This document provides information and guidance for educators on ADHD. It begins by stating that approximately 8.4% of US children have been diagnosed with ADHD, and that these children struggle with organization, hyperactivity, concentration, and attention. The document then discusses underlying issues associated with ADHD beyond obvious symptoms, and the educator's role in teaching organizational skills, addressing impulsivity and hyperactivity, and assisting with learning problems. It provides specific strategies in these areas and concludes by listing additional resources for teachers and parents.

1. AN EDUCATORS GUIDE
ADHD

2. WHAT WE KNOW
• According to the Centers for Disease Control, in 2013, 8.4% of children aged 3-17 have been diagnosed
with Attention Deficit Hyperactivity Disorder (ADHD) in the United States.
• Children with ADHD struggle in the areas of organization, hyperactivity, concentration, and attention.
•Restless
•Talks a lot
•Fidgets
•Can’t sit still
Hyperactive
•Lacks self-control
•Interrupts
•Talks back
•Loses temper
Impulsive
•Disorganized
•Doesn’t follow through
•Forgetful
•Makes careless mistakes
Inattention

3. WHAT MIGHT NOT
BE SO OBVIOUS
According to Chris Ziegler Dendy, ADHD is similar
to an iceberg, the obvious symptoms are only a
fraction of what is really going on. See Figure 2
to learn more about the underlying problems
that might accompany ADHD. It is important for
educators to keep these factors in mind when
choosing strategies for students with ADHD.
Fig. 1

4. THE EDUCATOR’S ROLE
Teach
organizational
skills
Address
impulsivity
and
hyperactivity
Assist with
learning
problems

5. TEACHING ORGANIZATIONAL SKILLS
Note-taking
• Highlight or point out main
ideas in text and lecture
• Give hand-outs for students
to fill-in-the-blanks
Time management
• Use a planner to track
assignments and due dates
• Practice time estimation and
help students make note of
time in the classroom
Procrastination
• Students with ADHD often
have a hard time just getting
started, teachers can prompt
them gently to start class
work or help students break
the assignment into steps, so
they know how and where to
start.

6. ADDRESSING HYPERACTIVITY AND IMPULSIVITY
• It is important to address inappropriate behaviors, but students with ADHD can sometimes feel
inundated with negative messages
• Teachers can help by taking a positive approach:
• Point out what the student is doing well, acknowledging even small steps is important
• Ignore mild misbehavior or off-task behavior when appropriate
• Intentionally model appropriate social interactions
• Provide a structured classroom routine

7. ASSISTING WITH LEARNING PROBLEMS
Alternative modes of presentation-
Rather than writing a paper, students might be allowed to
make a video or online presentation. Help them find a way
to express what they’ve learned that fits their needs.
Shortened assignments, quizzes, and tests help with
attention problems
Give visual cues for memorizing facts:
Introduce mnemonics, flashcards, and graphic organizers
Hands-on learning activities keep students focused on the
task and make the learning relevant
Every child is an individual, and
students with ADHD might have
difficulty with a variety of
learning tasks, these are some
basic strategies that might be
helpful

8. RESOURCES FOR TEACHERS AND PARENTS
• Both Mayo Clinic and the National Institute on Mental Health websites have basic information about
the causes, diagnosis, and treatments for ADHD. They outline some of the drugs available (along with
the side-effects) as well as alternative treatments that patients may try with the guidance of a doctor.
• WebMD, has not only the basics of diagnosis and treatment, but a wealth of information for children,
parents, and teachers about how to manage ADHD.
• ADDitude Magazine provides some helpful tips for parents to communicate to teachers about working
with students with ADHD.

9. RESOURCES
• Ahmann, E. (2014). Encouraging positive behavior in ‘challenging’ children: The nurtured heart approach(TM). Pediatric
Nursing, 40(1), 38-42. Retrieved from http://search.proquest.com/docview/1508688473?accountid=26879
• Ashley, S. (2005) The ADD & ADHD answer book. Naperville, IL: Sourcebooks, Inc.
• Centers for Disease Control and Prevention (CDC). (2013). Attention deficit hyperactivity disorder. Fast stats. Retrieved from
http://www.cdc.gov/nchs/fastats/adhd.htm
• DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2011). ADHD in the Classroom: Effective Intervention Strategies. Theory Into
Practice, 50(1), 35-42. doi:10.1080/00405841.2011.534935
• Schultz, B. K., Storer, J., Watabe, Y., Sadler, J., & Evans, S. W. (2011). School-based treatment of attention-deficit/hyperactivity
disorder. Psychology In The Schools, 48(3), 254-262. doi:10.1002/pits.20553
• Ziegler Dendy, C.A. (2006). Teenagers with ADD and ADHD: A guide for parents and professionals. Bethesda, MD: Woodbine
House
• Figure 1, accessed at: http://landmark97.com/2014/04/16/the-addadhd-iceberg/