This document discusses attention deficit hyperactivity disorder (ADHD) and provides information for educators. It begins by debunking common myths about ADHD, explaining that it is a hereditary neurobiological disorder, not simply a label for misbehavior. The document then discusses what ADHD looks like for students in terms of social behaviors, behaviors in the classroom for both younger and teenage students, and differences between boys and girls with ADHD. Suggestions are provided for classroom accommodations and ways educators can support students with ADHD. Resources for further information are also included.

1. A D H D
A T T E N T I O N D E F I C I T
H Y P E R A C T I V I T Y D I S O R D E R
Lauren Brick, OCT, M.Ed Candidate

2. T U R N T O Y O U R E L B O W PA R T N E R T O D I S C U S S
What does ADHD look like?
W H AT W O R D S , T E R M S , Q U A L I F I E R S , E T C . H AV E Y O U H E A R D T O
D E S C R I B E S T U D E N T S W I T H A D H D ?

3. D E B U N K I N G
M Y T H S /
S T E R E O T Y P E S
• ADHD
is
simply
a
label
for
behaviour
problems
• ADHD
is
caused
by
bad
parenting
• Lack
of
discipline
• They
choose
to
act
out/not
pay
attention
• They
choose
not
to
focus
or
complete
tasks
• Lack
of
will
power
• Everyone
has
some
sort
of
ADHD
these
days
• ADHD
is
not
a
real
disorder
• But
a
social
construction
• Kids
with
ADHD
will
outgrow
it
• Diet
causes
ADHD
• Food
colouring,
sugar,
etc.

4. S O W H AT I S A D H D R E A L LY ?

5. M O R E T H A N J U S T A L A B E L …
A H E R E D I TA RY N E U R O - B I O L O G I C A L D I S O R D E R

6. A D H D I S A C O N T I N U U M
“The DSM-5 defines ADHD as a persistent pattern
of inattention and/or hyperactivity-impulsivity that
interferes with functioning or development, has
symptoms presenting in two or more settings (e.g.
at home, school, or work; with friends or relatives;
in other activities), and directly negatively impacts
social, academic or occupational functioning.
Several symptoms must have been present before
age 12 years.”
ModerateMild Severe
I F Y O U K N O W O N E P E R S O N W I T H A D H D ,
Y O U K N O W O N E P E R S O N W I T H A D H D

7. A D AY I N T H E L I F E O F M Y B R O T H E R

8. A D H D A N D S O C I A L
B E H AV I O U R
• Impulsivity
and
Immaturity
• Lack
the
ability
to
pick
up
on
social
cues
• Trouble
filtering
before
they
speak
• Problems
learning
social
skills
• Conversa>onal
skills,
problem
solving
• Can
be
intense
and
demanding
• Have
trouble
planning
and
following
through
• Struggle
with
self-­‐control
and
controlling
their
emo>ons
• Outbursts,
aggression
and
hos>le

9. A D H D I N T H E
C L A S S R O O M
•OEen
crea>ve,
highly
intelligent
•Pays
AGen>on
to
inappropriate
informa>on
•Heightened
emo>onality
•May
seem
like
they
are
over
reac>ng
•Can
also
be
very
passionate
when
they
are
interested
in
item/task/thought
•Responds
before
instruc>ons
are
complete
(Impulsivity)
•Difficulty
switching
tasks/following
through
•(InaGen>on)
•Tendency
to
say
what
comes
to
mind
without
necessarily
connec>ng
the
>ming/appropriateness
of
the
remark
•Don’t
know
how
to
modulate
their
behaviour
to
fit
the
social
situa>on
they’re
in
•Possible
temper
outbursts
•Difficulty
gePng
organized
S Y M P T O M S M O S T P R E VA L E N T
W H E N TA S K I S T O O D I F F I C U LT
Observable Characteristics

10. T E E N A G E R S W I T H A D H D
N O T J U S T P R E VA L E N T I N P R I M A RY / J U N I O R C L A S S R O O M S
What you may observe instead is a student who is:
• Unreliable
• Challenges Authority/Unexpectedly rude to others
might speak without considering consequences
• Does not seem to listen
trouble following conversations/lacks ability to pick up on social
cues
• Shows up late or flakes on re-scheduled meetings
issues with time management/follow through
trouble planning and keeping track of time.
• Loses track of belongings/unorganized locker and/or desk
trouble with organizational strategies
Overlap with primary/junior characteristics-tend to be
less hyperactive/impulsive

11. B O Y S V S . G I R L S
What does ADHD look like
A D H D I N B O Y S A D H D I N G I R L S
Generally, boys are seen as more energetic
with symptoms being more apparent
Symptoms are more subtle and don’t fit
stereotypes. More distractibility & inattention
More aggressive and hands-on outbursts
Fidgety, daydreaming, appearing not to
listen, anxiety, withdrawn, have academic
difficulty
Tend to externalize their frustrations e.g.
blame the test for being too hard, not
them not studying/preparing
More likely to blame themselves, turning
pain and anger inwards instead of
externalizing frustrations
Impulsive-do not think before they act and
do not consider consequences of actions
Tend to cluster towards the inattentive
subtype of ADHD
Inability to sit still, frequently interrupting
others’ conversations/activities, talking
excessively.
Hyperactive characteristics seen through
pushy, hypertalkative, aggressive and
overemotional behaviour.
Misconception=Missed Opportunity for Diagnosis

12. C L A S S R O O M S U G G E S T I O N S
A P P R E C I A T E E V E N T H E L I T T L E T H I N G S W I T H T H E S E S T U D E N T S
Provide as much structure and routine as
possible
Have the student verbalize to you their
task; check back periodically to make sure
they’re on task
Break assignments into smaller chunks-do
not expect the child to work
independently for a long period of time
Adapt work sheets/assignments so less
material is on each page
Have fidget toys so they can externalize
their stimuli
Make frequent contact with student; make
sure you have their attention before
speaking
For transitions, prepare student for what is
to come
Explaining the situation and describing
appropriate behaviours in advance
Give Regular Feedback and
PRAISE SUCCESS
Most important! Keep in mind, rewards
are different than praise!

13. A S A N E D U C AT O R Y O U
C A N …
B E T H E I R N U M B E R O N E A D V O C A T E A N D L E T T H E M K N O W Y O U C A R E
• Appreciate
the
liGle
victories
• Set
reasonable
expecta>ons
• Set
rewards
• Individualis>c
• Immediate
• Use
their
peers
to
help
•
students
stay
on
task
• Work
to
ignore,
delay
or
•
redirect
• Pick
your
baGles
• Is
it
really
worth
the
possible
outburst?

14. R E S O U R C E S
J U S T A S TA R T I N G P O I N T T O G E T Y O U G O I N G
1. Centre For Awareness Canada (CADDAC) Website
http://www.caddac.ca/cms/page.php?2
2. ADHD Together- School Life
http://www.adhdtogether.com/adhd-resources
3. ADHD Kids Rock
http://www.adhdkidsrock.com/category/teachers/
4. ADHD: Facts and Fallacies. An overview of current knowledg
about ADHD and how to deal with it in the classroom.
Ronald E. Reeve (1990)
—>Great article to help you further understand what ADHD
is and what you can do as an educator to help these students
My Email: 13lb32@queensu.ca

15. J U S T R E M E M B E R …
L E T T H A T A D U LT B E Y O U .