Students with ADHD: Tips for Home

Students also can take some of the responsibility for their educational and behavioral adaptations. Blazer (1999) reported that students as young as 5 years old can communicate ways to make their school experience more pleasurable and learning easier. Student input also helps to promote a sense of ownership and responsibility for the new strategies and adaptations.
Here are some suggestions for practices that may be helpful for teachers working with a child with ADHD.

Children’s brains develop rapidly from ages birth through three. Brain development affects all areas of a child’s growth.

There are four main areas of development: motor (physical), language and communication, social and emotional, and cognitive. Brain development is part of cognitive development. Cognitive development describes how a child’s intellect grows, and includes thinking, learning and problem-solving skills. These skills affect all other areas of development.

The first three years of a child’s life are critical for learning and development. Many parents ask how they can help their child’s brain develop. The best way is to actively engage your child through everyday activities like playing, reading and being there when he/she feels stress.

Here are ideas to encourage brain development:

Self-Correction Opportunities
Students use calculators or a key provided by the teacher to check their answers.

Learning Games
Students play board games that reinforce skills such as sight vocabulary, phonics, grammar rules, and basic math facts.

For example, Bingo can be used to review basic facts and concepts. Students who require more immediate feedback and recognition of their efforts might begin with a Bingo board that has only
three cells across and three cells down. The number of cells can be gradually increased to four across, four down, then five, and so forth.

It sounds counterintuitive, but many people find success losing weight—especially initially—by eating more fat, not less. Called a ketogenic or Keto diet, this method requires shifting the main source of calories over to fatty foods—between 75% and 90% of what you eat, with only 10-20% of your calories coming from protein and a mere 5% from carbohydrates. The theory is that by eating so many healthy fats and restricting carbohydrates, you enter an altered metabolic state in which you force your body to begin relying on fat for energy, burning away your fat stores instead of sugar for fuel.

Research does show that keto is an effective way to jump-start weight loss and improve blood-sugar levels. However, it is hard to maintain, and to date we are lacking long-term studies that show it to be a sustainable eating pattern for keeping weight off.

students to recognize the conditions that trigger specific behaviors. Once the
system is developed, students can learn to manage their behavioral responses
before they occur.

For example, creating a signal and routine for “taking a five minute
break” at a specified classroom location provides an opportunity for the
student to recognize when he is becoming restless or frustrated and prevents
behavior from escalating. This system is most effective if used before the
behavior escalates or intensifies.


Choice as Reward: Choice in and of itself appears to be highly reinforcing.
Provide choices of activities between assignments or embed choices within
assignments (e.g., choice of materials, readings, response modes, peer partners).
Choices also provide students practice in decision making.

ADHD and School interventions

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As a result of the behaviors listed above, students with ADHD are at greater risk of academic difficulties, social/emotional issues, and limited educational outcomes. The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmental demands. Therefore, it is not unusual for the student to perform differently across settings. For example, a student with ADHD may experience academic success in elementary school; however, when he enters middle school, the increased academic and organizational demands may increase his need for additional academic and behavioral supports.

Educational success, also referred to as student and academic achievement, pertains to the extent to which educational objectives are met, such as the acquisition of knowledge and skills by students. For practical purposes, it is often primarily measured in terms of official exam scores, but numerous additional indicators exist, including attendance rates, graduation rates, dropout rates, student attitudes, and post-school indicators such as later income and incarceration rates.[100] Several factors influence educational achievement, such as psychological factors related to the individual student, and sociological factors associated with the student's social environment. Additional factors encompass access to educational technology, teacher quality, and parental involvement. Many of these factors overlap and mutually influence each other.

ADHD Students and Classroom Considerations
The culture of the classroom can either support or create barriers to student success (Piffner,
2011).

Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.

It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).

When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.


In creating peer-mediated activities, the teacher may need to choose students whose
skill levels complement each other. Students with and without attention difficulties and
impulsivity should be considered for peer partnerships.

Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.