• A-F
• G-L
• M-R
• S-Z

A-F

Adderall - Stimulant drug used to improve attention span and decrease impulsivity. This medicine contains a combination of mixed amphetamine salts.

American Psychiatric Association (APA) - An organization of psychiatrists working together to ensure humane care and effective treatment for all persons with mental disorders, including mental retardation and substance-related disorders.

American Psychological Association (APA) - A scientific and professional organization that represents psychology in the United States.

Amphetamine - A type of stimulant drug used to treat ADHD.

Attention Deficit Disorder (ADD) - Common title for the predominantly inattentive type of ADHD.

Attention Deficit Hyperactivity Disorder (ADHD) - Official name for this disorder given by the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM IV TR). Also, the common title for the predominantly hyperactive/impulsive type of ADHD.

Behavior Modification - Modifying or changing unwanted behaviors using reinforcement and conditioning.

Combination ADHD - Title given to ADHD with both inattentive and hyperactive/impulsive behaviors.

Concerta - An extended release form of methylphenidate (Ritalin) designed to last throughout the day.

Dopamine - A chemical in the brain thought to be affected by ADHD. A neurotransmitter acting within the brain to help regulate movement and emotion.

G-L

Genetic - Inherited; having to do with information that is passed from parents to offspring through genes.

Hyperactivity - A state of too much muscle activity. Having behavior characterized by excessive activity, restlessness, and movement.

Impulsiveness - Acting on impulse rather than thinking things through. To act before thinking.

Inattention - Difficulties maintaining attention span.

Individuals with Disabilities Act (IDEA) - One of the main federal laws that protect the rights of students with disabilities in publicly funded educational settings.

Individualized Education Plan (IEP) - An educational plan that outlines special education and related services specifically designed to meet the educational needs of a student with a disability.

Learning Disability - Difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. May also be referred to as a learning disorder or a learning difference.

Learning Style - The method or way in which a child learns best.

M-R

Methylphenidate - A central nervous system stimulant used in the treatment of ADHD in children and adults. The generic name of Ritalin.

Multimodal Treatment - Multiple types of interventions from different disciplines, such as pharmacologic, psychotherapeutic, and family systems.

Norepinephrine - A neurotransmitter or chemical messenger that helps to relay messages from one area of the brain to another. It is involved with arousal, attention, and mood.

Organizational Skills - Strategies used to organize oneself.

Psychiatrist - A physician who specializes in the treatment of mental or emotional disorders.

Ritalin- A stimulant medication commonly used to treat ADHD. Ritalin is the brand name for methylphenidate.

S-Z

Seratonin - A neurotransmitter, or a chemical messenger, that helps to relay messages from one brain cell to another. It is involved in sleep, appetite, and sex, as well as mood and anxiety modulation.

Section 504 - The law that prohibits discrimination against people with disabilities and allows accommodations for students who don’t qualify for special education.

Stimulant Medications - Class of medications used most often to treat ADHD.

Strattera - The first non-stimulant medication approved for the treatment of ADHD.

Symptom - A subjective indication of a disorder, disease, or condition.

These plans target the behaviors that are disruptive or need to be changed and develop a plan to alter them or replace them with the desired behaviors. The options for behavior plans vary widely, as they are tailored to meet the needs of the individual child. Behavior plans are not simply pulled out of a file and put into action; they require background and thorough insight of what is causing the behaviors and the best ways to change them. You can work with your pediatrician, school team, or other support network to develop a plan for your child.

Developing a Behavior Treatment Plan

Step 1: Background History

The first step in developing a behavior plan is to gather all the necessary information to develop a complete overview of the child, the difficulties, and possible causes. This is often done through observations, interviews, medical history review, and testing. The school psychologist or other qualified professional is an excellent resource and will usually be the individual completing this documentation. It is not up to the parent to gather all of this information; however, they will be asked to participate in the process.

Step 2: Identify the Behaviors

After the information has been gathered and a complete history is available, target behaviors will be identified. Completing a table similar to the one below will help to identify which behaviors need to be targeted in the behavior plan.

• Behavior: List the behaviors that you want to target in the order of priority. The behavior that you want to treat the most should be first, followed by the next most important, etc. For example: 1) Running into the street, 2) Yelling out, 3) Grabbing toys, 4) …
• Description: Describe exactly what is happening with each behavior — be as specific as possible.
• Frequency: Determine approximately how often the behavior occurs. Does it happen several times a day, daily, weekly, occasionally, or rarely?
• Severity: Determine the level of severity on a scale from 1-5, with 1 being a mild problem and 5 being life threatening.

Step 3: Develop Strategies

After it is understood what is causing the behaviors (from the background information gathering and chart above), you will work with the psychologist to develop strategies to change those behaviors. These strategies may be things that you do at home with your child, that the teacher implements in the classroom, or that others apply to the other activities in your child’s life — whatever is needed to make the necessary changes. It is important to remember that this is not a challenge that you face alone. When working to change the behaviors of an ADHD child, everyone who works with your child on a regular basis should be kept up to date on your treatment plans. This allows your child to receive consistent feedback and expectations in all areas.

There are several components to developing strategies that work:

• Specialized strategies for certain situations (home, school, extracurricular, etc.)
• Specific individuals assigned to implement these strategies (teacher, parent, coach, etc.)
• General strategies that apply to behaviors that are present across the board
• A system to monitor the effectiveness of the strategies
• Replacement behaviors (What will the child be taught to do in place of the behavior you are taking away?)
• Positive and negative consequences are predetermined and a system is developed to make the child aware of these consequences

Step 4: Assessment

When you are establishing your goals and strategies, include a way to measure if they are effective. For example, if interrupting is a targeted problem, keep a tally chart to show the number of times the child interrupts each day. Over time, you should see a decrease in the number of interruptions. If not, it provides the documentation to make the necessary changes. Just like with any treatment plan, it is important to periodically review the procedures and look at the effects. Determine what is working well and what areas of the behavior plan may need to be changed. This can be done anytime there appears to be a problem or a change is needed; but even if the plan is running smoothly, periodic reviews should be in place.

Guarantee Success

In theory, pretty much any type of behavior can be targeted with behavior treatment. However, to ensure that your plan will be successful, it is essential that:

• Adults understand how to properly implement the plan
• The child understands what is expected of him or her
• The child is capable of doing what is expected
• The child understands how he or she can earn rewards by meeting the expectation
• The child understands what the negative consequences are for not meeting the expectation
• The adults implementing the plan follow through with their part.

Start slow and allow your child to experience the feeling of success. Setting both short-term and long-term goals provides milestones along the way to show progress and encourages both you and your child. It is also important to celebrate the small improvements you see in your child and work your way up to the larger ones. Keep in mind that changing behavior is not something that is accomplished quickly. Take the time needed to cement these new behaviors into your child’s behavioral patterns and you will reap the rewards for many years to come.

The school experience can be challenging for students with ADHD. Students usually are identified only after consistently demonstrating a failure to understand or follow rules or to complete required tasks. Other common reasons for referral include frequent classroom disruptions and poor academic performance.

Studies found that students with ADHD, compared to students without ADHD, had persistent academic difficulties that resulted in the following: lower average marks, more failed grades, more expulsions, increased dropout rates, and a lower rate of college undergraduate completion (Weiss & Hechtman as cited in Johnston, 2002; Ingersoll, 1988). The disruptive behavior sometimes associated with the disorder may make students with ADHD more susceptible to suspensions and expulsions. A study by Barkley and colleagues (1990b) found that 46 percent of their student study group with ADHD had been suspended and 11 percent had been expelled.

ADHD’s core symptoms — inattention, hyperactivity, and impulsivity — make meeting the daily rigors of school challenging (Zentall, 1993). Difficulty sustaining attention to a task may contribute to missing important details in assignments, daydreaming during lectures and other activities, and difficulty organizing assignments. Hyperactivity may be expressed in either verbal or physical disruptions in class. Impulsivity may lead to careless errors, responding to questions without fully formulating the best answers, and only attending to activities that are entertaining or novel. Overall, students with ADHD may experience more problems with school performance than their nondisabled peers.

Helpful Hints

This section highlights a few evidence-based hints for addressing the specific learning needs of children with ADHD. More detailed information about the effective strategies can be found in a companion guide, Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices.

Numerous studies have found that positive results occur when the major stakeholders in a student’s education collaborate to address a child’s ADHD (Blazer, 1999; Bos, 1999; Bos, Nahmias, & Urban, 1999; Nahmias, 1995; Williams & Carteledge, 1997). Effective collaboration and communication between home and school provide structure across the two major settings in the child’s life. Common rewards, reinforcement strategies, and language help to promote consistency across settings.

Bos et al. (1999) reported that collaborative partnerships between home and school were especially important during the initial assessment of the child’s disability and educational needs, the development of behavior modification plans, the evaluations of medication, and the coordination of assignments. Parents and teachers can share information with one another if they work together to plan behavioral and academic strategies for the student. Parents can offer information about the child — including the child’s medical history, hobbies and interests, effective reinforcers, and behavior in other settings — that may inform the decisions made by the teacher and other members of the IEP team. The teacher can keep parents informed about their child’s progress, performance, and behavior in school. If the child is taking medication, the teacher can offer feedback to parents regarding how the medication affects the student’s performance and the duration of the medicine’s effectiveness. This information also can be used to help medical professionals make more informed decisions about the child with ADHD.

If a child exhibits patterns of disruptive or aggressive behavior, best practice research indicates that the child may benefit from a positive behavioral intervention plan that clearly delineates expectations and includes positive supports. The process to develop an effective plan should be collaborative and involve the parents and those other individuals who are most familiar with the child.

Students also can take some of the responsibility for their educational and behavioral adaptations. Blazer (1999) reported that students as young as 5 years old can communicate ways to make their school experience more pleasurable and learning easier. Student input also helps to promote a sense of ownership and responsibility for the new strategies and adaptations.

Source: US Department of Education

ADHD is a complex disorder and each child responds differently to the symptoms. While your child will have a treatment plan that is specifically designed for him or her, here is some advice and tips that all parents may benefit from:

• Show lots of affection. Your child is surrounded by a mix of emotions and responses to his* behavior. These responses often come in the form of negative feedback, which can be very wearing on a child. While he may receive negative feedback from others, your love and appreciation for him will remain constant. Your child needs to feel this love and you can express it in a variety of ways. A simple smile, pat on the back, or a hug shows your child that he matters to you and you care for him.
• Set realistic goals. It’s easy to get ambitious and expect too much from your child (and you!). Set realistic goals and expectations so that success can be enjoyed by everyone.
• Spend time with your child. While ADHD can make parts of your child’s personality challenging, take time to enjoy your child’s positive attributes. Spend quality time with your child and give him a chance to interact and receive positive attention from you every day.
• Make sure you and your child are well rested. Fatigue makes ADHD symptoms worsen in children and it shortens the patience of adults. Prevent downfalls by ensuring that both of you get enough rest.
• Stay organized. Help your child organize himself and his activities by maintaining a daily assignment book and schedule. You can help him organize his work by establishing a quiet place to study.

• Find self-esteem enhancing extracurricular activities. Children with ADHD benefit from activities that highlight their talents. Activities such as art classes, music classes, dance, or tumbling offer positive outlets for energy as well as emphasize a talent. Martial arts classes such as karate or tae-kwon-do offer great opportunities to develop focus and discipline, another benefit to ADHD children. Research possible options and help your child pursue activities that matches his interests and abilities.
• Give simple, clear directions. When given too much information at once, children will shut down and be unable to process information effectively. To avoid this, speak slowly and be very specific when describing what the child should do. Keep eye contact and give just one direction at a time. This will allow the child to fully process the information and successfully complete the task. After time, you can move up to two-step directions, but only when your child is ready.
• Find alternatives to difficult situations. If your child has a difficult time in shopping malls because of the overwhelming amount of merchandise or a difficult time sitting through presentations because of the length of attention required, find alternatives or avoid them altogether. If it’s not crucial for your child to be there, let him stay with a friend or family member. If he needs to be there, try going for shorter amounts of time. This can save a lot of stress for both you and your child.
• Be patient. This applies to all aspects of working with your ADHD child. Be patient in daily interactions as your child learns to control his behavior. If your child is upset, he will likely calm down to match your calm tone. Also, use patience in reaching goals and dealing with the ups and downs. Understand that many of these behaviors just take time to change; but don’t worry, you’ll make it!
• Take time for yourself. If you are feeling stressed and tired, those feelings will be felt by your child as well. We are much more effective parents when we’re well-rested, so take a break when you need it. Everyone will benefit.

*A single gender has been used to ease reading and is not intended to reflect a gender bias in this article or this site.

Do you have a piece of advice you’d like to share with other parents? Just post it below — we’d love to hear from you!

• The Individuals with Disabilities Education Act of 1997 (IDEA)
• Section 504 of the Rehabilitation Act of 1973

These laws provide special education, services and accommodations for qualifying children with disbilities in the United States. State laws may differ from these federal laws. In this case, whichever law provides the most protection must be used, and this is usually the federal law. Each law has specific guidelines and criteria for eligibility, which are described below.

The Individuals with Disabilities Education Act (IDEA)

Who is Eligible?

A child is eligible for services under IDEA if they are diagnosed with a qualified disability and because of that disability, need special education services. There are 13 disability categories, and to qualify, the child must meet the criteria of at least one of these categories:

1. Autism
2. Deaf-Blindness
3. Hearing Impairment
4. Mental Retardation
5. Orthopedic Impairment
6. Speech or Language Impairment
7. Visual Impairment
8. Deafness
9. Emotional Disturbance
10. Specific Learning Disabilities
11. Traumatic Brain Injury
12. Multiple Disabilities
13. Other Health Impairment

Children with ADHD are most commonly eligible for special education and related services under the IDEA category of Other Health Impairment (OHI). This category requires that the child have a chronic or acute health problem, in this case ADHD, that causes limited alertness to the educational environment that results in an adverse effect on the child’s education performance to a degree that special education is required. Another common category is Specific Learning Disabilities (SLD). A child would be eligible for this category if they had ADHD along with other learning disabilities.

How Do Parents Access Services Under IDEA?

Eligibility is decided by a qualified team consisting of several professionals including the child’s teachers, school psychologist, school counselors, principal, doctors, parents, and other appropriate individuals. Many schools already have these teams in place and actively work with children who qualify for these plans. The school will have their specific process and steps for determining eligibility that may include the following:

• First, parents or school personnel refer the child for evaluation. This request is often submitted in writing.
• Within a predetermined timeframe, the team will address the areas of concern and develop an assessment plan.
• Next, the parents will be contacted and will be asked to give permission for their child to be evaluated.
• The child will receive a comprehensive evaluation by the team to provide the necessary information about the areas of difficulty. This may include a combination of interviews, observations, feedback forms, as well as specialized testing.
• Upon completion of the evaluation, the team will meet to discuss the option of an Individualized Education Program (IEP). All members, including parents and sometimes the student, will be present to explain the results of the evaluation and develop an appropriate plan.
• At this meeting, the team will also determine if the child meets the eligibility requirements for special education under one of the categories of IDEA.
• If the child is eligible, an IEP will be developed. This plan is designed specifically for your child and includes the necessary accommodations for success.
• When the parents agree to the IEP and sign it, the plan goes into effect.

What Happens After the IEP?

After the IEP is written and approved, the child will start receiving services. This includes all programs, aids, modifications to the current program, and accommodations that are included in the IEP. Progress is measured with predetermined benchmarks and reported to parents in annual or bi-annual meetings. These meetings are known as IEP reviews and offer a chance for the team to meet with parents to discuss their child’s progress as well as make any necessary changes to the plan.

Students are re-evaluated every 3 years, or sooner if deemed necessary by the parent and teacher/school personnel. This information is used to determine if the IEP needs to remain in effect (does the child still qualify for one of the categories?) or if the child can continue in the regular school environment successfully and the plan can be terminated.

Section 504 of the Rehabilitation Act of 1973

Section 504 is a civil rights statue that protects children from discrimination by any agency that receives federal funding, in this case, the public school. It is intended to provide students with equal opportunities to receive education and opportunities so they can learn the same as their nondisabled peers.

Who is Eligible?

If children do not qualify for IDEA, they may still be able to receive services under Section 504 of the Rehabilitation Act of 1973. A student is eligible for Section 504 if they have a physical or mental condition that substantially limits a “major life activity.” In this case, the major activity can be learning and/or behavior. To determine eligibility, the school is required to do an assessment, but it is typically a much less extensive evaluation when compared to IDEA.

How Does a Parent Access Services Under Section 504?

The process begins in the same way as IDEA with a referral to the school multidisciplinary team. This request can be made by the child’s parents, teachers, or other school personnel. If the team determines that the ADHD significantly limits the child’s learning, then a 504 Plan would be designed to set reasonable accommodations to the educational program and/or provide related aids and services.

What Happens After the 504 Plan is Written?

Unlike IDEA, where the child receives most of the services from the Special Education Team, the accommodations in a 504 Plan often become the responsibility of the classroom teacher. Some sample accommodations may include:

• Adjusting the number of homework problems (without changing the level or content)
• Offering extended time for test-taking
• Offering a quiet place for the child to work with minimal or no distractions
• Provide assistance with organization of materials, work, etc.
• Recording class lectures or providing copies of notes for review
• Supplement verbal instructions with visual instructions
• Adjust seating arrangements
• Meeting with school counselors

What Do Section 504 and IDEA Have in Common?

While ADHD children may not qualify for both programs, they ultimately accomplish the same goals. In both programs, the schools are required to provide free and appropriate public education in the least restrictive environment. This means that schools must provide the necessary accommodations and keep the child’s education as normal as possible. Both programs also offer a variety of support structures and accommodations and allow the child to continue to participate in extracurricular and non-academic activities. If parents are dissatisfied with the program, there are due process procedures for both plans to fix them or terminate them.

Which Plan is Right for My Child?

This is a decision that the school team along with the parents must make together. For children with ADHD and more significant difficulties, IDEA is usually preferable because it provides a more extensive evaluation, and the specific goals along with short-term objectives can be regularly monitored for progress. IDEA also provides a wider range of services along with funding for these services.

A 504 Plan may be preferable for students who have milder forms of ADHD and don’t need special education. Schools can often meet these children’s educational needs with adjustments, modifications, and accommodations in the regular classroom. This Plan is also faster and easier to implement.

Social skills are the basis for developing positive relationships and interactions between children and adults. These skills begin developing early on in infants and continue to develop and mature throughout life. We use social skills in virtually every aspect of our lives. For children, social skills are the main avenue of developing friendships and learning to work together appropriately. Developing positive and healthy relationships as a child is an important predictor of positive and healthy adult adjustment and behavior. When these relationships are not positive and not developed properly, we easily see the deterioration in adulthood.

Impact of ADHD on Social Skills

ADHD children often have a difficult time developing the social skills that are imperative for success in life. They seem to be socially inept, leading to a wide array of difficulties. These difficulties can range anywhere from academic problems with poor performance in school to poor peer relationships, which lead to other difficulties with adults, such as in their careers.

Children face so many different stresses in childhood. The positive relationships that they form develop a kind of buffer against those stresses, allowing them to bounce back quickly and feel support from those around them. When children lack these relationships, there is no buffer and they become at risk for psychological and psychiatric problems.

There are several areas in which ADHD children often find the most difficulty:

Poor Peer Relationships/Peer Rejection

A major area of concern with ADHD children is peer rejection. This social rejection is often caused by their lack of appropriate verbal and non-verbal behaviors. The impulsive or inattentive behaviors often displayed by ADHD children frequently lead to peers neglecting or disliking them. These children quickly become unpopular because of the rejection, which can be the result of many factors. They may not use appropriate eye contact, voice volume, gestures, or respect other’s personal space. ADHD children are more likely to yell, run, and talk at inappropriate times, ultimately isolating themselves as other children see them as “bad” and avoid playing with them. Children are turned off by the child’s impulsive behavior and apparent disregard for their own interests. Aggressive children may intimidate their peers, preventing relationships from building, or their lack of attention to others makes peers feel as though their friendship is not valued or is unwanted.

Agressive and Impulsive Behaviors

ADHD children tend to be more impulsive and aggressive than other children. This behavior falls out of the social norm as these children interrupt others and fight more easily. The intensity of ADHD children leads to them dominating activities and engaging in inappropriate behaviors such as teasing or overly physical play. The lack of understanding personal space and appropriate interactions leads to more peer rejection.

Academic Problems

Although academic performance and social skills are not directly related, there is a correlation when looking at children’s acceptance. The low academic performance of these children is often the result of being off-task and unable to successfully complete assignments. If children are not completing work because they are engaging in disruptive behaviors, this affects those around them. This causes their peers to view them in a negative way and ultimately leads to more rejection.

What Parents Can Do to Help

If your child has a record of bad behavior due to a lack of social skills, it is crucial that he* learn these skills as early as possible. This will not be an easy or short task. Be prepared to continue this “social training” throughout childhood as demands and situations change. Here are ways that parents can help their ADHD child develop better social skills:

• Identify facial expressions and feelings in books and movies - ADHD children often disregard the facial expressions of others, but can be taught to recognize these non-verbal signs of contentment or anger. When you are reading books together or watching a movie, point out faces of characters and ask your child to identify what that character is feeling. Teaching him to recognize these simple emotions is the first step in helping him interact appropriately in various situations.
• Watch other children - When you are around other children, help your child to take note of their behavior. Talk about how the other children interact. Ask your child to identify what the children are doing. Is it appropriate? If not, what should they be doing? This offers a base of information for your child to build on as he develops his own set of skills.
• Find structured activities - If your child has a difficult time with activities involving other children, start with activities that are structured by the activity or by an adult. This will provide the necessary guidance and reduce the gray areas of expected behaviors as your child learns to self-monitor behavior choices.

• Model/teach desired behaviors - If you want your child to stop a certain behavior, such as interrupting, monitor your own actions to check for similar tendencies. Parents often struggle with the same issues as their child. Your child watches how you interact, react, and communicate with others and will use you as his guide for proper behavior. While it’s impossible to be perfect, it is helpful to check the message you are sending with your actions and start there when making changes.
• Plan for success - As you work with your child and help him develop his skills, find situations that will allow your child to succeed. Praise him highly for his good choices and move onto activities that will result in more appropriate behaviors. Success builds success — this is a positive way to reinforce wonderful skills and build the self-esteem of your child at the same time. When he is confident about his choices and behaviors, slowly introduce the difficult situations and provide the proper support to help him develop his skills further.
• Practice, practice, practice - The most important task is to continue practicing the skills that he learns. This practice will be most effective when applied to several situations as many children will not automatically apply what they learned in one setting to a different one. As your child continues to use these skills, they will become more ingrained in his behavior and soon become second nature.
• Find peers with similar interests - Finding another child with similar interests can allow for the children to build a bond. With this in place, the relationship and skills can build from there. Be sure to remain available to support your child and help him successfully interact with the other child to make the playdate a success.

* A single gender is used to ease reading and is not intended to reflect a gender bias in this article or this site.

Students with attention deficit hyperactivity disorder can create a challenge in the classroom for any teacher. Here is a list of classroom strategies for ADHD children and tips that will help to keep your students focused and on task.

Make it Interactive

ADHD students thrive on interaction and it’s easy to turn many activities into interactive games that will hold their attention. For example, a list of spelling words, math problems, science vocabulary, etc. can easily be turned into a puzzle game. Begin by taking a sheet of white paper and writing the answers on the page in a random fashion. On the opposite side, write a special note to the child, a picture, a clue to a hidden treasure — whatever your reward will be for the child completing the task. Cut apart the answers in puzzle shaped pieces and scatter on the floor. Each time the child gets the answer right, he* picks up that piece and adds it to the puzzle. Slowly the puzzle comes together and when it’s finished they will be able to see the picture, phrase, clue, etc.

Consider the Amount of Work

When children have a hard time focusing, placing a sheet full of problems in front of them will often lead to a mental shutdown. To avoid this, simply break the task up into smaller groups of problems, or even determine how much practice is really necessary to show that the skill has been mastered. Often times it is not necessary to complete 50 math problems to master a skill. For some children, you may have to take it problem by problem. This is easily accomplished by using smaller sheets of paper (post-it notes work well) and writing one problem on each.

Offer an Energy Escape

ADHD children are not only good at multi-tasking, for some, their high level of energy makes it a requirement. If your student is having a hard time sitting still, give them something to do while they are listening. A simple swishy ball, silly putty, legos, playdoh, etc. will allow them to keep their hands busy and their mind listening. The goal here is to give them a mindless task to keep their hands busy so their mind can focus on what you’re teaching. Obviously, if you give them a complex object to work with, their focus will shift to that, so keep it simple.

Incorporate the Child into Lessons

This is a very simple way to bring a child back who has drifted off to his own zone. Simply use the child’s name in a story, math problem, example scenario, etc. He will feel special that he is the focus and will ultimately listen to hear more about what he is doing in your story. This is especially effective with children who tend to daydream. When they hear their name, they quickly snap back to the moment and are quick to wonder what’s happening.

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Add Motion to Your Lessons

This idea not only works for ADHD children, but your other students will love it as well. Using a bean bag, cards, or other simple manipulatives, you can create movement activities to help children learn the concepts presented. For example, if you are learning about beginning/middle/end sounds, simply write letters on a variety of cards and scatter them onto the floor. Choose a student, give him a word and have him jump on the card with the appropriate letter for that sound. This interactive movement helps keep all your students engaged and learning, and it keeps your ADHD child right where you want him — actively learning and on task.

Block Out Distractions

Distractions from other students is a key problem for many ADHD students. There is a lot of action going on in schools and classrooms and they are distracted by it all. To help your students stay focused, offer a place that is blocked from these distractions. This can be a simple workstation set up like a study corral or an area where students can use headphones (with only classical music or other tunes you approve) to block out surrounding noises.

Offer a Schedule or Checklist

Students like to know what is going to happen throughout the day and offering a schedule of the day or checklist of tasks is a great way to help your ADHD students prepare themselves for activities. This can be placed on the board or if your schedule is consistent, print it out, laminate it, and tape it to the child’s desk. If the student is having a difficult time with a certain subject or activity, it may help them to stay on task if they know recess or their favorite subject is next. It also helps them to plan and organize their minds for the day — especially if you have schedules that change each day or frequently.

Practice the Needed Skills

As teachers, we always are sure to teach the basics of reading, math, writing, etc. When we’re trying to help our ADHD students, sometimes we need to take it a step farther. Consider incorporating activities and lessons that include listening and attention games to build skills. This will help all of your students to become more aware of details and following directions, which is always a plus.

Monitor Your Teaching Style

Students love their boisterous, energetic, and fun-loving teachers for all the excitement they bring to their classroom; but if you have an ADHD student, you may need to bring it down a notch. They too will love the performances, but may get caught up in all of the excitement and have difficulty settling back down. You may notice that when the activity is over or the “action” has ended, your ADHD student is still continuing. This is a common scenario and one that can be prevented by using a more low-key teaching style. Don’t worry, you don’t have to stop your energetic style of teaching, just monitor when and how you use it so that those great lessons have great endings.

*A single gender is used to ease reading and is not intended to reflect a gender bias in this article or this site.

Distinguishing the Difference Between ADHD and Giftedness

Actually, these behaviors show signs of both ADHD and giftedness, leaving parents and professionals with a difficult task to determine the actual case. First, let’s take a look at how similar the behaviors are in both cases:

ADHD Behaviors

1. Difficulty staying focused in almost all situations
2. Difficulty finishing tasks when no reward is immediate
3. Impulsive, difficulty delaying gratification
4. Difficulty following directions and acting appropriately in social situations
5. Activity level exceeds that of normal children
6. Difficulty following rules and guidelines

Gifted Behaviors

1. Difficulty paying attention, boredom, daydreaming in certain situations
2. Difficulty completing tasks that seem irrelevant
3. Impulsive, actions are immature when compared to the level of information they understand
4. Actions are driven and may lead to power struggles with adults
5. Activity level is high, even with less sleep
6. Challenge rules and question regular activities, such as traditions

Looking at these lists, it’s apparent why professionals and parents may struggle to develop a diagnosis for this child. The key factor that most try to verify is whether or not these problem behaviors present themselves in all situations. Oftentimes, a gifted child will appear to be hyperactive to one teacher and not another. This can be due to a variety of factors: the child may be more interested in a different subject area, the teaching style may better match the child’s learning style, or the structure of the situation may be more tolerable for the child. Taking a close look at the situations typically reveals other factors that are causing the problem behaviors.

Boredom remains a base problem for gifted children. Because they are typically 2-4 grade levels above their actual placement, gifted children may spend up to one-half of their classroom time waiting for their peers to catch up. As we all know, if a child has nothing to do, they will find ways to entertain themselves and it usually is not a positive outcome. The behaviors used to self-entertain are perceived as off-task and disruptive. It is these off-task behaviors that often lead to a referral for an ADHD evaluation.

Hyperactivity is a key descriptor for ADHD, as well as giftedness. The largest difference here is the situation(s) in which hyperactivity is displayed. While gifted children are often energetic and driven, they can focus on the activity that they are excited about. Their excitement and interest in a topic allows them to remain focused on it for an extended period of time. In contrast, an ADHD child with hyperactivity has a difficult time focusing regardless of the situation. This inability to focus will also be present in several situations outside of school. Also, an ADHD child’s hyperactive behaviors will appear randomly and continually, while a gifted child’s behaviors are usually temporary and related to a certain situation.

Task performance is one area where there are significant differences between ADHD children and gifted children. ADHD children consistently have difficulty completing tasks and when they do, they are often completed quickly and poorly. At the other end of the spectrum, gifted children consistently complete tasks they are interested in, with a high quality of work and consistent effort. They maintain high grades and work production even though they may resist completing repetitive tasks that seem dull.

Assessment and Evaluation

When there is such a fine line between gifted and ADHD children, it’s crucial that a thorough evaluation be completed. Using many instruments will allow for subtle differences to be found. These may include intelligence tests, personality tests, achievement tests, and parent and teacher rating scales, along with extensive interviews and observations. Once your child has received a diagnosis, the evaluation will continue as various modifications will be tested.

In many cases, ADHD children who are gifted benefit greatly from behavior modifications along with appropriate curriculum and instructional modifications; however, these changes are not the typical adjustments one may employ for a child with just ADHD. For example, an average ADHD child has difficulty completing complex tasks, so a common modification is decreasing the amount of work to provide them with a task they can finish. With gifted ADHD children, the opposite may be true. These children often crave complexity and shortening a task may just lead to frustration. The change to a more advanced curriculum that matches their learning style provides them with stimulating content and motivates them to learn.

Conclusion

It can be challenging to develop a good school plan for gifted children with ADHD. They require a high level of intellectual challenge, coupled with support for their emotional and social immaturity. However, developing this is by no means impossible. With consistent feedback from teachers, you and your medical professional will be able to develop a plan that meets the needs of your child and sets him on the path for success.

* A single gender is used to ease reading and is not intended to reflect a gender bias in this article or this site.

Online Support for ADHD Children and Teens

There are many message boards and resources to offer support and guidance to your ADHD child/teen. Here are a few sites that you may want to check out:

• Hyperactive Children’s Support Group - Provides online support for hyperactive children and their parents.
• Healthy Place - Online chat rooms and support groups that allow anyone with ADHD to learn more and share their experiences.
• Adders.org - An Australian-based support group that offers specific information geared toward children and the struggles they are facing.

Books for Children

Amen, Daniel G. and Jessie J. Payne - What I Learned from a Penguin: A Story on How to Help People Change. Newport Beach, CA: Mindworks Press.

Nadeau, Kathleen, Ellen Dixon and Charles Beyl - Learning To Slow Down & Pay Attention: A Book for Kids About Adhd. New York: Magination Press.

Galvin, Matthew R. - Otto Learns about His Medicine: A Story about Medication for Children with ADHD. New York: Magination Press.

Kraus, Jeanne and Whitney Martin - Cory Stories: A Kid’s Book About Living With Adhd. New York: Magination Press.

Taylor, John F. - The Survival Guide for Kids With ADD or ADHD. Minneapolis, MN: Free Spirit Publishing.

Veenendall, Jennifer - Arnie and His School Tools: Simple Sensory Solutions That Build Success. Shawnee Mission, KS: Autism Asperger Publishing.

Books and Videos for Teens

Teen to Teen: the ADD Experience - In this powerful video, six teenagers and young adults talk about their experiences living with ADD.

Gordon, Michael - I Would If I Could: A Teenager’s Guide to ADHD/Hyperactivity. DeWitt, NY: GSI Publications.

Moss, Samantha and Leslie Schwarz - Where’s My Stuff?: The Ultimate Teen Organizing Guide. San Francisco, CA: Orange Avenue Publishing.

Quinn, Patricia O. - Adolescents and Add: Gaining the Advantage. New York: Magination Press.

Ziegler, Alex and Chris Ziegler Dendy. A Bird’s-Eye View of Life with ADD and ADHD: Advice from young survivors. This book is written by a teenager with ADHD and his mother. It gives a lot of information and is written from a teenager’s perspective. For more information, check out the Cherish the Children Website.

What support groups/resources have you found helpful? Share with others by adding a comment below.

Available Natural Remedies for ADHD

If you are interested in this option for your child, here are a few ADHD Natural Remedies you may want to consider:

Focus Formula by Native Remedies

Focus Formula has been used for several years and is a completely safe, natural, non-addictive, herbal remedy. It is available for both children and adults and is used to maintain health and balance in the brain and nervous system.

Attend by Vaxa

Attend by Vaxa is designed to support the function of the central nervous system for those who are inattentive and under or overactive. It enables the body to balance neural growth with neurotransmitter production within the brain and central nervous system. This company is well known for its homeopathic products and offers a one-year money back guarantee for Attend.

Synaptol by Micronutra

Synaptol works by balancing cellular metabolism to reverse the symptoms of ADHD. It is safe for both children and adults and has had a large success rate in improving mental focus and hyperactivity.

Neu-Becalmd by NeuroGenesis

Neu-Becalm’d (Becalm’d) is a newer remedy on the market and claims to increase focus and reduce stress. Its effectiveness has not been tested as thoroughly as some of the other options, but has been successful for some families.

Note: Natural and herbal remedies are not regulated by the FDA and may not have undergone thorough testing. It may be necessary for you to research the possible side effects associated with the treatment. Be sure to consult your physician or other specialist before use.

Alternative Treament Options

While natural remedies have been found effective for many children, some parents hope to avoid any type of medication. For these families, there are other treatment options as well.

Behavior Therapy

Behavior therapy allows parents to target behaviors and use specific strategies to change them. These plans are widely used both in addition to medication as well as on their own. They can be extremely effective when properly implemented, allowing the child to learn positive behaviors. For detailed information about behavior therapy and behavior plans, see our Behavior Treament page.

Family Therapy

When a child has ADHD, everyone around them is affected. Family therapy is an excellent way to help a child with ADHD as well as support the rest of the family. For more information about this treatment option, see our Family Therapy page.

Coaching

Coaching can be applied in many different formats and provides support to the ADHD child. Coaches use techniques and strategies to help the children develop skills, improve behavior, and better understand their condition. Specially trained coaches are available; however, anyone who understands the child and is able to offer the appropriate help can be a coach. Visit our ADHD Coaching page for further information.

Diet Modification

There has been some belief that ADHD is caused by deficiencies in certain vitamins and nutrients. Naturally, one would think that if you replace the deficiencies, the condition would improve and it does to an extent. The effectiveness of dietary modifications on their own has been weak; however, when combined with other treatments, it has been much more successful. While the outcomes have been inconsistent, it may be worth a try.