2.
Back to School eBook
Table of Contents
Meet the Teacher Page 3
Good Mornings Page 4
Starting Right: A Healthy Breakfast Page 5
Healthy School Lunches Page 6
Homework Center Page 7
Creating Great Study Habits Page 8
Test Taking Tips Page 9
Starting Play Attention Now Page 10
504/IEP So many Questions, So Little Time… Page 11
Calendars and Lists Page 13
Set Up Routines Page 14
Social Skills & ADHD Page 15
Forming Friendships Page 16
3.
Meet the teacher
Your child is nervous about the first day of school. It’s normal and natural. We all want to establish a
good relationship right from day one
It’s important that both you and your child have a positive relationship with the teacher. It’s a good
idea to ask your child’s teacher if he/she would have a moment to meet with you before school
begins. If time will not allow for this, write the teacher a personal letter.
Things to keep in mind for the meeting/letter:
1. Keep it positive. You may have had some bad experiences in the past. Do not bring that
experience with you. Start things on a positive note.
2. Discuss your child's strengths. Often we are so keyed into discussing accommodations,
social issues, etc. we forget that may children with ADHD have strengths that their peers may not.
These could include being the classroom errand person to release some pent up energy, or wiping
down the white board, or passing out papers.
3. Express your concerns about the new year. Give suggestions letting the teacher know
what strategies have worked in the past. Ask if he/she thinks some of those strategies could be
used. Also, include the strategies that haven’t worked, such as isolating your child, or testing in
essay form. If there is an IEP or 504 in place bring a couple of copies and review the goals.
4. Ask for his/her suggestions on certain areas. For example, "How can we communicate so
you can let me know when Johnny may be having difficulties in school?" Be certain to listen to the
suggestions and come up with an initial plan.
5. Don't overwhelm the teacher. Bring up just 3 topics that you are concerned about and get
these concerns addressed. You will have time to bring up other concerns as the year progresses.
And you just may be surprised ‐ some concerns from the past may not be issues at all this year!
6. Be certain to listen and compromise. Remember that while your child is your main
concern, the classroom teacher has at least twenty other students to consider.
7. Leave the teacher with the feeling that you are in this to work together for your child’s
benefit. Be sure to thank him/her for their time. Appreciation goes a long way towards cooperation.
8. If you want to visit the classroom, ask how he/she would like you to visit. Would he/she
like a call a week before to arrange a specific time? Would the teacher like you to work with
another child in the classroom while you are there? What will work best for that teacher, your child,
and the other students in the classroom?
9. When you get home share with your child the good things you have learned about the
new teacher. Your positive feelings about the teacher will lessen some of the anxieties your child
may be having about the new school year.
10. Get ready for a positive and successful new school year!
4.
Good Mornings!
Goodbye to the lazy days of summer. Hello morning madness!
With the start of school comes that morning hustle. You are trying to get yourself to work, lunches
packed, homework signed, and kids out the door all in a timely manner.
This can cause a bit of stress in any home. A harried morning can really affect the rest of your day.
Be certain that you take some steps to organize yourself, your children, and your spouse. Create a
morning that is truly a good morning!
Three days before school starts:
• During the summer months we tend to be less strict on bedtimes, mainly because mornings are
much more relaxed and schedules are looser. You may want to consider starting the school
bedtime/wake up routine a few days before school actually starts. Especially if your little one is hard
to get out of bed. You may also want to set an alarm to start that routine. Even if you set the alarm
for 9 am, you’ll start establishing the routine of your
child getting up with an alarm.
• To take it one step further, once up have your child
eat breakfast and dress for the day. This will help
establish the routine before the big day.
The night before:
• Everyone lays out his or her clothes for the next day.
• Set the breakfast table so children can have easy
access to everything they will need for breakfast.
• Make certain backpacks are packed with homework and all permission slips etc., are signed.
• Pack lunches.
Organization:
• Have a checklist for the morning routine for children to follow. Children can check off each step as it
is completed.
• Have specific places for items. For example, make certain to put your car keys on a rack, jacket in
closet and purse on the table by the door. Be consistent. This will help you avoid looking for lost
items in the morning.
6.
Healthy School Lunches
As with starting the day with a nutritious breakfast, it is equally as important to provide your child
with a healthy lunch to continue to fuel their body throughout the day.
The Internet does not lack evidence that typical school lunches tend to be unhealthy. While it may
meet nutritional requirements, school lunches are laden with salt, fat, and calories. Because of the
large volume needed to serve the average school’s population, cheaper grade products are used to
feed the masses. Animal‐based products used in the school‐provided lunches are generally
processed and contain a great deal of sodium, sugar, and fat.
Granted, First Lady Michelle Obama has heightened
awareness with her Let’s Move campaign. With more
than 32 million children participating in the National
School Lunch Program, the First Lady is passionate
about providing healthier options for these students.
When she started Let’s Move in February 2010, she
was quoted as saying, "The physical and emotional
health of an entire generation and the economic
health and security of our nation is at stake."
If you consider the research done on food options and ADHD, every meal should be considered a
“make or break” for your child’s school day. Lunches that are high in protein and complex
carbohydrates allow ADHD students to focus better in the classroom and avoid the afternoon
slump.
Lunches supplied from home allow better control. There are a lot of foods that come prepared for
ease in putting together healthy options. It’s important when picking out lunch options that you
read the ingredients. It is best to avoid prepared foods that are high in salt and sugar and contain a
lot of preservatives.
In her blog, Register Dietician Rachel Brandies, MS, RD offers some really great ideas for healthy
after school snacks. If you keep healthy snack options in your home and avoid buying the not‐so‐
healthy snacks, you’ll teach your child and yourself to eat healthier. Choose frozen juice bars or
yogurt over ice cream. Choose a cup full of high protein cereal over cookies.
Visit our website to receive more information regarding nutrition and ADHD.
7.
Homework Center:
Do you send your child to her room to do homework? Is the room so full of distractions that it is
impossible for her to stay on task? Is your child constantly wasting time before homework because
she cannot find the materials she needs?
Creating a study space
Whether you are the parent of a child with ADHD or a college student, the environment in which
you study can help or hinder the end result. It’s important to keep the following in mind when
creating a study space.
• Remove Distractions ‐ Since we know that people with ADHD are easily distracted, the first step to
success is to remove distractions. A clean, uncluttered, organized work area will provide the
optimum environment to study in.
• Environmental Considerations – Make sure that the study area is well it and well ventilated. Putting
a study area in a closet under the stairs may be less distracting, but if not well lit and it’s stuffy, it
will not be an area that your student wants to study in.
• Materials – Make sure that your study area is well
supplied with pencils, pens, calculator, rulers, etc.
Make sure that your student has what they will need
to complete assignments.
• Create a reading nook – What better way to study
than in a big comfy chair or beanbag to complete
reading assignments? Add shelves full of
reading favorites and you’ve created your own
special library area.
• Post a Calendar – A simple calendar is a great
way to post dates when assignments are due. This will allow better planning to make sure projects
are completed and turned in on time.
• Keep it Simple – Don’t overdo it. Keep furniture and fixtures simple and kid friendly. Keep things
economical so that you can change things out as your child grows and their needs change.
• Time Check – Hang a simple clock in the study area. This will allow you to help with timing
assignments.
• Hang up a Brag Board – A simple corkboard will give an area to hang awards, achievements, and
well‐done assignments. This will encourage even the most frustrated student to push through.
• Book Bag Hook – Hang a hook where a book bag can be hung. This will keep assignments close at
hand and help with organization.
8.
Creating Great Study Habits
It’s easy for the average student to create good study habits. They know how to filter distractions,
stay focused, and complete assignments in a timely manner. Students with ADHD struggle in these
areas. The good news is there are some simple strategies that you can use to help your child create
great study habits. Whether they’re in elementary, high school or college, the following tips will
help your student cram for any test.
• Create a Plan – Using a calendar or planner should be your first course of action. Planning out
assignments, mapping out testing dates, and listing projects will set structure needed for good
study habits. Schedule everything out so the plan is clear. For more information on organization,
call 800‐877‐6786 for a copy of our Organization eBook.
• Study in Increments – Cramming for a test in one night is ineffective. Our brains are not structured
to absorb and hold on to a lot of information at one time. Consistent and repetitive learning is more
effective. Consider studying for 15‐20 minutes a night for a week leading up to a big exam.
• Use the Best Study Tools – Since most ADHD students like to move, studying on the move may be
the best option. Consider an exercise ball so that your student can bounce while studying. Or
perhaps a swing in the back yard while you sit under a shade tree and quiz you student for a spelling
test.
• Consider Course Choices – Many students with ADHD have a difficult time reading because it
requires extended concentration that they cannot sustain. If your student’s school schedule is laden
with classes that require a lot of reading, this may not be realistic for success. Better would be to
mix classes that incorporate some reading, hands‐on learning, and brain power courses.
• Take Breaks – Setting a timer for younger children is a great way to help them stay focused for a
period of time. At first, your child may only be able to study for five minutes at a time. So set a
timer for five minutes, take a two‐minute break, and then set the timer for six minutes. Continue to
repeat increasing the study time by a minute each time. Monitor progress closely. If your child is
struggling to stay focused for seven minutes, move back to six and stay there for the rest of the
study period, and then try for seven the next day.
• Incorporate Play Attention – Using Play Attention’s Academic Bridge is a great way for you and
your child know when they are truly paying attention. Academic Bridge will monitor attention and
let the student know when they have lost focus. Through consistent and repetitive training, your
student will be able to pay attention for longer and longer periods of time.
Check out how you can use Play Attention’s Academic Bridge with learning Apps!
• Be A Study Coach – Most athletes have a coach, a person designated to make sure the player
practices, improves skills through training, and is there to encourage progress. The same is true of a
study coach. You can be that person who makes sure schedules are cleared for study time (i.e.
practice), help out when it’s needed, and be your child’s cheerleader for even the smallest
successes.
9. Test Taking Tips
Many of the accommodations needed for successful test taking should be in place in your child’s
504 or IEP. Here are some of the recommended accommodations for test taking:
1. Separate Setting – Allowing your child to take tests in a separate setting may be the single most
important accommodation you request. Not only will this environment be less distracting, but it will
also eliminate some of the pressure when other students are finishing tests much quicker than your
student with ADHD.
2. Extended Time – Timed tests can be a nightmare for an ADHD student. Having extra time to
complete the test may be the second most important modification you can request. This will also
allow for any breaks that may be needed during testing.
3. Incorporate Breaks – Just like with studying, your student with ADHD may not be able to
concentrate for more than five minutes at a time. You can request that your child be able to take
breaks during a lengthy test. These breaks should be reasonable, say a two‐minute stretch break, so
that testing does not go on for hours.
4. Use a Scribe – Most states will allow an accommodation that requires someone to read the
questions and answers to a student. Then the scribe transfers the answer dictated by the student
on to the test. Also, answers to essay questions can be spoken orally to a scribe who then writes or
types the answers dictated.
5. Sleep, Eat, and Drink – Take care of your child who is going into a test just as you would your star
athlete going into the big game. Make sure you child gets a good night’s sleep, eats a healthy
protein‐packed breakfast, and drinks plenty of water to avoid dehydration.
6. Play to Strengths – Perhaps your child’s teacher would allow him to show his knowledge on
subject manner in a less than traditional approach. For instance, if a test were on multiplication
facts, perhaps the teacher would allow your child to recite the data to the rhythm of a song. Or for a
test on American history, your child could act out the important parts as a skit.
7. Break Up Test Into Sections – If you place a standardized test packet on the desk in front of your
ADHD child, it’s likely to cause anxiety. Consider separating the pages and only putting a few on the
desk at a time. This will give the student an achievable goal without overwhelming him.
8. Don’t transfer answers – Many standardized tests require students to answer questions and
transfer answers to a form. Instead, request that your child be allowed to circle the answers in the
book and then have someone transfer the information to the answer sheet.
9. Ask: What is Most Important – Find out from the teacher what the most important part of the
test is. Is content more important than punctuation and grammar? Is it possible to get scored
separately? This will allow you to prepare you student appropriately for the exam.
10. Keys to Memorization – Memory is a challenge for students with ADHD. Focusing long enough
to transfer information from short‐term to long‐term memory is a trial. Consider more
unconventional methods. For instance, studying for a spelling test could include drumming a
rhythm for each letter of the word. Of course, a separate setting is needed so that your child can
drum the beat during the test.
If you are using Play Attention, our Academic Bridge program is great to help learn how to maintain
attention to the tests.
10.
Starting Play Attention Now
Dear Sheer Genius, My wife and I would like to start Play Attention with our son. We know that
we must be consistent so we were hesitant to start this summer because we had a lot of trips and
camps scheduled. Now school is about to start, and we know our son will be struggling to keep
up. Play Attention can definitely help him in school but is now the right time to start? Thank you.
Robert, Concerned dad of an ADHD child Dear Concerned Dad,
Thank you for your question. The beginning of the school year is a fantastic time to start Play
Attention. Not only will you start seeing positive changes within the first marking period, you will be
able to finish Play Attention by the end of the school year and make changes that will last a lifetime.
Consider this:
Your personal support adviser will help you build Play Attention into a schedule that will work for
you. If you can put aside 15 minutes/4 times a week, you can do Play Attention!
You will start seeing positive changes within the first marking period! Imagine only spending 15
minutes on homework and not 3 hours!
By the middle of the school year, your child will be consistently applying these new skills!
Improved attention, memory, task completion, behavior, and more!
You and your child will be having fun as each quarter you complete the Sheer Genius report card
and win free rewards!
Your child will be able to graduate Play Attention by the end of the school year and have skills
that last a lifetime!
No more hesitation. Your child wants to have a successful year in school and we can help make that
happen! Call 800‐788‐6786 to get started. We are excited to hear about your son's progress as he
starts this new school year!
Don't spend this school year fighting over homework!
Take action now and end the homework struggle! Call 800‐788‐6786
At Play Attention, we believe 20 minutes of homework should take 20 minutes and not 2 hours!
If you spend all night trying to help your child finish homework then Play Attention can help! Our
Academic Bridge program will teach your child how to start homework right away and stay focused
until completion. No more arguing. No more stress. No more tears. See how...
The beginning of the school year is a fantastic time to start Play Attention. Not only will you start
seeing positive changes within the first marking period, you will be able to finish Play Attention by
the end of the school year and make changes that will last a lifetime. As an added bonus, I am
releasing my Back to School Challenge! You will be automatically enrolled into this challenge when
you start Play Attention and get even greater benefits like free rewards, electronic report cards, and
more!
Is Play Attention right for you?
11.
504/IEP So many Questions, So Little Time…
When it comes to getting the right classroom accommodations for your child, there is a sea of
information. It can be intimidating and confusing for parents as they learn to ride the waves instead
of being sucked into the swell.
Let’s start at the beginning. Who qualifies?
If your child is struggling in the classroom, they may qualify. Students with one of thirteen
disabilities are eligible for an IEP, which is the more formal of the two. A student can qualify for a
504 plan if they have any disability that affects their ability to learn.
What is the difference between a 504 and an IEP?
One of the main differences is the way that each is developed. An IEP is
constructed following a strict set of guidelines. To get an IEP, participants
must meet two requirements. The first is that they must be formally
diagnosed with one of the thirteen disabilities listed by IDEA. These
disabilities range from dyslexia to traumatic brain injury. The second
requirement is that the disability must affect the child’s academic
performance and their ability to learn in a traditional classroom
setting.
A 504 plan was actually developed from section 504 of the
Rehabilitation Act established in 1973. The Rehabilitation Act is a
national law that ensures that an individual cannot be discriminated
against because of a disability. It offers equal opportunity for those with
disabilities to thrive in a classroom setting. To get a 504 plan for your
student, they must have a disability. This can include attention or learning
disabilities. The disability must impair the child’s ability to learn in a
conventional classroom setting, therefore accommodations are needed for a student to have a
chance to be successful.
Another difference that stands out is the way that each is developed. An IEP is developed by a
specific team that includes the parents, special education and general education teachers, a school
psychologist, and a district representative. All members must be present during the development of
the plan and at annual meetings. The plan must be approved by the parents, and cannot be
modified without parental consent. The IEP team must review the plan annually and make
modifications as needed.
A 504 plan is more loosely structured. In fact, it doesn’t have to be in written form at all. It can
simply be strategies and accommodations developed to increase success in the classroom. There
are no specific guidelines. However, most 504 plans include what accommodations are being given
to the student, who is going to provide the service, and who is going to ensure that the plan is
implemented.
In either case, there is an evaluation process. Parental consent is required before a student can be
evaluated. Parents can request that the school district pay for an independent education evaluation
(IEE), but they don’t have to agree. Parents do have the right to pay for an outside evaluation, but
the district does not have to consider it when devising a plan for your child. If you’re seeking an
13. Calendars and Lists
ADHD Children are inherently distracted, their attention scattered. Life can become a cluttered mess
with minds traveling at warp speeds.
Creating calendars and chore lists can remove a lot of the guesswork for those who have a hard time
remembering and prioritizing time.
Additionally, children on the autistic spectrum tend to like routine and sometimes don’t adjust well to
changes or unexpected events. It is important that you understand how to help in these cases.
Need more help with organizational tips? Call 800‐788‐6786 to request my free, ‘How to Get Organized’
eBook.
All of life cannot be scheduled or calendared out, but we certainly can create routines and stay inside
the parameters of those routines as much as possible. If your ADHD child can see upcoming events and
plan for them, you will be setting them up for success.
For instance, let’s just say your family is going to dinner at your sister’s house on Sunday in two weeks.
Your married sister has no children, has a dog and a cat, and has purchased a home with a playhouse in
the backyard. So you write “Dinner at Aunt Sue’s” on the family calendar. You strategically place the
calendar where the children can see it.
There is obvious turmoil by the look on his/her face
and pouting when your child sees the event on the
calendar.
“What’s up, buddy?”
“Mom, I hate going to Aunt Sue’s. There’s no one
to play with and there’s nothing to do. It’s boring.”
“Well honey, I know Aunt Sue doesn’t have any
kids, but remember she just bought a house that
has that really cool playhouse. And remember last
time we were there you played with the neighbor
boy and threw a ball for Aunt Sue’s dog? You had a really great time.”
This type of dialogue goes a long way for a child who may struggle with memory. It turns an unpleasant
situation around. The calendar insures that it’s not done as you’re running out the door to Aunt Sue’s
house. You’ve invested the time at the right time. This is also time to interject possible scenarios to deal
with the unexpected.
“The Saturday before we go, we will have to put together a bag of toys and things for you to do in case it
rains or the neighbor boy isn’t home. That way you’ll have things to do, not to mention that Aunt Sue
lets you throw a ball for the dog in the basement. And remember that cake she makes that you love? I
can’t wait to see Aunt Sue!”
So it’s also a great idea to add “Get Toy Bag Ready” on the calendar so that everyone remembers to get
this done in time for Sunday.
Use your calendar to plan out weekly events (grocery shopping, soccer, birthday parties). Remember not
to over schedule. Kids need down time. They need unorganized activities to teach them hierarchy,
unplanned teamwork, and just to have a little outdoor fun. You can also put play dates on the calendar.
14. Set Up Routines
When dealing with a child with ADHD much success comes from setting up routines and sticking to
them. It helps establish consistency and lands expectations. Many times your ADHD child may know
what needs to be done, but has a hard time prioritizing the tasks at hand.
It’s important to understand that it takes time to set up routines that are consistent and become
ingrained. Normally, changes in behaviors take 21 to 30 days before they become habit.
Think about a routine that you tried to establish for yourself. If you were successful, it’s probably
because you established the routine, executed it, and were consistent.
So let’s just say you’re setting up a morning routine for your child. As it stands now, things are
chaotic in the morning, always looking for the lost shoe, homework left in the bedroom, teeth rarely
brushed, etc. To establish a consistent routine, you may want to start with a checklist. It may look
something like this:
Eat Breakfast
Get Dressed
Brush Your Teeth
Make sure everything is in your backpack
Keep things simple. Set your child up for success. If your checklist includes too many things—like
make your bed, make your lunch, etc.—and your child doesn’t have time to do them, you’re setting
them up for failure.
It’s important to understand that a checklist is designed to successfully get them to the goal, which
in this case is getting ready for school.
Since mornings are hectic, it’s not recommended that you overload it with chores that can be done
after school. Just focus on what is needed. The only other thing you may want to add is:
Watch TV when 1‐4 are completed.
You’ll be amazed how quickly and efficiently the list gets completed.
16. Forming Friendships
Everyone wants to have friends. At an early age, forming friendships allows a child to develop a
multitude of skills needed throughout life: teamwork, cooperation, sharing, dealing with conflict,
competition, etc.
Starting with the impulsive natures, hyperactivity, and inability to pick up social cues, your ADHD
child may need your help to have successful, long‐lasting friendships. Here are some tips to help.
Keep Play Groups Small – One or two friends at a time, in the beginning, will allow your child
to be successful without being overwhelmed.
Form Friendship Groups – Team Esteem is an organization based out of New York. Run by
social workers and psychologists, their goal is to create an environment for children with
behavioral, social, and academic challenges. Attitude Magazine says that if your child is having a
difficult time forming friendships, a friendship group may be the answer. The article also goes on to
caution parents that running the group themselves is not the best answer and should be left to
professionals.
Plan Play Dates – Scheduling specific dates for playtime allows your ADHD child to prepare for
the event. It gives you an opportunity to discuss and role‐play different scenarios. It also gives you
an opportunity to plan what will happen during the play date. While not completely controlling the
event, you’ll want to have some clear ideas on what will go on.
Control The Environment – Your child is bursting with energy. Let them exhaust some of that
energy during the play date by kicking a soccer ball with their friend, playing an informal game of
basketball, or swimming in the pool. Then, after the little tikes are worn out, maybe provide a snack
and a movie.
Deflect Boredom – Play dates that are too long can lead to boredom. It’s important that these
end on a high note for everyone involved. An hour after school is certainly adequate to get in some
socialization without throwing nightly routines off. You can increase that time to a couple of hours
on the weekend. Making an entire day of a play date may lead to disaster by forcing your ADHD
child to be on their best social behavior for far too long.
Positive Reinforcement – After friends go home, talk to your child about the play date. What
did they like? What didn’t they like? What made them feel good about their friend? Be sure to
provide positive reinforcement for things they did well. “I liked it when you shared your bike with
Jimmy and let him ride it first.”
In his book, The Friendship Factor, Dr. Kenneth Rubin explores the impact of friendships on a child’s
emotional, social, and intellectual growth. After 25 years of research, Dr. Rubin put his findings on
paper to better prepare parents with helping their children form friendships.
If you’re looking for a children’s book, check out Making Friends. Written by American icon, Fred
Rogers this book is intended to teach preschoolers about friendships and social skills.
You may also want to consider incorporating the social skills component into your Play Attention
program. Starting with simply identify facial expression and working to complex situation of body
language and voice tone, the social skills component of Play Attention will provide the help needed
to form friendships and keep them.
