| Children with Attention Deficit Disorder (ADD) may | | | | 4) Find out if assignments and other projects could be |
| show the following behaviors in the classroom: | | | | emailed or written down for you ahead of time. This |
| impulsivity, chronic procrastination, difficulty remaining on | | | | way you could begin reminding your child of what they |
| task, extreme inattention, inability to concentrate and | | | | are expected to bring home that day. |
| focus, daydreaming, emotionally immature, hard time | | | | 5) Instruct your child to keep a certain item in a certain |
| with personal relationships, immature social skills, and | | | | place. For example, the house keys should be kept in |
| difficulty interacting with peers. Children with Attention | | | | the inside pocket of their school bag, their gloves in |
| Deficit Hyperactive Disorder (ADHD) may show some | | | | their coat pocket. Color code their school material (e.g. |
| of the above behaviors as well as display excess | | | | science in red folder, math in blue folder) and have |
| energy, anxiety, and the need to be in constant | | | | everything for that particular subject in that same color. |
| movement. | | | | This will help save time when your child is looking for a |
| As you may have probably noticed, oppositional, non | | | | particular book and will help them better organize their |
| compliance and aggressive behaviors are not listed as | | | | assignments. |
| symptoms of ADD/ADHD. While it is common for | | | | Excessive energy or Restlessness |
| children to show some form of self directed and non | | | | 1) Talk with the teacher about sending your child on an |
| compliant behavior, these behaviors should not be | | | | errand (e.g. bringing a note to the principal's office) or |
| used to diagnose ADD/ADHD and are not as | | | | letting him walk around the hallway, whenever he/she |
| common as impulsivity and inattention. A child with | | | | is showing signs of restlessness and/or are fidgety. |
| ADD/ADHD may be seen as disruptive in a classroom | | | | This will in turn help the child release some energy and |
| due to their short attention, hyperactivity and | | | | will allow him or her to sit and focus better in the |
| forgetfulness but with the appropriate interventions, a | | | | classroom |
| patient and willing teacher can make all the difference | | | | 2) Provide your child with an object he can manipulate |
| in the world. | | | | in his hands that is neither noisy nor distracting to the |
| Behaviors related to ADD/ADHD in children will change | | | | other children. For example, a stress ball will help keep |
| as the child grows older and changes. A child in | | | | him in motion while he is still able to listen to the class |
| pre-school or kindergarten may release their energy | | | | instruction. |
| through constant jumping and climbing, while an older | | | | |
| child or adolescent may be extremely fidgety in his/her | | | | Disorganization |
| seat, be restless and impatient, and deliver sloppy or | | | | |
| incomplete homework assignments. They key is to | | | | 1) It is fairly common for children with ADD/ADHD to |
| remember that every child, no matter what age, has | | | | be disorganized with paperwork. The teacher should |
| unique strengths and talents as well as weaknesses | | | | take a few moments to make sure the student has all |
| and thus, there is no one intervention or program that | | | | assignments, tests, etc. when they are heading home. |
| can address every child's needs. | | | | Parents should also help the child clean out his/her |
| It is my opinion that our school system does not | | | | folder, book bag, etc. once a week so as to avoid |
| provide the appropriate environment nor the | | | | excess clutter. |
| necessary tools and resources for learning. Many | | | | 2) Try pairing the child with a student who is organized |
| children with ADD/ADHD are of average or above | | | | and can help them better organize their desk or locker. |
| average intelligence but because of the way our | | | | If possible, the two should meet an hour a day (during |
| classrooms are set up, some of these children will end | | | | a free period) and should discuss ways to help the |
| up failing. The truth is our children are trained to sit, | | | | ADD/ADHD child organize and manage paperwork |
| listen and follow instructions or directions. They are told | | | | and school material. A counselor could also be |
| it is wonderful to be creative but are not given the | | | | extremely helpful. |
| space or the motivation to be so. They are not given | | | | |
| the opportunity to uniquely approach situations and will | | | | Poor Study Skills |
| eventually have to conform. When a child conforms to | | | | 1) The parent and child should agree on a location |
| what's around him/her they loose what made them | | | | where the child can go to complete homework and |
| special in the first place. Unfortunately, many of our | | | | study. The place should be free of distractions (e.g. |
| schools are not open to the possibility of change and | | | | television, telephone). Once you have both decided on |
| would rather medicate our children than to implement | | | | a location, set a specific time when your child will go to |
| creative and unique modifications and interventions, | | | | this place and begin their assignment. Your child should |
| which will help them into adulthood. | | | | begin homework or any other school task at the same |
| The following are a few tips and ideas that teachers | | | | time everyday. Take into account any activities that |
| and parents can do to help their student or child | | | | may occur after school and be consistent with the |
| perform better at school: | | | | time. Provide your child with a break for a snack, the |
| Easily Distracted and Difficulty Remaining on Task | | | | chance to walk around or go to the bathroom. |
| | | | 2) Set time limits for assignments. A stop watch or |
| 1) Provide the child with the opportunity to sit in the | | | | egg timer will serve as a reminder as to how much |
| front row or close to the teacher. This will help the child | | | | time has passed and how much time remains. Pat |
| pay more attention to the teacher and less attention to | | | | your child on the shoulder or rub his/her back to help |
| what's around him/her. | | | | them regroup. |
| | | | 3) Praise completion of work and provide positive |
| 2) The teacher and the child should come together on | | | | feedback often. |
| deciding on an appropriate signal the teacher could use | | | | 4) Allow the child to jump from one assignment to |
| to help the child stay on task. For example, the teacher | | | | another if that is what will keep his/her attention. |
| could walk by and pat the child on the shoulder or tap | | | | What's important is that the work is completed and |
| the desk with her hand or pen. These subtleties will | | | | completed well. |
| bring the student's attention back to the task at hand. | | | | 5) If the work calls for it, assist your child with any |
| | | | questions or projects. Try to make learning fun. |
| Forgetfulness | | | | 6) Set appropriate consequences for incomplete |
| It is extremely common for ADD/ADHD children to | | | | assignments and poor grades. Be firm but fair and be |
| forget homework assignments, trip slips, projects, keys, | | | | clear of what is expected. |
| hats and other personal or educational material. | | | | |
| 1) Give your child short and clear instructions and have | | | | Remember to talk to your child's teachers before the |
| them reiterate what was said to them. Repeat your | | | | school year begins and provide them with ideas that |
| instruction several times. | | | | have worked for you at home. Be open minded to |
| 2) Provide your child with a homework book where | | | | what they have to say and feel free to ask questions |
| the teacher will sign after the child has written down | | | | regarding what has worked for them. Don't feel |
| his/her homework for the day. Have the child write | | | | intimidated to stand up and advocate for what you |
| down the exact pages and books he/she will need. | | | | know will truly help your child have a successful year. |
| The parent should also sign the homework once it has | | | | Remind the teacher you want to work together |
| been completed. | | | | because both of you have the child's best interest in |
| 3) Parents can speak with their child's school and find | | | | mind. Stay in touch with the teacher as often as |
| out if their child can use a pocket recorder to record | | | | possible and create an open field of communication. |
| assignments, projects, lectures, etc. | | | | |