Combined type.
The student may exhibit symptoms that include behaviors from both categories above.


In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).


To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

Essential Leadership Skills:

Communication:
Articulating a vision, actively listening, providing clear instructions, and fostering open dialogue are vital for effective leadership.

Decision-Making:
Leaders must be able to analyze situations, weigh options, and make sound judgments, even under pressure.
Delegation:
Empowering team members by entrusting them with tasks and responsibilities, allowing for growth and development.
Building Relationships:
Creating a positive and supportive work environment through trust, respect, and open communication.
Motivation and Inspiration:
Inspiring team members to achieve their full potential and work towards a shared vision.
Adaptability:
Adjusting to changing circumstances and leading teams through periods of uncertainty and change.
Integrity:
Maintaining high ethical standards and demonstrating honesty and transparency.
Resilience:
The ability to bounce back from setbacks and lead teams through challenging situations.
Problem-Solving:
Identifying issues, analyzing them, and developing effective solutions.
Collaboration:
Working effectively with others, fostering teamwork, and valuing diverse perspectives.
Accountability:
Taking responsibility for actions and decisions, and holding oneself and others accountable.
Self-Awareness:
Understanding one's own strengths and weaknesses, and recognizing how these impact the team.
Emotional Intelligence:
Being aware of one's own emotions and those of others, and using this awareness to build relationships and manage interactions effectively.
Creativity and Innovation:
Encouraging new ideas and approaches to problem-solving and improvement.
Learning Agility:
A willingness to learn new skills and adapt to changing situations.

Did you know your imagination is one of your greatest assets? It’s the tool we use to envision the unseen, solve problems before they happen, and escape into worlds of our own creation.

When we’re young, imagining comes easily—we conjure up friends from thin air and embark on epic journeys in our backyards.

However, imagination isn’t just child’s play; it’s a vital part of how we adapt and thrive. By understanding how to cultivate our imagination, we can find better solutions to problems and connect with our goals and dreams in meaningful ways

A natural disaster is the highly harmful impact on a society or community following a natural hazard event. The term "disaster" itself is defined as follows: "Disasters are serious disruptions to the functioning of a community that exceed its capacity to cope using its own resources. Disasters can be caused by natural, man-made and technological hazards, as well as various factors that influence the exposure and vulnerability of a community.

o be easily distracted,
o have difficulty following directions,
o frequently lose materials, and/or
o have difficulty organizing tasks and materials.


Predominantly hyperactive/impulsive type.
The student may:
o Appear to be in constant motion,
o frequently fidget or move in his or her seat,
o become restless during quiet activities,
o leave his or her seat when expected to remain seated,
o interrupt others and classroom activities,
o talk excessively, and/or
o fail to follow classroom procedures (e.g., blurt out answers without raising hand).


Combined type.
The student may exhibit symptoms that include behaviors from both categories above.

In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

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 requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of "Other Health Impairment" (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems.

Have tangible reminders:
- A big clock in the bedroom;
- Charts for chores;
- Assignment pad to record homework and a specific folder to put work in upon completion; and
- Gain the child's attention before speaking to him or her. Have the child repeat back directions for things that are really important.
Avoid the following:
- Repeating patterns of inappropriate behavior followed by ineffective punishment;
- Administering consequences without prior warning or without the child understanding why he or she is receiving them; and
- Responding inconsistently to inappropriate behaviors.

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.

Praise, Praise, Praise: Attentiveness and appropriate classroom behavior are
prerequisites for learning

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.

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.