The ADHD Toolkit

1. The ADHD Toolkit ADHD information for parents

2. What is ADHD? A medical disorder diagnosed by a clinician (paediatrician or child psychiatrist) Three core symptoms: • Inattentiveness • Hyperactivity • Impulsivity

3. Inattention • Fails to give close attention to details • Difficulty sustaining attention • Does not appear to listen • Difficulty following through instructions • Avoids tasks requiring sustained mental effort • Difficulty in organising tasks and activities • Loses things necessary for tasks and activities • Easily distracted by extraneous stimuli • Being forgetful in daily activities

4. Hyperactivity • Fidgets with hands or feet • Unauthorised movement in the classroom • Runs about or climbs excessively in situations where it is inappropriate • Has difficulty in playing quietly • Is often ‘on the go’ • Talks excessively

5. Impulsivity • Blurts out answers • Difficulty awaiting turn • Interrupts or intrudes upon others (butts in)

6. To be considered for ADHD assessment: • Individual displays 6 or more symptoms of inattention and/or 6 or more symptoms of hyperactivity-impulsivity • Some of the 3 main symptoms present before age 7 • Symptoms present for at least 6 months • Symptoms occur in more than one setting (e.g. home and school) • Evidence of significant impairment in social and academic functioning • Symptoms not accounted for by any other mental disorder

7. Other difficulties associated with ADHD • Learning difficulties • Speech and language development • Disruptive behaviour disorders • Emotional immaturity • Social skills problems • Poor self-esteem • Poor motor control – difficulties with handwriting and dressing • Oversensitivity

8. What can be done in school (1) • Flexibility in delivery and organisation of the curriculum • Awareness of differing teaching and learning styles • Variation in grouping and support in the classroom

9. What can be done in school (2) • Classroom management strategies including: • attention to classroom layout, including seating • help with sustaining attention • help with time management and organisation • Behaviour management strategies • Social skills training • Enhancing self-esteem • Whole-school policies and support

10. What can be done at home • Set aside time to work with the child/encourage them to do their homework • Prepare a quiet time/area for the child • Avoid confrontational situations • Allow the child a calming down period in times of distress • Distract the child from unwanted behaviour • Promote their positive characteristics • Provide structure during holidays • Provide boundaries that they understand • Encourage organisational and timekeeping skills by setting small tasks • Find ways of promoting their self-esteem • Encourage outlets for active behaviour

11. Importance of good home–school relationships • Early cause for concern can come from parent or teacher • Completed questionnaires required from home and school as part of ADHD assessment • Regular two-way communication is essential • Monitoring of medication effects at home and school • Views of student should be taken into account