This document provides information about Attention Deficit Hyperactivity Disorder (ADHD) including: - ADHD is a neurological disorder characterized by inattention, hyperactivity, and impulsivity. It is diagnosed when symptoms interfere with functioning and development. - The document outlines the differences between ADHD and ADD and common symptoms of each. - Suggested classroom accommodations are provided such as structuring the environment, movement breaks, organizing materials, and monitoring medication side effects. - Teachers are advised to document behaviors, try interventions, consult parents if issues persist, and refer students for assessment to determine if an IEP is needed. Overall the document serves as a reference for understanding and supporting students with

1. BY:
Jeff Dickson
Tammy Wotton

2.  ADHD is recognized as a high incidence
exceptionality/impairment/disability.
 IS a “persistent pattern of inattention/or hyperactivity-
impulsivity that is more frequently displayed and more
severe than is typically observed in individuals at a
comparable level of development.”
 A disorder that is generally first diagnosed during
early elementary school years. Symptoms/indicators
may change with maturity.
 Has a hereditary factor
 Must be diagnosed by a professional who will be
looking for at least 6 symptoms or indicators in two
settings.

3.  H stands for hyperactivity.  Attention Deficit Disorder
 Demands teacher attention without the hyperactivity
component.
 Will act out in a very visible  Are less noticeable
and distracting manner  Will quietly go about not
 Will speak out of turn, paying attention or getting
interrupt, be in conflict with his or her work done.
other students, will not  May not be noticed without
remain on task or in seat one on one occurrences
between student and
and will be disorganized.
teacher.
ADHD ADD

4.  Aggressive behaviors  Weak listening Skills
 Difficulty controlling  Struggle with Math facts
temper and procedures
 Incomplete assignments  Weak note taking skills
 Very short attention span  Very disorganized
 Impaired cause and effect  Low persistence
thinking  May struggle with reading
 Difficulty following  Lack some social skills
directions such as sharing, and
 High Distractibility following rules
 Unable to sit still  Excessive talking
 Impulsive  Struggle with cursive
 Lack organizational skills writing

5.  UPON NOTICING A STRONG PATTERN OF
INDICATORS YOU SHOULD:
 Document the behaviors and patterns you have noticed.
 Try some accommodation/intervention strategies.
 Document the results of strategies/interventions.
 If strategies work continue doing so.
 If strategies don’t work, contact parents for consultation and
discuss assessment options to see if they are willing.
 Meet with student support team.
 Look at assessment possibilities. Diagnosis pending, I.E.P

6. Environmental Supports
 Reduce visual and auditory distractions wherever
possible.
 Student work space- Desks? Floor? Sitting?
Standing? Beanbag Chair? Ball? Front or back of
room? Must be uncluttered.
 Seat near well behaved and attentive peers, close
to the front of the room and teacher.
 Have a specific, safe, quiet spot for student to go
to when needed.
 STRUCTURE, STRUCTURE AND MORE
STRUCTURE.
ACCOMODATIONS and INTERVENTION
NOTE: Each students exceptionality is unique
and adaptations that work for one student may
not work for others.This is a trial and error
suggestion list.

7.  Give student errands or small jobs that allow
movement.
 Make groups for group work carefully.
 Post classroom rules and expectations clearly and in a
highly visible area.
 Establish a private communication system with the
student such as hand signals or cue cards etc.
 Consequences for inappropriate behavior must be
administered immediately
 Praise appropriate/desired behavior.
 Provide a self monitoring plan for the student.

8.  Allow extra time for assignments and tests or avoid
timed tasks completely .
 Reduce work load. Break up activities. Use chunking.
 Model organization skills and provide organized material.
(color coded, bins, labels, checklists, day planners, visible
schedule)
 Provide alternative assessment methods.
 Allow student to keyboard rather than cursive writing.
 Provide reading support such as stories on tape, digital
stories, teacher/peer helper read, etc.
 Use as many multiple intelligences as possible in lessons.
 Provide note frames, rather than student writing all of
the notes.

9.  IMPORTANT: It is not the school or classroom
teachers place to recommend medicating a student
with ADHD.
 IT is important for the school and classroom teacher
to make adaptations for children with ADHD
regardless of them being medicated or not.
 Medication will not cure ADHD.
 The most common medications for ADHD are Ritalin,
Adderall or Dexedrine. (all are psycho stimulants)
 Antidepressants may also be a medication prescribed
for ADHD.
 Medication will have side effects.
 Schools and classroom teachers should be aware of
these side effects.

10.  Desired outcome: increase attention, on-task, completion of tasks, increase in
appropriate behaviors, better relationships etc.
 Several dosage adjustments may be necessary before finding the best fit.
 Student behavior must be closely monitored during dose adjustments.
 If a dosage is too small = no change, if a dosage is to high = student lethargy.
 Side effects and the severity must be monitored. Common side effects: appetite
loss, stomachaches, headaches, tics, mood changes, or any other bizarre or
excessive behavior that was not present before medication.
 Teachers may have to dispense medication and should do so discretely
 It is important not to depend on the medication as a cause for student behaviors.
 Why give stimulants to an already over stimulated child? These medications
stimulate the central nervous system and increase the efficiency of
neurotransmitters that control attention, concentration and planning.

11. Symons, Cam. Dr. The Exceptional Teachers’ Casebook.
Reference Document for Children and Adolescents
With Exceptionalities. Brandon University Faculty of Education
Professional Development Unit. 2008 pgs. 5-9
American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition. Washington, DC, American Psychiatric Association, 1994.
Mulrine, Christopher F., Prater, Mary Anne, Jenkins, Amelia. “ The Active Classroom
Supporting Students With Attention Hyperactivity Disorder Through Exercise.”
Teaching Exceptional Children Vol. 40 No. 5 May/June 2008. pgs. 16-20
Smith, Tom E.C. et al. Teaching Students with Special Needs in Inclusive Settings.
Second Canadian Edition. Pearson Education Canada Inc. Toronto, Ontario. 2006.
pgs. 113-139