A Quick Look at ADHD

Introduction

This book was designed to be used as a quick reference guide for parents and teachers of elementary and secondary school students with attention-deficit/hyperactivity disorder (ADHD). Much has been written on the subject of teaching and raising children and adolescents with ADHD, however, there are few books which provide lists of practical strategies. The strategies contained in this book come from the actual experiences of educators, parents, and clinicians who work with ADHD children and adolescents.

This chapter provides a quick look at ADHD. Next are chapters which contain strategies teachers and parents can use to help students with academic weaknesses, behavior problems, inattention, other psychological problems, social skills deficits, and poor study habits. Later chapters contain information on medications to treat ADHD and federal laws which protect the rights of disabled students.

Students with ADHD typically experience a great deal of difficulty in school. Problems with inattention, hyperactivity, or impulsivity can affect learning, behavior, and social and emotional adjustment. Their teachers often report that they rush through work, pay little attention to instructions or details, exhibit disruptive behavior, don't complete homework, and lag behind socially.

In response to these problems parents and teachers may try a number of interventions. Close monitoring of schoolwork provides structure for the student. Additional help in subject areas where the student needs assistance may remediate weaknesses in reading, math, or language skills. Accommodations provided by teachers in class such as shorter assignments, closer supervision, untimed tests, and seating in quiet areas can also help.

Many children with ADHD are identified in elementary school. Those who are very hyperactive and impulsive will be noticed early because their social behavior is inappropriate. They often cannot follow rules, have difficulty staying quiet, and have trouble getting along with other children. Those who are not hyperactive, but who have problems only in the area of attention span, are usually identified later because assignments are not completed and they have trouble keeping up.

By the time children with ADHD get to secondary school they are less likely to admit to needing help. Schools are less likely to offer help a