHD often talk out of line and call out answers or responses without raising a hand.
ADHD students may also face problems with other students in the classroom due to their impulsiveness, not taking turns, and not following classroom rules.
Other great ideas and strategies for students with ADHD are sensory toys. See 10 Best Sensory Toys for Autism and ADHD.
Characteristics of ADHD Students in the Classroom
Characteristics of ADHD students in the classroom are generally similar. However, not all students with ADHD exhibit characteristics the same way.
Some students may develop some of these features as they get older while others may manage some of these characteristics through medication and/or therapies.
Characteristics for ADHD Students in the Classroom with Inattention
- Daydreaming, unable to stay focused
- Poor concentration
- Uninterested in classroom and/or discussions
- Unable to pay attention to directions and instructions
- Unorganized, including desks, school bags, and homework
- Works quickly to complete assignments, usually with many mistakes and oversights
Characteristics for ADHD Students in the Classroom with Hyperactivity/Impulsivity
- Unable to stay seated during class
- Lacks self-control, may touch other students or their belongings
- Tapping, humming, fidgeting
- Impatient with other students
- Difficulty taking turns
- Difficult sharing and playing calmly with other students
- Constant interruptions, not raising a hand when answering
These characteristics of ADHD students in the classroom create tension and stress for teachers and other students.
Therefore, determining strategies for students with ADHD can alleviate stress triggers on teachers, other students, and the ADHD student themselves.
Generally, they are not trying to misbehave, but due to their neurodevelopmental brain disorder, they lose their internal control and capacity to comply with classroom expectations.
While most children sometimes daydream or become impatient in the classroom, these behaviors constantly exist throughout the school day and every day for children with ADHD.
Unfortunately, many children with ADHD are viewed as discipline problems and are often reprimanded for their behaviors.
However, with specific strategies for students with ADHD, they can become successful and productive achievers.
For Some Ideas To Help Calm ADHD Symptoms, see These Sensory Toys at Amazon:
ADHD Strategies for Teachers
Over the past years, my granddaughter’s teachers have established many creative processes and strategies for students with ADHD.
Typically, these strategies, ideas, and suggestions are added to a student’s IEP or 504 Plan. Having an established IEP or 504 Plan in place can be extremely helpful for everyone in the classroom, especially the students with ADHD.
See: What is an IEP Plan? Does My Struggling Child Need One?
IEPs, Individualized Education Programs, and 504 Plans are established through the school Special Education Department. All accommodations and special services determined in the IEP or 504 are documented for students, parents, or caregivers.
The Special Education program modifications and specially designed instructions (SDI) are determined for each individual student.
These modifications and SDIs are all strategies for students with ADHD as well as strategies for teachers.
Here are Several Examples of ADHD Strategies for Teachers:
- Give verbal or nonverbal cues and prompts to begin tasks, or remain on task
- To keep children on task, preferential seating close to the teacher and away from distractions such as windows or doors are best.
- Set clear limits and expectations for behaviors before the beginning of every activity
- Repeat directions and instructions clearly and slowly so students can absorb and process the information.
- If necessary, ask students to repeat instructions to ensure they understand the directions.
- Write assignments, instructions, and homework on the board and have students copy down the information.
- Increase opportunities for repetition and practice of challenging skills, such as math
- If needed, allow the assistance of a calculator when solving math problems
- Set up small group instructions for math reasoning skills and math computation when necessary
- Provide oral planning, scaffolding, and close conferencing during writing projects
- When necessary, provide test information to be read aloud
- Offer small-group testing opportunities when needed
- Provide a separate testing area or setting per request or at the teacher’s discretion
- If necessary, offer AM and PM check-ins to ensure students’ notes, planners, and binders are prepared and organized.
- Allow extended time for assignments and assessments for submission.
- Chunk information in multiple steps for understanding and clarification
- Provide movement breaks such as a brief walk, a drink of water, or going to the bathroom
- Pair all verbal directions when visual models are presented
- Teachers may offer visual or gestural cues to students to ensure students are staying on task and paying attention
- Allow students to have access to gum or mints to aid with their focus and attention
It’s important to note that these ADHD strategies for teachers are used as a general standard for most ADHD students.
However, many students with ADHD have specific individualized strategies established exclusively for them in their IEP and/or 504 Plan.
Organizational Items for Strategies for Students with ADHD
Strategies for Students With ADHD
Some strategies for students with ADHD that can help reduce stress may begin at home. Maintaining good sleep patterns ensures students are well-rested for school.
Additionally, providing a healthy diet and limiting sugars may help curb some behaviors of hyperactivity.
Other Strategies for Students with ADHD at Home are:
- Limiting screen time. Especially at night
- Providing a stress-free environment for homework, play, etc.
- Creating written TO DO lists and post lists in areas where children may need reminders, such as work areas, bedrooms, bathrooms, etc.
Other Strategies for Students with ADHD at School are:
- TRY to always keep an organized bookbag and desk. Losing papers, folders, and pencils can be extremely frustrating.
- WRITE down instructions and homework assignments. DO NOT count on memorizing important information.
- If possible, work with a partner who can provide reminders and support. Often classwork is done in groups. Working with a trusted partner can be a key role in a successful outcome.
- Having advanced warning before starting or ending a task
- Using a fidget device for focus. Keeping fidget devices available in a school bag or inside a desk can help alleviate stress or anxiety.
- Keep gum or mints available to help with focus and attention.
- At times of stress, practice deep breathing exercises. Taking deep breaths by breathing in through your nose and out through your mouth helps you relax and stay focused.
- If possible, practice mindful meditation. Taking a few minutes to clear the mind is typically approved by the teacher and should be included in an IEP or 504 Plan.
- Ask for support from a teacher or case manager.
Students with ADHD should reach out for support whenever necessary. Unfortunately, they generally don’t. Frequently, they don’t realize how much information they may be missing.
Therefore, teachers, case managers, parents, caregivers, and students all need to work together to safeguard the educational welfare and balance of all students with ADHD.
Toys & Fidgets Used as Strategies for Students with ADHD
How Do I Know If My Child Has ADHD?
As noted, there is no test or diagnostic exam to know if your child has ADHD. Therefore, it is best to first reach out to your pediatrician to discuss the best course of action to obtain a diagnosis.
Doctors will inquire about your child’s specific behaviors. Generally, indicators for ADHD diagnosis are when children have difficulty remaining quiet in a quiet setting, such as a church, library, or classroom.
Other indicators include tapping feet or hands, constant movement, or the inability to remain calm in certain situations or places.
The overall diagnosis from a doctor, school, or psychologist will help families determine the best process, procedures, and strategies for students with ADHD.
How a Person with ADHD Thinks
I feel the most important thing to remember about a person with ADHD is their lack of knowing or understanding why or how their brain differs from those without ADHD.
Children with ADHD typically only notice their differences, per se, in a group or educational setting. Or they may not notice any differences at all.
Children with ADHD recognize their brains and how they work, think, and function. But, they cannot nor do not understand or comprehend how other people’s brains may function. Or that other people’s brains work on a different level.
Honestly, no one knows how or what another person is thinking or how their brain functions regardless of ADHD or not. Therefore, the same holds true for someone, especially a child with ADHD.
ADHD Resources for Parents
TIPS, IDEAS & SUGGESTIONS REGARDING STRATEGIES FOR STUDENTS WITH ADHD
- Make Lists. Be sure to write instructions and information down so you or your child can keep track of all of everything they need to do.
- Create a routine and stick to it! Following a routine makes daily activities much easier for your ADHD student.
- Try to minimize “stuff”! Having too many clothes, jewelry, makeup, etc. can become overwhelming. Do your best to limit clutter.
- Organize, organize, organize! Encourage your student to empty school bags, desks, folders, etc. regularly in an attempt to keep school work organized.
- Accountability. As your child gets older, they need to be held responsible and accountable for their belongings. This includes their school work, their bedroom, and their workspaces both in and out of school.
