2. Learning Aims
• Confirm the meaning of ADHD
(Attention Deficit Hyperactivity Disorder)
• Explore the types of ADHD
• Look at the characteristics learners with ADHD
may portray
• Highlight some strategies to support learners
with ADHD
Working with learners
with ADHD
3. ADHD – THE SCIENCE
• ADHD is a cognitive and behavioural disorder that
is exhibited through hyperactive, impulsive and
inattentive behaviour.
• 2% to 5% of United Kingdom school aged children
are affected, with boys showing a higher rate of
diagnosis than girls.
• For some children, the symptoms of ADHD go into
remission after puberty, but many continue with
symptoms into their adult lives.
4.
5.
6. ADHD CHARACTERISTICS
Hyperactivity/Impulsivity Inattentive Other
• Fidgets in class or walks around with no
particular aim.
• Talks a lot, interrupts.
• Runs at inappropriate times; takes
unnecessary risks.
• Has trouble enjoying leisure activities quietly.
• Has difficulty waiting for their turn.
• Answers verbal questions before they have
been completed.
• Intrudes on the activities or conversations of
their peers.
• Says or does things without considering the
consequences.
• Gets bored easily.
• Careless mistakes in coursework, does not pay
attention to detail.
• Finds it hard to stay focussed on task.
• Does not appear to be listening when spoken
to directly.
• Does not follow instructions and fails to finish
coursework (not due to oppositional behaviour
or failure to understand instructions).
• Struggles to organise activities.
• Avoids tasks that require a lot of concentration
e.g. homework.
• Loses equipment e.g. pens, pencils, books etc.
• Is distracted from tasks easily.
• Is forgetful about routines of daily activities.
• Impatient.
• Misreads social cues, sometimes misinterprets
remarks as hostile.
• Can over-react and be prone to challenging
behaviour.
• Inflexible personality.
• Sleep and appetite problems
7. Communication
• Ask learners to repeat instructions/ideas back to check
they are paying attention.
• Don’t finish the learner’s sentences for them and discourage them from doing the same.
• Gently bring the learner’s attention back to the teaching topic if they go off track.
• Don’t take blunt comments personally but explain why they might cause offence.
• Be positive and calm, learners may have low self-esteem due to years of being criticised or punished for their
impulsive words.
• Don’t rely on verbal instructions. Give written instructions/information to allow learners to concentrate and
absorb the information later.
8. Behaviour
• Display clear and concise rules and consistently enforce them.
• Offer more positive reinforcement than negative
consequences. Focus on one particular behaviour at a time to
improve and reward it freely.
• Give negative consequences firmly and without emotion.
• Be respectful. Learners and their peers know they stand out
and therefore need as little negative attention as possible.
• Teach a ‘Stop and Think’ method where learners wait five
seconds before responding to a question to try to reduce
inappropriate comments.
9. Behaviour continued…
• Anticipate potentially difficult situations and discuss solutions ahead of time.
• If your learner misinterprets social situations, discuss alternative interpretations and
encourage them to be open minded in how they ‘read’ future situations.
• Make turn-taking, listening, and helping each other a part of classroom culture so all
learners place importance on being respectful.
• Create a subtle signal to let the learner know they are off task.
• Give rewards/punishments as quickly after the behaviour as possible.
• Consider why bad behaviour has arisen; is the work too easy/ hard/boring? A quick
diversion onto another topic may help.
10. Maximising the Learner’s Potential
• Repeat information frequently.
• Allow for breaks to help maintain concentration.
• Use varied methods of presentation.
• Assign different roles to the learner to prevent boredom; being a peer tutor,
writing information on the board, collecting books etc.
• Make worksheets simple; underline important words, keep distracting graphics to
a minimum and use a large, plain font.
• Use co-operative learning groups with assigned roles to provide variation.
• Modify test conditions; reduce distractions as much as possible and allow for
breaks.
• Consider how best to assess learning; recording verbal answers may prove their
understanding better than a formal test.
• Use praise to improve self-esteem; be specific about why you are giving it.
11. Improving Study Skills
• Ask learners to sit at the front of the class or closest to the
board/screen.
• Teach the learner how to use coloured dividers and (online)
folders to organise work.
• Split large assignments into smaller sections with separate due
dates.
• Create a checklist for the learner to tick off completed steps in a
project/assessment.
• Give constant oral and written reminders about assignment due
dates.
• Use colour coding to differentiate subject/units/modules.
• Encourage the learner to plan their learning/assessments; use
lists, planners and reminders.
