Edited --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.

Stress management offers a range of ways to help you better deal with stress and difficulty, also called adversity, in your life. Managing stress can help you lead a more balanced, healthier life.

Stress is an automatic physical, mental and emotional response to a difficult event. It's a common part of everyone's life. When used positively, stress can lead to growth, action and change. But negative, long-term stress can lessen your quality of life.

Stress management approaches include:

Learning skills such as problem-solving, focusing on important tasks first and managing your time.
Improving your ability to cope with difficult events that happen in life. For example, you may learn how to improve your emotional awareness and reactions. You also may learn how to increase your sense of control. And you may find greater meaning and purpose in life and have more gratitude and optimism.
Practicing relaxation techniques such as deep breathing, yoga, meditation, tai chi, exercise and prayer.
Improving your personal relationships.

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:

How to Encourage a Child's Brain Development
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.

A simple checklist consisting of a list of the desired behaviors

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).

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.

Fasting—abstaining from eating for some period of time—is an ancient practice that is safe when not taken to extremes. Traditionally, the benefits of fasting have been both spiritual and physical. People who fast for religious reasons often report a stronger focus on spiritual matters during the fast. Physically, a simple fast lowers blood sugar, reduces inflammation, improves metabolism, clears out toxins from damaged cells and has been linked to lower risk of cancer, reduced pain from arthritis and enhanced brain function.

Intermittent fasting means dividing one's time between "eating windows" and periods of abstention on a regular basis. A common intermittent fasting schedule might restrict eating to the hours of 7:00 a.m. to 3:00 p.m., with the remaining 16 hours of the day spent fasting. But there is no specific, prescribed schedule. Some people have more or less generous eating windows, setting the rule that they will not eat after, say, 8:00 p.m.—or, on the considerably less generous side, only allowing themselves to eat every other day.

The science behind intermittent fasting is based on altering the body's metabolism. During a period without eating, insulin levels drop to the point that the body begins burning fat for fuel. Additionally, the thinking goes, by slowing the body's metabolism, you cause your appetite to drop off and thus will consume fewer calories when you resume eating.

Numerous studies have demonstrated the benefits of intermittent fasting for weight loss. However, it's not clear that it is any more effective than simply restricting calories and following a normal eating schedule. One possible reason for the success of intermittent fasting is that most practitioners have quit the habit of eating during the late evening and night hours. Restricting eating to earlier in the day aligns better with our bodies' circadian rhythms and is less likely to cause us to store our food in fat cells. Since intermittent fasting is difficult for many people to adhere to, a wise alternative might be to consume a low-calorie Mediterranean diet and to stop the day's eating in late afternoon.

There are certain people who should not try intermittent fasting without first checking with their doctor, such those with diabetes or heart disease.

Intermittent fasting is a very "lifestyle-intensive" dietary pattern, meaning that it is challenging to maintain in the face of normal social relationships. If the rest of your family is eating while you're fasting, you might be tempted to indulge or to surrender the family-meal ritual. If your job requires you to dine with clients or colleagues, you'll find an intermittent fasting schedule difficult to maintain. Remember that the best healthy eating plan is the one you'll stick to.

All non-text content that is presented to the user has a text alternative that serves the equivalent purpose, except for the situations listed below.

Controls, Input
If non-text content is a control or accepts user input, then it has a name that describes its purpose. (Refer to Success Criterion 4.1.2 for additional requirements for controls and content that accepts user input.)

Time-Based Media
If non-text content is time-based media, then text alternatives at least provide descriptive identification of the non-text content. (Refer to Guideline 1.2 for additional requirements for media.)

Test
If non-text content is a test or exercise that would be invalid if presented in text, then text alternatives at least provide descriptive identification of the non-text content.

Sensory
If non-text content is primarily intended to create a specific sensory experience, then text alternatives at least provide descriptive identification of the non-text content.

The iterative process is the practice of building, refining, and improving a project, product, or initiative. Teams that use the iterative development process create, test, and revise until they’re satisfied with the end result. You can think of an iterative process as a trial-and-error methodology that brings your project closer to its end goal.

Iterative processes are a fundamental part of lean methodologies and Agile project management—but these processes can be implemented by any team, not just Agile ones. During the iterative process, you will continually improve your design, product, or project until you and your team are satisfied with the final project deliverable.

ADHD Students and Classroom Considerations