Working with Students with
Attention Deficit Disorders
 

    
 

    Introduction

    
 

    Characteristics of ADHD
 

    
 

    Diagnosing Attention
    Deficit Disorders
 

    
 

    Recommendations for
    Proper Learning Environment

    Possible Solutions to Some Common Problems
 

    
 

    

      
Forgetting Materials
    


    
 

    

      
Turning In Sloppy
      Work
    

    
 

    

      
Failure To Turn
      In Homework
    

    
 

    

      
Not Following
      Directions
    


    
 

    Using The Tracking
    Sheet

    
 

    Sample Of A Tracking
    Sheet

Imagine living in a fast-moving kaleidoscope, where sounds, images and thoughts are constantly shifting. Feeling easily bored, yet helpless to keep your mind on tasks you need to complete. Distracted by unimportant sights and sounds, your mind drives you from one thought or activity to the next. Perhaps you are so wrapped up in a college of thoughts and images that you don't notice when someone speaks to you.

For many people, this is what it is like to have Attention Deficit Hyperactivity Disorder, or ADHD. (Also referred to as just ADD). They may be unable to sit still, plan ahead, finish tasks or be fully aware of what's going on around them. To their family, classmates or coworkers they seem to exist in a whirlwind of disorganized or frenzied activity. Unexpectedly--on some days and in some situations--they seem fine, often leading others to think the person with ADHD can actually control these behaviors. As a result, the disorder can mar the person's relationships with others in addition to disrupting their daily life, consuming energy and diminishing self-esteem.

There is help....and hope. In the last decade scientists have learned much about the course of the disorder and now able to identify and treat children, adolescents and adults who have it. A variety of medications, behavior-changing therapies and educational options are already available to help people with ADHD focus their attention, build self-esteem and function in new ways.

We as educators should never make it our business to "label" students. The author of the two books listed below states quite emphatically that a sizable percentage of our students suffer from attention deficit disorders in one form or another. The strategies provided to deal with some of the common problems will also work at times with students who may not necessarily suffer for attention deficit disorders. You feel that you may be working with a student suffering from ADD. Feel free to try out some of the following suggestions. All educators are encouraged to read and find out all they can about this disorder. The more we know about this problem, the better equipped we will be in offering help to the student and parent.

Children with attention deficit disorders (ADD) make up three to five percent of the population of students attending school within the United States. With approximately 2 million students with ADD, most likely every classroom has 1 to 2 children with the disorder. Students with ADD are not easy to teach. They test the limits of an educator's patience, skill, and professionalism. Their inattentiveness, distractibility, frequent hyperactivity and the poor organizational skills result in rushed assignments that are often haphazardly done and incomplete when turned in, despite repeated reminders to "take your time." "Be careful," and "write neatly." Teachers try different methods to correct these problems. The ADD students responds to some degree but improvements are generally not long-lasting without continued support.

There is no cure for ADD. There are no easy foolproof teaching strategies either. However, with greater understanding of the disorder, teachers can more effectively help the ADD student in the classroom.

The information contained in this handout was obtained from the follow two books: The ADD Hyperactivity Handbook for Schools" and "The ADD Hyperactivity Workbook for Parents, Teachers and Kids." Both books have been written by Harvey C. Parker, Ph.D. The opening remarks were obtained from the booklet, "Decade of the Brain", published by the National Institute of Mental Health. For information on ordering the entire document you may write to the US Government Printing Office. Superintendent of Documents. mail Stoop: SSOP. Washington, DC 20402-9328 and ask for Stock No. 017-024001543-1.
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CHARACTERISTICS OF ADD
Children with ADD are characterized by symptoms of inattention, impulsivity, and sometimes hyperactivity which have an onset before age seven and which persist for at least six months. In order to receive a diagnosis of ADD a child must exhibit at least eight of the following characteristics for a duration of at least six months with onset before age seven.

• often fidgets with hands or feet or squirm in seat (in adolescence may be limited to subjective feelings of restlessness)
• has difficulty remaining seated when required to do so
• is easily distracted by extraneous stimuli
• has difficulty awaiting turns in games or group situations
• often blurts out answers to questions before they have been completed
• has difficulty following through on instructions from others (not due to oppositional behavior or failure of comprehension)
• has difficulty sustaining attention in tasks or play activities
• often shifts from one uncompleted activity to another
• has difficulty playing quietly
• often talks excessively
• often interrupts or intrudes on others. e.g. butts into other children's games
• often does not seem to listen to what is being said to him or her
• often loses things necessary for tasks or activities at school or at home (e.g. toys, pencils, books)
• often engages in physically dangerous activities without considering possible consequences (not for the purpose of thrill-seeking) e.g. runs into street without looking

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DIAGNOSING ATTENTION DEFICIT DISORDERS
Students who have exhibited the characteristics mentioned above for longer than six months may be at risk for having an attention deficit disorder. However, a diagnosis of attention deficit should only be made after ruling out other factors related to medical, emotional or environmental variables which could cause similar symptoms. Therefore, physicians, psychologists and educators often conduct a multidisciplinary evaluation testing, speech and language assessment, neurological evaluation, and behavioral rating scales.
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Recommendations for the Proper Learning Environment

• Seat ADD student near teacher's desk, but include as part of regular class seating.
• Place ADD student up front with his back to the rest of the class to keep other students out of view.
• Surround ADD student with "Good role models," preferable students that the ADD child views as "significant others." Encourage peer tutoring and cooperative collaborative learning.
• Avoid distracting stimuli. Try not to place the ADD student near Air conditioner, Heater, High traffic areas, Doors or Windows.
• ADD children do not handle change well so avoid: Transitions, Changes in schedule, Physical relocation, Disruptions.
• Be creative! Produce a "stimuli-reduced study area." Let all students have access to this area so the ADD child will not feel different.
• Encourage parents to set up appropriate study space at home with routines established as far as set times for study, parental review of completed homework, and periodic notebook and or book bag organized.

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What will follow are some possible solutions to some common problems of students with ADD.


FORGETTING MATERIALS

Disorganization is characteristic of many ADD children. Their impulsive, hurried style frequently causes them to be unprepared and forgetful.

Possible Solutions

• Teachers will often need the help of a student's parents to improve a child's organizational skills.
• Students should be held accountable for bringing proper materials to class and home by the use of charts, reminder notes, etc.
• Assist students by posting signs around the room to remind students to take everything they need home and bring everything they need back to school. "Do you have everything you need?" "Where are your going?" "hat do you need?" "Do you have all your books?"
• Request that the student's parents review with him each night and morning the materials he will need for school.
• Penalizing ADD students who are chronically unprepared by lowering grades or requiring them to make up missing work may be helpful. However, if the teacher notices that such adverse consequences do not produce results, they should be discontinued in favor of more positive approaches.

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TURNING IN SLOPPY WORK 

Many students want to get the work finished as quickly as possible regardless of whether or not they are done correctly. Except in situations wherein a student has a handicapping condition which would interfere with their ability to write neatly or spell correctly, most students could correct sloppy work if motivated to do so.

Possible solutions

• Teachers should establish clear guidelines for neatness.
• Teachers should generously reinforce ADD student's attempts at neatness.
• Teachers should return papers that are not done neatly and should expect them to be done over (unless the students has a fine-motor impairment which accounts for poor performance in this area. In such cases, consider additional training in the use of computer keyboarding skills.).
• Teachers should offer encouragement to the students whose neatness is improving.
• For elementary students, display examples of neat work to other members of the class.

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FAILING TO TURN IN HOMEWORK

ADD students tend to be very disorganized and often have trouble keeping track of homework assignments, especially long term projects. They often forget to bring home proper books or worksheets. Low frustration tolerance and short attention spans, especially late in the day or early evening, combined with fatigue to make homework a nightmare for both the child and parents alike. In many instances, after all is said and done and the homework is finally competed, many ADD students will forget where they put it and won't be able to locate it in their book bag or notebook when the teacher asks for it the next day.

Possible Solutions

• Teacher may choose to shorten homework assignments.
• Establish clear deadlines for when homework is due.
• To ensure understanding, have the student do some of the work in class before assigning it for homework.
• Help the child set up a homework journal in which he should record daily assignments and due dates.
• ome ADD students may need an extra set of books at home.
• Help the parent set up homework routines at home and establish a communication system between teacher and parent to explain any problems the student may be having with homework.
• Make the student accountable for homework when it is due in school. Check the student's homework and record if assignments are late or missing.

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NOT FOLLOWING DIRECTIONS (Poor Listening Skills)

Add students without hyperactivity will often exhibit "dreamy, inattentive" behavior. These students will frequently be slow in getting work done and will chronically miss handing in assignments. They seem to develop an indifference about their failure to turn in school work which often frustrates their teachers.

Some Possible Solutions

• Try to involve the ADD child in the lesson. When motivating the class at the start of a lesson or when giving directions, include the inattentive student by name to get his attention.
• Try to direct parts of the lesson to the inattentive student by making the lesson relevant to the student's personal interests or life experiences.
• During the lesson, make frequent eye contact with the inattentive student. Ask the student questions more often than you might other student, to keep the connection between you and the student active.
• Supplement oral directions with written instructions on the chalkboard.

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USING THE TRACKING SHEET
Any student that needs help with their study skills can benefit from the use of a tracking sheet. With a commitment on the part of the student, teacher and parent the tracking sheet can grow to be of benefit to practically any student.

Procedure:

• The student will pick up his tracking sheet at the beginning of the school day.
• It is the responsibility of the student to fill in their class assignment for each of their classes. If they do not have an assignment in one of their classes they are to just write: "No Assignment" on their sheet.
• At the end of each period the student is to take their sheet to the teacher. The teacher will check to verify that the assignments listed are correct. The teacher will then also indicate whether the student was "on task" during each of their classes. They will also indicate the behavior of the student as a 1, 2 or 3. A "3" being the highest score that can be received.
• After the student has finished all of their assignments they are to show the assignments to their parent or guardian. Once the parent verifies that all assignments are complete the parent will sign the form.
• The student will return the signed form to their teacher or counselor on the following day.

For the tracking sheet to work it is strongly recommended that a positive reward system be set up between the parent, teacher and child. For example: If the student has all the "On Tasks" checked yes for an entire week and has received the parent signature and teacher signatures each day then the student may be allowed to spend the night with a friend on the weekend. Or the teacher may allow the student to have some computer time on Friday. The key is that the reward must be something that the student is willing to work for.

Again for the tracking sheet to work it is going to take a little extra effort on the part of the teacher, parent and student. It is hoped that obtaining the desired outcomes will be worth all the extra effort that it takes.

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