Attention Deficit Hyperactivity Disorder

What is it?

Attention Deficit Hyperactivity Disorder, more commonly known as ADHD, is a disorder in which students show characteristics of inattention, hyperactivity, and/or impulsivity. Students with ADHD are separated into three categories based on their characteristics. The three categories are as follows:

1. Predominantly inattentive - Students must exhibit six or more of the following characteristics to fit into this category.

Does not pay attention to detail and often makes mistakes across a number of activities

Has difficulty maintaining attention during activities

Does not complete schoolwork or other assigned activities

Has difficulty with organization of activities

Avoids activities that require mental effort or concentration

Loses materials necessary to complete assignments

Easily distracted

Forgetful in many activities

2. Predominantly hyperactive-impulsive - Students must exhibit six or more of the following characteristics to fit into this category.

Fidgets or squirms in seat

Gets up or leaves seat frequently during class

Runs about or climbs when inappropriate, and is generally restless

Difficulty in engaging in play activities quietly

Talks excessively

Blurts out answers

Has difficulty waiting for their turn

Interrupts others

3. Combined type - Students in this category will have characteristics of both predominantly inattentive and predominantly hyperactive-impulsive. This is the most common type of ADHD.

What does this look like in the classroom?

There are many accommodations that can be used in and out of the classroom to help individuals that have been diagnosed with ADHD. A common accommodation for ADHD is breaking tasks into more manageable chunks. Assignments and assessments that are presented in their entirety or in large portions can often be overwhelming for these students. This can lead to frustration, anxiety and flat out refusal to complete the task at hand. By providing the first part of an assignment or assessment, then providing the next and so on, or simply changing the formatting of an assignment to make the task seem less substantial, students are less likely to exhibit behavioral issues because the task at hand seems less daunting. It may be necessary for students to have extra time to complete these assignments and assessments as well.

Another accommodation that can be used for students with ADHD is the use of breaks when completing assignments, assessments, or any task at hand. This allows students to let out energy, take a brain break, or focus on getting themselves back in the right headspace to continue working on the task. This accommodation breaks up large tasks into more manageable chunks by allowing the student to remove themselves and then come back to the task when ready. Seating these students close to the front of the room or away from peers that may be distracting will also limit off task behavior.

Assistive technologies are not necessary for those with ADHD. However, technology can be used to help students stay organized and on schedule. It is important that students with ADHD have a schedule they can be directed to when they need to be on task.

Individualized Education Program or Section 504 Plan?

The answer is not cut and dry when determining if a student with ADHD should be given either an IEP or 504. This will depend on the individual student and their needs. Under IDEA, a federal special education law, a student can receive an IEP for ADHD if the student qualifies under Other Health Impairment (OHI). To receive the IEP, medical records would need to be provided to determine whether or not the student meets the standard to qualify for a disability and in turn receive the IEP.

More commonly, a student with ADHD would be given a 504, under Section 504 of the Rehabilitation Act of 1973. This 504 plan allows for necessary accommodations so that the student can still have access and success in the general education classroom. If the educational performance of the student is not affected, the student would be provided with the 504 as opposed to the IEP. This 504 plan could allow for accommodations such as extended time for assessments, breaks, or splitting of assignments into more manageable chunks.