ADHD might manifest differently across development (e.g., for a preschooler, elementary school student, high school student, post secondary student, etc.).
After discussing some of the behaviours you might observe in the classroom (for each age group), take some time to think about some ways to address theses particular presentations in the classroom (e.g., think developmentally appropriate/tailored approaches).
To help you come up with ways to best supports for students with ADHD in the classroom, you should review this week’s required reading by Fabiano & Pyle (2019).
MS Original post:
Preschool – frequently interrupts students and the teacher during class wide activities. The student begins to be non-compliant until the teacher gives the student attention. This makes it difficult to complete tasks on a timely manner.
Oftentimes preschoolers with ADHD are undertreated and don’t receive adequate support. The use of “behaviorally supportive interventions”
Universal Tier 1 Level – provide labeled praise when they are listening attentively listening to others (Fabiano & Pyle, 2019).
Regularly review class rules prior to starting group discussions, which aims to promote rule-following by all classmates (Fabiano & Pyle, 2019)
Elementary – when a student frequently has difficulty remembering instructions and therefore cannot initiate a task that their teacher just finished explaining. This type of behavior is a deficit in executive functions particularly related to the student’s working memory.
Universal Tier 1 level – classroom management approaches yield the strongest effects (Fabiano & Pyle, 2019). Rhe educator can vary modes of representing the information (ex: not only verbally explaining the instruction, but writing down the instructions)
Targeted Tier 2 level – the educator can implement a daily report card in partnership with the child’s caregivers (Fabiano & Pyle, 2019). Collaboratively, they can discuss some strategies they can best support the student and routinely assess and monitor their progress.
Middle/High School – has difficulty managing time and feels very overwhelmed when they do not feel prepared for a test/assignment
Targeted Tier 2 Level – refer the student to an organizational skill training intervention that specializes in time-management and note-taking (ex: Homework, Organization and Planning Skills Program). Students in these programs are given explicit instruction on how to apply these skills and can be rewarded by the educator or caregiver if successfully applied (Fabiano & Pyle, 2019).
References:
Fabiano, G. A., & Pyle, K. (2019). Best practice in school mental health for attention-deficit/hyperactivity disorder: A framework for intervention. School Mental Health, 11, 72-91. https://doi.org/10.1007/s12310-018-9267-2
EM Original post:
Preschool: The reading suggests that at this age, toddlers and preschool children may show signs of external behaviours which can include fidgeting, aggressive and hyperactive behaviours. Fabiano and Pyle further suggest that behavioural support interventions may help, and specifically maybe additional social interactive and emotional support can also help. Although, the reading does state that there is more research that should be explored in this specific area.
Elementary: At this stage it is common for individuals to be inattentive and struggle with paying attention to the task at hand. Giving students a modified daily report cards to allow the student to stay on schedule and complete the tasks with instructions may help them to stay organized and on task.
Highschool: During the adolescence stage, individuals are known to have difficulties controlling their impulses and developing executive functioning skills but if a teen/youth is struggling with ADHD, these symptoms and behaviours might be more obvious. The reading mentions the Horizons Program which can be of great impact to many youths with ADHD. Being able to attend an afterschool program could be beneficial for many of the teens to have opportunities to get additional tailored support in both academic and emotional/social skills. Teachers should also be giving students individualized support in the classroom which can consist of modifications in their curriculum and checking in with them and their parents to stay up to date with any struggles, challenges or concerns.
References:
Fabiano, G. A., & Pule, K. (2019). Best practice in school mental health for attention-
deficit/hyperactivity disorder: A framework for intervention. School Mental Health, 11, 72-91. https://doi.org/10.1007/s12310-018-9267-2
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