The ADHD Toolkit ADHD information for parents 1

The ADHD Toolkit ADHD information for parents 1

What is ADHD? A medical disorder diagnosed by a clinician (paediatrician or child psychiatrist) Three core symptoms: • Inattentiveness • Hyperactivity • Impulsivity 2

Inattention • • • Fails to give close attention to details Difficulty sustaining attention Does not appear to listen Difficulty following through instructions Avoids tasks requiring sustained mental effort Difficulty in organising tasks and activities Loses things necessary for tasks and activities Easily distracted by extraneous stimuli Being forgetful in daily activities 3

Hyperactivity • Fidgets with hands or feet • Unauthorised movement in the classroom • Runs about or climbs excessively in situations where it is inappropriate • Has difficulty in playing quietly • Is often ‘on the go’ • Talks excessively 4

Impulsivity • Blurts out answers • Difficulty awaiting turn • Interrupts or intrudes upon others (butts in) 5

To be considered for ADHD assessment: • Individual displays 6 or more symptoms of inattention and/or 6 or more symptoms of hyperactivityimpulsivity • Some of the 3 main symptoms present before age 7 • Symptoms present for at least 6 months • Symptoms occur in more than one setting (e. g. home and school) • Evidence of significant impairment in social and academic functioning • Symptoms not accounted for by any other mental disorder 6

Other difficulties associated with ADHD Learning difficulties Speech and language development Disruptive behaviour disorders Emotional immaturity Social skills problems Poor self-esteem Poor motor control – difficulties with handwriting and dressing • Oversensitivity • • 7

What can be done in school (1) • Flexibility in delivery and organisation of the curriculum • Awareness of differing teaching and learning styles • Variation in grouping and support in the classroom 8

What can be done in school (2) • Classroom management strategies including: Øattention to classroom layout, including seating Øhelp with sustaining attention Øhelp with time management and organisation • • Behaviour management strategies Social skills training Enhancing self-esteem Whole-school policies and support 9

What can be done at home • Set aside time to work with the child/encourage them to do their homework • Prepare a quiet time/area for the child • Avoid confrontational situations • Allow the child a calming down period in times of distress • Distract the child from unwanted behaviour • Promote their positive characteristics • Provide structure during holidays • Provide boundaries that they understand • Encourage organisational and timekeeping skills by setting small tasks • Find ways of promoting their self-esteem • Encourage outlets for active behaviour 10

Importance of good home–school relationships • Early cause for concern can come from parent or teacher • Completed questionnaires required from home and school as part of ADHD assessment • Regular two-way communication is essential • Monitoring of medication effects at home and school • Views of student should be taken into account 11