Attention-Deficit/Hyperactivity Disorder (ADHD)

Recognizing and embracing the unique strengths and challenges associated with ADHD is the first step in supporting a child’s development.

Here, we explore symptoms, diagnosis, management, and advocacy of ADHD to cultivate open communication and collaboration between parents, educators, and clinicians to create an environment that celebrates and supports a child’s individuality.

WHAT IS ADHD?

ADHD is a clinical diagnosis reserved for children with DSM symptoms consistent with attention deficit and/or hyperactivity. Children with either presentation may show symptoms of impulsivity such as speaking or acting out of turn, dysregulated emotions, impatience, and over-indulgence. If you believe your child might have ADHD, seek the evaluation of a licensed mental health professional.

ADHD symptoms are on a continuum which means that some kids will have disruptive behaviors or thought patterns yet still not qualify for a diagnosis. Regardless of a diagnosis, kids with impeded functioning deserve support. Find out which behaviors might indicate issues with inattention and hyperactivity, and how to improve coping and functioning.

INATTENTION:

• Makes careless mistakes

• Difficulty sustaining attention

• Mind wanders (day dreamer)

• Easily sidetracked

• Disorganized and forgetful

• Avoids certain tasks

• Emotionally overwhelmed

HYPERACTIVITY:

• Fidgety

• Difficulty remaining seated

• Impulsive physical activity (climbing, running)

• Unable to work or play quietly

• Excessive talking

• Inappropriate social behavior (intruding)

• Moves as if “driven by a motor”

LET’S TALK ABOUT IT!

Talking to your child and their teachers about ADHD and its symptoms is critical for learning and functioning outcomes. An ADHD brain works a little differently than other brains and sometimes unique accommodations are needed. Observe and talk to your child to find out how they best operate and advocate for accommodations in the classroom.

Common classroom accommodations for kids with ADHD:

• Discreet fidget toys for sensory stimulation and emotional regulation.

  • Lots of kids and teachers find success with personalized sensory boxes that can be quietly accessed when needed.

• Agreed upon times and spaces for appropriate movement.

  • Kids with ADHD may need extra opportunities to move their bodies to maintain focus. Younger kids may benefit from a simple “jumping corner” and older kids may benefit from being allowed to walk to the drinking fountain for a sip of cold water.

• Extra time taking tests or performing long-focus tasks.

  • Pre-planned “brain breaks” can help kids find relief during difficult tasks. The pre-planned breaks allow kids with ADHD to approach assignments in pieces to prevent overwhelming feelings and to create a sense of self-efficacy.

• Help with peer interactions.

  • Kids with ADHD often have difficulties with peer interactions. We can support kids by helping them understand how their words and behaviors affect others, and by encouraging them find alternative ways to interact with peers. We love using books to help kids understand their own behavior and the behavior of others. Check out our recommended books about behavior HERE.

• Personalized approaches to behavior management.

  • Every kid is different and we have to tailor behavior management plans to their individual needs and abilities. For some kids, positive behavior charts are very successful. We recommend collaborating with the child to create clear and attainable goals, expectations, and rewards. The idea is to set the child up for success while also maintaining age-appropriate expectations. It’s ok if the the goals need to be adjusted, but refrain from using punishment or threats as part of the behavior chart.

    • For example, once a child earns a sticker on the chart, the sticker cannot be taken away for “bad” behavior the next day. Rather, they simply wouldn’t get a sticker for that day. This creates a sense of security in positive progress—maybe they won’t move forward on the chart every day, but they will never move backwards.

Classroom accommodations for a child with ADHD may cause distractions or disruptions for other kids in the class.

Appropriate boundaries should accompany the implementation of accommodations (for example, how and when the accommodations are used, and the consequences of misusing the accommodations). We also suggest using psycho-education as a form of advocacy to help all students understand neurodiversity from an empathetic perspective.

TAKE ACTION!

Neurodiverse kids can learn to manage and harness symptoms of ADHD. Here are a few suggestions:

• Mindfulness practice to manage impulsivity, overstimulation, and emotional dysregulation. We have recommended books about mindfulness HERE and printable mindfulness activities HERE.

  • Deep breathing exercises

  • Grounding exercises

  • Yoga

  • Access to nature

  • Sensory stimulation

• Role play to practice social interactions and behavioral management.

  • We love scenario prompts to help kids practice perspective taking and social preparation.

• Routines and schedules to create predictable healthy habits.

  • There is comfort in knowing what is ahead. Manageable routines and accessible daily schedules can help ease anxious feelings that may exacerbate other disruptive symptoms.

• Dedicated time for free-play.

  • It is important for all kids to have unstructured time to play. Kids with ADHD thrive within a balance of clear boundaries and space to appropriately indulge impulses.

• Emotional exploration to help kids identify and name their feelings.

  • Knowing how you feel is the first step in developing a mental map to navigate through difficult emotions. Feeling charts and books are great ways to teach kids about emotions and empathy.

A free printable version of this information is available in our Infographics Tab!

CLICK HERE to explore our pediatric mental and behavioral health infographics.