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A Teacher's Guide to Teaching Children with Attention Deficit Hyperactivity Disorder (ADHD)
Beverly Bernstein, M.S. and Sharon Schanzer, Ph.D.
Do you know a child who has difficulty staying in his seat, waiting for his turn, or following directions? All children occasionally exhibit these tendencies; however, according to the American Psychiatric Association, about 3-5% of the population can be included in the diagnostic category of ADHD.
In order to be considered as having ADHD, a child must exhibit 8 or more of the following behaviors at a greater frequency than the majority of the population of the same age. These problems must be ongoing for at least 6 months and must have been observed prior to age 7:
- Often fidgets with hands or feet or squirms in seat (in adolescents, may be limited to subjective feelings of restlessness)
- Has difficulty remaining seated when required to do so
- Is easily distracted by extraneous stimuli
- Has difficulty awaiting turn in games or group situations
- Often blurts out answers to questions before they have been completed
- Has difficulty following through on instructions from others (not due to oppositional behavior or failure of comprehension), e.g., fails to finish chores
- Has difficulty sustaining attention in tasks or play activities
- Often shifts from one uncompleted activity to another
- Has difficulty playing quietly
- Often talks excessively
- Often interrupts or intrudes on others, e.g., butts into other children's games
- Often does not seem to listen to what is being said to him or her
- Often loses things necessary for tasks or activities at school or at home (e.g., toys, pencils, books, assignments)
- Often engages in physically dangerous activities without considering possible consequences (not for the purpose of thrill-seeking), e.g., runs into street without looking.
It is important for teachers to be cautious about labelling a child ADHD since this is a psychiatric diagnosis. Teachers may describe and keep an anecdotal record of the child's behavior but should not use this label in describing the behavior.
ADHD children vary in the degrees of hyperactivity, impulsivity, and attentional difficulties. Children can be diagnosed with ADHD alone or in conjunction with other conditions (such as learning disabilities, social and emotional disturbances, mental retardation, etc.)
Classroom suggestions for helping ADHD children include:
- Place the child in the least distracting area in a room.
- Help prepare the youngster for transitions such as moving from one activity to the next.
- Divide assignments into smaller sections and give the student fewer examples on a page so that he/she won't become overwhelmed.
- Ask the child to repeat directions so you know he/she understands what is expected.
- Consider eliminating time limits for tests.
- Allow a child to use a tape recorder to help in taking notes.
- Use materials that are simple and clear (lots of color and illustrations may be distracting).
- Set up learning centers throughout the room to allow the youngster to move from one structured environment to another.
- Monitor the child's work frequently. Gently refocus the child when necessary by a slight touch.
- Praise success!
For more information about ADHD, contact the CHADD (Children with Attention Deficit Disorder) HOTLINE at 215-654-9499.
From Highlights, Winter 1992/5752
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