Christine Osbach ADD/ADHD

Characteristic
Most Common Characteristics:
Inattentive, but not hyperactive or impulsive.
Hyperactive and impulsive, but able to pay attention.
Inattentive, hyperactive, and impulsive (the most common form of ADD/ADHD).

Other Characteristics:
Doesn’t pay attention to details
Makes careless mistakes
Has trouble staying focused; is easily distracted
Appears not to listen when spoken to
Has difficulty remembering things and following instructions
Has trouble staying organized, planning ahead, and finishing projects
Gets bored with a task before it’s completed
Frequently loses or misplaces homework, books, toys, or other items
Constantly fidgets and squirms
Often leaves his or her seat in situations where sitting quietly is expected
Moves around constantly, often runs or climbs inappropriately
Talks excessively
Has difficulty playing quietly or relaxing
Is always “on the go,” as if driven by a motor
May have a quick temper or a “short fuse”
Acts without thinking
Blurts out answers in class without waiting to be called on or hear the whole question
Can’t wait for his or her turn in line or in games
Says the wrong thing at the wrong time
Often interrupts others
Intrudes on other people’s conversations or games
Inability to keep powerful emotions in check, resulting in angry outbursts or temper tantrums
Guesses, rather than taking time to solve a problem

Because we expect very young children to be easily distractible and hyperactive, it’s the impulsive behaviors—the dangerous climb, the blurted insult—that often stand out in preschoolers with ADD/ADHD.
By age four or five, though, most children have learned how to pay attention to others, to sit quietly when instructed to, and not to say everything that pops into their heads. So by the time children reach school age, those with ADD/ADHD stand out in all three behaviors: inattentiveness, hyperactivity, and impulsivity.

Misconceptions
All kids with ADD/ADHD are hyperactive:
Some children with ADD/ADHD are hyperactive, but many others with attention problems are not. Children with ADD/ADHD who are inattentive, but not overly active, may appear to be spacey and unmotivated.

Kids with ADD/ADHD can never pay attention:
Children with ADD/ADHD are often able to concentrate on activities they enjoy. But no matter how hard they try, they have trouble maintaining focus when the task at hand is boring or repetitive.

Kids with ADD/ADHD choose to be difficult and could behave better if they wanted to:
Children with ADD/ADHD may do their best to be good, but still be unable to sit still, stay quiet, or pay attention. They may appear disobedient, but that doesn’t mean they’re acting out on purpose.

Kids will eventually grow out of ADD/ADHD:
ADD/ADHD often continues into adulthood, so don’t wait for your child to outgrow the problem. Treatment can help your child learn to manage and minimize the symptoms.

Medication is the best treatment option for ADD/ADHD:
Medication is often prescribed for attention deficit disorder, but it might not be the best option for your child. Effective treatment for ADD/ADHD also includes education, behavior therapy, support at home and school, exercise, and proper nutrition.


Accommodations

Provide structure, routine, predictability, and consistency.
Make sure behavioral expectations are clear.
Tape a copy of the schedule to their desk.
Seat them close to you, among attentive, well focused students.
Make sure their desks are free of distractions, provide a quiet work area.
Provide opportunities to move around classroom (exercise breaks, errands)
Use positive reinforcement and behavior modification techniques.

Resources
Characteristics & Misconceptions:  http://www.helpguide.org/mental/adhd_add_signs_symptoms.htm
Accommodations: http://www.ldonline.org/article/6187
Curriculum Modifications: http://www.addcentre.co.uk/modificationchecklists.htm

Curricular Modifications
Modifying The Presentation Material:
Use concrete examples of concepts before teaching the abstract. Provide an overview of the lesson before beginning. Monitor the student's comprehension of language used during instruction. Schedule frequent, short conferences with the student to check for comprehension. Highlight important concepts to be learned in text of material. Provide clear, concise directions and concrete examples for homework assignments.

Modifying Time Demands:
Prioritize assignments and/or step to completing assignments. Set time limits for specific task completion.

Visual Motor:
Set realistic and mutually agreed upon expectations for neatness. Reduce the amount of copying from text and board.

Visual Processing:
Provide clear and well-defined worksheets. Go over visual task and make sure the student has a clear understanding of all parts of the assignment from the beginning. Avoid having the student copy from the board. Have the student verbalize instructions before beginning task.

Language Processing:
Give written directions to supplement verbal directions. Paraphrase information. Encourage feedback from the student to check for understanding. Always demonstrate how new material relates to previously learned information.

Organizational Problems:
Provide an established daily routine Provide clear rules and consistently enforce them. Check the student's notebook to insure the use of dividers, assignment sheet, and calendar. Provide due dates on written assignments. Provide a specific place for turning in completed assignments. Frequently check the organization of the student's notebook. Monitor the student's use of his assignment sheet. Check the assignment sheet for accuracy.