2. Learning Aims
⢠Confirm the meaning of ADHD
(Attention Deficit Hyperactivity Disorder)
⢠Explore the types of ADHD
⢠Look at the characteristics learners with ADHD
may portray
⢠Highlight some strategies to support learners
with ADHD
Working with learners
with ADHD
3. ADHD â THE SCIENCE
⢠ADHD is a cognitive and behavioural disorder that
is exhibited through hyperactive, impulsive and
inattentive behaviour.
⢠2% to 5% of United Kingdom school aged children
are affected, with boys showing a higher rate of
diagnosis than girls.
⢠For some children, the symptoms of ADHD go into
remission after puberty, but many continue with
symptoms into their adult lives.
4.
5.
6. ADHD CHARACTERISTICS
Hyperactivity/Impulsivity Inattentive Other
⢠Fidgets in class or walks around with no
particular aim.
⢠Talks a lot, interrupts.
⢠Runs at inappropriate times; takes
unnecessary risks.
⢠Has trouble enjoying leisure activities quietly.
⢠Has difficulty waiting for their turn.
⢠Answers verbal questions before they have
been completed.
⢠Intrudes on the activities or conversations of
their peers.
⢠Says or does things without considering the
consequences.
⢠Gets bored easily.
⢠Careless mistakes in coursework, does not pay
attention to detail.
⢠Finds it hard to stay focussed on task.
⢠Does not appear to be listening when spoken
to directly.
⢠Does not follow instructions and fails to finish
coursework (not due to oppositional behaviour
or failure to understand instructions).
⢠Struggles to organise activities.
⢠Avoids tasks that require a lot of concentration
e.g. homework.
⢠Loses equipment e.g. pens, pencils, books etc.
⢠Is distracted from tasks easily.
⢠Is forgetful about routines of daily activities.
⢠Impatient.
⢠Misreads social cues, sometimes misinterprets
remarks as hostile.
⢠Can over-react and be prone to challenging
behaviour.
⢠Inflexible personality.
⢠Sleep and appetite problems
7. Communication
⢠Ask learners to repeat instructions/ideas back to check
they are paying attention.
⢠Donât finish the learnerâs sentences for them and discourage them from doing the same.
⢠Gently bring the learnerâs attention back to the teaching topic if they go off track.
⢠Donât take blunt comments personally but explain why they might cause offence.
⢠Be positive and calm, learners may have low self-esteem due to years of being criticised or punished for their
impulsive words.
⢠Donât rely on verbal instructions. Give written instructions/information to allow learners to concentrate and
absorb the information later.
8. Behaviour
⢠Display clear and concise rules and consistently enforce them.
⢠Offer more positive reinforcement than negative
consequences. Focus on one particular behaviour at a time to
improve and reward it freely.
⢠Give negative consequences firmly and without emotion.
⢠Be respectful. Learners and their peers know they stand out
and therefore need as little negative attention as possible.
⢠Teach a âStop and Thinkâ method where learners wait five
seconds before responding to a question to try to reduce
inappropriate comments.
9. Behaviour continuedâŚ
⢠Anticipate potentially difficult situations and discuss solutions ahead of time.
⢠If your learner misinterprets social situations, discuss alternative interpretations and
encourage them to be open minded in how they âreadâ future situations.
⢠Make turn-taking, listening, and helping each other a part of classroom culture so all
learners place importance on being respectful.
⢠Create a subtle signal to let the learner know they are off task.
⢠Give rewards/punishments as quickly after the behaviour as possible.
⢠Consider why bad behaviour has arisen; is the work too easy/ hard/boring? A quick
diversion onto another topic may help.
10. Maximising the Learnerâs Potential
⢠Repeat information frequently.
⢠Allow for breaks to help maintain concentration.
⢠Use varied methods of presentation.
⢠Assign different roles to the learner to prevent boredom; being a peer tutor,
writing information on the board, collecting books etc.
⢠Make worksheets simple; underline important words, keep distracting graphics to
a minimum and use a large, plain font.
⢠Use co-operative learning groups with assigned roles to provide variation.
⢠Modify test conditions; reduce distractions as much as possible and allow for
breaks.
⢠Consider how best to assess learning; recording verbal answers may prove their
understanding better than a formal test.
⢠Use praise to improve self-esteem; be specific about why you are giving it.
11. Improving Study Skills
⢠Ask learners to sit at the front of the class or closest to the
board/screen.
⢠Teach the learner how to use coloured dividers and (online)
folders to organise work.
⢠Split large assignments into smaller sections with separate due
dates.
⢠Create a checklist for the learner to tick off completed steps in a
project/assessment.
⢠Give constant oral and written reminders about assignment due
dates.
⢠Use colour coding to differentiate subject/units/modules.
⢠Encourage the learner to plan their learning/assessments; use
lists, planners and reminders.