ADHD (Attention deficit hyperactivity disorder)

There are two subgroups of childhood ADD:

• ADHD – the impulsive-hyperactive type
• ADD – without hyperactivity – the inattentive-impulsive type.

This is a complex condition. Children with ADD or ADHD may sometimes be on medication which the school may be asked to administer during the day. More boys than girls seem to be affected.

Key characteristics

A child with ADD or ADHD may:

• display impulsivity in all areas of school life
• murmur, talk or call out continuously because they are unable to internalise speech
• get up and wander around
• lash out physically or verbally with no thought for the consequences
• be easily distracted and therefore find it hard to focus on one activity
• avoid tasks that require sustained attention
• often move from one incomplete activity to another
• find it hard to make and keep friends
• find it hard to follow instructions
• often make mistakes because of an inability to attend to detail
• have poor organisational and self-help skills eg. getting dressed, finding tools for a task
• forget daily routines
• be unable to concentrate during tasks involving turn-taking
• be unaware of danger when running and climbing
• have constant fidgety movement of hands and feet
• have difficulty in waiting and allowing others to take turns in a game.

Support strategies

You may need to:

• be consistent in using an organised set of rules and routines, but make sure that the child is notified of any changes in routine well in advance
• praise small achievements and set up an agreed reward system for good behaviour rather than using too many sanctions for inappropriate behaviour
• provide opportunities for children to move in the classroom eg. brain gym, practical activities and responsibilities
• explain to others that it is the behaviour that is a problem, not the child as a person
• use time out as a benefit rather than a sanction, as a time to calm down and be away from distractions
• try to use direct eye contact when talking to the child
• give short, simple instructions and encourage the child to talk through a task before attempting it
• let the child work in an individual or paired situation rather than expecting them to work in a group
• teach social skills – don’t expect the child to pick up acceptable social behaviour
• focus on effort rather than achievement
• be realistic in your expectations – set short, clearly-defined targets.

Support agencies

Local ADD/ADHD Family Support Groups
ADD Information Services (ADDISS)
ADDNET UK