ADHD

ADHD is characterised by a range of behaviours including impulsivity, levels of concentration, time awareness and over activity. Studies suggest that ADHD is still relatively under-recognised and under-diagnosed in most countries, particularly in girls and older children (1).

SUPPORTING STUDENTS             MORE INFORMATION

Features of ADHD

• Not everyone experiences ADHD in the same way. It is usually diagnosed by a medical expert, after observations and discussions with the child and family.
• Behaviours include a short attention span, restlessness, being easily distracted, and constant fidgeting, poor self-organisation
• To gain a diagnosis of ADHD the child or young person would generally display the behaviours consistently for at least a period of 6 months, in a least two different settings, e.g. home and school.
• Life is considerably difficult on several levels, i.e. socially and academically.

Treatments for ADHD

• There are several medical treatments for ADHD, all of which should be accompanied by psychological, educational and social therapies.
• Medication can be prescribed by a psychiatrist and monitored by a GP.
• The medication allows periods of time where someone with ADHD can concentrate better and be less impulsive; they may feel calmer and better able to learn new skills.
• Programmes for children and families can also be helpful. For example, active social skills training can better equip a child or young person to manage socially and at school.
• Parent training and education programmes can help families work together on behaviour management techniques.
• Cognitive Behaviour Therapy programmes (CBT) may help a child or young person manage their impulsive behaviour and help develop concentration skills.

Supporting students with ADHD

Organisation

• Clear classroom routines
• A well-organised learning environment
• Clear classroom rules
• Advanced warning and planning for out of classroom activities.
• Buddy support
• Home -school diary/ communication system

Support for written tasks

• Limit amount of work per page
• Allow extra time for completing tasks.
• Plan in work breaks
• Allow student to type or to use speech-to-text software.
• Reduce the length of written assignment

Behaviour management strategies

• Lots of praise to reinforce positive behaviour
• Use of choice as a reward
• Seat away from distractions (door, window)
• Use of timers to help structure work tasks
• Use clear and direct language or discrete (agreed) non-verbal cues for redirection if they become distracted.

Socialising

• Making and keeping friends can be difficult, a buddy system and planned break-time activities can help reduce feelings of isolation and help develop social skills.
• A social skills group or a chance to practice ahead of an important event or situation can be helpful.

More information

(1) ADHD in children and young people: prevalence, care pathways, and service provision
Prof Kapil Sayal, Vibore Prasad, Prof David Daley, Prof Tamsin Ford, Prof David Coghill 2018