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Effective Strategies for Supporting Individuals with ADHD: Training and Resources

This resource outlines essential training and strategies for supporting individuals with ADHD in Illinois, based on legislation and common educational standards. It emphasizes the importance of understanding the different types of ADHD—hyperactive-impulsive, inattentive, and combined—as well as challenges related to self-regulation and executive functions. The document provides actionable recommendations for accommodations, medical supports, and methods to foster positive behavior. It also highlights the significance of using engaging tasks and adaptive practices to advocate for effective ADHD management.

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Effective Strategies for Supporting Individuals with ADHD: Training and Resources

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  1. Working with Individuals with AD/HD Illinois Service Resource Center

  2. Legal Basis For Training • P.A. 92-0663 Legislation passed in 2002 • At least once every two years • Common Core Standards for Special Education

  3. DSM IV Criteria • AD/HD Hyperactive-Impulsive • AD/HD Inattentive • AD/HD Combined • AD/HD NOS

  4. Hyperactivity • Fidgets • Difficulty controlling body movements • Quick to become aroused • Frequently break things • Girls: • Hyper-talkative • Hyper-social

  5. Impulsivity • Can’t delay gratification • Shouting out/Interrupting • Impatient • Bossy • Aggressive • Reckless

  6. Inattentiveness • Focused Attention • Sustained Attention • Easily Distracted • Unmotivated • Executive Functions • Organizational Skills • Lack of follow-through • Cue-less

  7. ADHD Is a Difficulty With Self-control • Self-Regulation affects the ability to: • inhibit • delay • separate thought from feeling • consider an experience and change response • choose a response and act toward a goal • track cues

  8. Poor Self-Regulation • impulsive behavior • unpredictable behavior • inconsistent behavior • illusion of competence

  9. Language Impairment • Recent research suggests that we develop self-control through language • Study by Michel found that kids with language impairment have a higher rate of ADHD • Lack of internal language • Need modeling and practice

  10. Programming vs. Punishment • Rewards & punishment approach • Negative interactions • Satiate more quickly • Provide accommodation for the disability -- not punishment for its symptoms

  11. Accommodations • Brevity • Variety • Structure

  12. Accommodations - Hyperactivity • Active responses • Controlled physical activity • Hold something • Stand in back of room • Non-stressful environment • Change expectations

  13. Impulsivity • Keep the rules in view • Reward waiting behavior • Social skills training and practice • Use tables instead of desks • Change expectations

  14. Inattentiveness • Shorter tasks • Alternate preferred/non-preferred • Offer physical activity • Encourage notetaking • Global information • Summarize first, then details

  15. Executive Functions • Teach organizational skills • color code materials • lists • assignment books • number everything • use clues • routines • practice planning • Change expectations

  16. Medical Supports • Your responsibilities • Your limitations

  17. Stimulants • Methylphenidate • Ritalin (SR, LA) • Concerta • Dexedrine • Adderall • Cylert

  18. Stimulant Side Effects • Loss of appetite, weight loss • Difficulty falling asleep • Dizziness • Rebound • Irritability • Sadness, moodiness, agitation

  19. Other Medications • Clonidine • Tenex • Wellbutrin

  20. 5 Keys to Successful Management of AD/HD • Make tasks interesting • Make payoffs valuable • Adjust expectations for change • Allow more trials to mastery • Allow more time for change

  21. The ISRC Library includes books and videos about AD/HD.For more information visit www.isrc.us

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