Teaching Children
with Attention Deficit Disorder.
ERIC Digest #462.Author: Council for
Exceptional Children, Reston, Va.; ERIC Clearinghouse on
Handicapped and Gifted Children, Reston, Va. THIS DIGEST WAS
CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER
.FOR MORE INFORMATION ABOUT
ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC
DEFINING ATTENTION
DEFICIT DISORDERS (ADD)
Attention deficit disorder is a
syndrome characterized by serious and persistent
difficulties in the following three specific areas::
1. Attention span.
2. Impulse control.
3. Hyperactivity (sometimes).
ADD is a chronic disorder that can begin
in infancy and extend through adulthood, having negative
effects on a child’s life at home, school, and within the
community. It is conservatively estimated that 3 to 5% of our
school-age population is affected by ADD.
The condition previously fell under the
headings, "learning disabled," "brain damaged,"
"hyperkinetic," or "hyperactive." The term attention deficit
disorder was introduced to describe the characteristics of
these children more clearly.
There are two types of attention
deficit disorder, both of which are described below.
ATTENTION DEFICIT
HYPERACTIVITY DISORDER (ADHD)
According to the criteria in the
Diagnostic and Statistical Manual of Mental Disorders (3rd
ed., rev.) (American Psychiatric Association, 1987), to be
diagnosed as having ADHD a child must display, for 6 months or
more, at least eight of the following characteristics prior to
the age of 7:
1. Fidgets, squirms or seems restless.
2. Has difficulty remaining seated.
3. Is easily distracted.
4. Has difficulty awaiting turn.
5. Blurts out answers.
6. Has difficulty following
instructions.
7. Has difficulty sustaining
attention.
8. Shifts from one uncompleted task to
another.
9. Has difficulty playing quietly.
10. Talks excessively.
11. Interrupts or intrudes on others.
12. Does not seem to listen.
13. Often loses things necessary for
tasks.
14. Frequently engages in dangerous
actions.
UNDIFFERENTIATED
ATTENTION DEFICIT DISORDER
In this form of ADD the primary and most
significant characteristic is inattentiveness; hyperactivity
is not present. Nevertheless, these children still manifest
problems with organization and distractibility, and they may
be seen as quiet or passive in nature. It is speculated that
undifferentiated ADD is currently under-diagnosed, since these
children tend to be overlooked more easily in the classroom.
Thus, children with undifferentiated ADD may be at a higher
risk for academic failure than those with attention deficit
hyperactivity disorder.
ESTABLISHING THE
PROPER LEARNING ENVIRONMENT
Seat students with ADD near the
teacher’s desk, but include them as part of the regular class
seating.
Place these students up front with
their backs to the rest of the class to keep other students
out of view.
Surround students with ADD with good
role models, preferably students whom they view as significant
others. Encourage peer tutoring and cooperative/collaborative
learning.
Avoid distracting stimuli. Try not
to place students with ADD near air conditioners, high traffic
areas, heaters or doors or windows.
Children with ADD do not handle change
well, so avoid transitions, physical relocation (monitor them
closely on field trips), changes in schedule, and disruptions.
Be creative! Produce a stimuli-reduced
study area. Let all students have access to this area so the
student with ADD will not feel different.
Encourage parents to set up appropriate
study space at home, with set times and routines established
for study, parental review of completed homework, and periodic
notebook and/or book bag organization.
GIVING INSTRUCTIONS
TO STUDENTS WITH ADD
Maintain eye contact during verbal
instruction.
Make directions clear and concise.
Be consistent with daily instructions.
Simplify complex directions. Avoid
multiple commands.
Make sure students comprehend the
instructions before beginning the task.
Repeat instructions in a calm, positive
manner, if needed.
Help the students feel comfortable
with seeking assistance (most children with ADD will not ask
for help).
Gradually reduce the amount of
assistance, but keep in mind that these children will need
more help for a longer period of time than the average child.
Require a daily assignment notebook if
necessary:
(1) Make sure each student correctly
writes down all assignments each day. If a student is not
capable of this, the teacher should help him or her.
(2) Sign the notebook daily to
signify completion of homework assignments. (Parents should
also sign.)
(3) Use the notebook for daily
communication with parents.
GIVING ASSIGNMENTS
Give out only one task at a time.
Monitor frequently. Maintain a
supportive attitude.
Modify assignments as needed. Consult
with special education personnel to determine specific
strengths and weaknesses of each student. Develop an
individualized education program.
Make sure you are testing knowledge and
not attention span.
Give extra time for certain tasks.
Students with ADD may work slowly.
Do not penalize them for needed extra
time.
Keep in mind that children with ADD are
easily frustrated. Stress, pressure, and fatigue can break
down their self-control and lead to poor behavior.
MODIFYING BEHAVIOR
AND ENHANCING SELF-ESTEEM
Providing Supervision and Discipline:
Remain calm, state the infraction
of the rule, and avoid debating or arguing with the
student.
Have pre-established consequences for
misbehavior.
Administer consequences
immediately, and monitor proper behavior frequently.
Enforce classroom rules consistently.
Make sure the discipline fits the
"crime," without harshness.
Avoid ridicule and criticism.
Remember, children with ADD have difficulty staying
in control.
Avoid publicly reminding students
on medication to "take their medicine."
Providing Encouragement:
Reward more than you punish, in order to
build self-esteem.
Praise immediately any and all good
behavior and performance.
Change rewards if they are not
effective in motivating behavioral change.
Find ways to encourage the child.
Teach the child to reward himself or
herself. Encourage positive self-talk (e.g., "You did very
well remaining in your seat today. How do you feel about
that?"). This encourages the child to think positively about
himself or herself.
OTHER EDUCATIONAL
RECOMMENDATIONS
Educational, psychological, and/or
neurological testing to determine learning style and cognitive
ability and to rule out any learning disabilities (common in
about 30% of students with ADD).
A private tutor and/or peer tutoring at
school.
A class that has a low student-teacher
ratio.
Social skills training and
organizational skills training.
Training in cognitive
restructuring (positive "self-talk," e.g., "I did that
well.")
Use of a word processor or computer for
schoolwork.
Individualized activities that are
mildly competitive or noncompetitive such as bowling, walking,
swimming, jogging, biking, karate. (Note: Children with ADD
may do less well than their peers in team sports.)
Involvement in social activities such as
scouting, church groups, or other youth organizations that
help develop social skills and self-esteem.
Allowing children with ADD to play with
younger children if that is where they fit in. Many children
with ADD have more in common with younger children than with
their age-peers. They can still develop valuable social skills
from interaction with younger children.
Click here
for more detailed information.
REFERENCES
American Psychiatric Association.
(1987). Diagnostic and statistical manual of mental
disorders (3rd ed., rev.) (DSM-III-R).
Washington, DC:
APA.
SUGGESTED READING
Barkley, R.
(1981). Hyperactive children. New York: Guilford.
Canter, L., &
Canter, M. (1982). Assertive discipline for parents.
Santa Monica, CA:
Canter & Associates.
Friedman, R.
(1987). Attention deficit disorder and hyperactivity.
Danville, IL:
Interstate Printers and Publishers.
50 Tips On The Management
Of Adult Attention Deficit Disorder
by Edward
M. Hallowell M.D. and John J. Ratey, M.D. Copyright ©
1992
The treatment of ADD begins
with hope. Most people who discover
they have ADD, whether they be children or adults, have
suffered a great deal of pain. The emotional experience of
ADD is filled with embarrassment, humiliation, and
self-castigation. By the time the diagnosis is made, many
people with ADD have lost confidence in themselves. Many
have consulted with numerous specialists, only to find no
real help. As a result, many have lost hope.
The most important step at
the beginning of treatment is to instill hope once again.
Individuals with ADD may have forgotten what is good about
themselves. They may have lost, long ago, any sense of the
possibility of things working out. They are often locked in
a kind of tenacious holding pattern, bringing all theory,
considerable resiliency, and ingenuity just to keeping their
heads above water. It is a tragic loss, the giving up on
life too soon. But many people with ADD have seen no other
way than repeated failures. To hope, for them, is only to
risk getting knocked down once more.
And yet, their capacity to
hope and to dream is immense. More than most people,
individuals with ADD have visionary imaginations. They think
big thoughts and dream big dreams. They can take the
smallest opportunity and imagine turning it into a major
break. They can take a chance encounter and turn it into a
grand evening out. They thrive on dreams, and they need
organizing methods to make sense of things and keep them on
track.
But like most dreamers,
they go limp when the dream collapses. Usually, by the time
the diagnosis of ADD has been made, this collapse has
happened often enough to leave them wary of hoping again.
The little child would rather stay silent than risk being
taunted once again. The adult would rather keep his mouth
shut than risk flubbing things up once more. The treatment,
then, must begin with hope.
We break down the treatment
of ADD into five basic areas:
- Diagnosis
- Education
- Structure, support, and
coaching
- Various forms of
psychotherapy
- Medication
In this pamphlet we
will outline some general principles that apply both to
children and adults concerning the non-medication aspects
of the treatment of ADD. One way to organize the
non-medication treatment of ADD is through practical
suggestions or "tips" on management.
Fifty
such tips are presented below:
Insight and Education
1. Be sure of the
diagnosis. Make sure you’re working with a professional
who really understands ADD and has excluded related or
similar conditions such as anxiety states, agitated
depression, hyperthyroidism, manic-depressive illness, or
obsessive-compulsive disorder.
2. Educate yourself.
Perhaps the single most powerful treatment for ADD is
understanding ADD in the first place. Read books. Talk with
professionals. Talk with other adults who have ADD. You’ll
be able to design your own treatment to fit your own version
of ADD.
3. It is useful
for you to have a coach, for some person near you to
keep after you, but always with humor. Your coach can help
you get organized, stay on task, give you encouragement or
remind you to get back to work. Friend, colleague, or
therapist (it is possible, but risky for your coach to be
your spouse), a coach is someone to stay on you to get
things done, exhort you as coaches do, keep tabs on you, and
in general be in your corner. A coach can be tremendously
helpful in treating ADD.
4. Encouragement.
ADD adults need lots of encouragement. This is in part due
to their having many self-doubts that have accumulated over
the years. But it goes beyond that. More than the average
person, the ADD adult withers without encouragement and
positively lights up like a Christmas tree when given it.
They will often work for another person in a way they won’t
work for themselves. This is not "bad", it just is. It
should be recognized and taken advantage of.
5. Realize what ADD is
NOT, i.e., conflict with mother, etc.
6. Educate and involve
others. Just as it is key for you to understand ADD, it
equally if not more important for those around you to
understand it—family, job, school, friends. Once they get
the concept they will be able to understand you much better
and to help you as well.
7. Give up guilt over
high-stimulus-seeking behavior. Understand that you are
drawn to high stimuli. Try to choose them wisely, rather
than brooding over the "bad" ones.
8. Listen to feedback
from trusted others. Adults (and children, too) with ADD
are notoriously poor self-observers. They use a lot of what
can appear to be denial.
9. Consider joining or
starting a support group. Much of the most useful
information about ADD has not yet found its way into books
but remains stored in the minds of the people who have ADD.
In groups this information can come out. Plus, groups are
really helpful in giving the kind of support that is so
badly needed.
10. Try to get rid of
the negativity that may have infested your system if you
have lived for years without knowing what you had was ADD. A
good psychotherapist may help in this regard.
11. Don’t feel chained
to conventional careers or conventional ways of coping.
Give yourself permission to be yourself. Give up trying to
be the person you always thought you should be—the model
student or the organized executive, for example—and let
yourself be who you are.
12. Remember that what
you have is a neuropsychiatric condition. It is
genetically transmitted. It is caused by biology, by how
your brain is wired. It is NOT a disease of the will, nor a
moral failing. It is NOT caused by a weakness in character,
nor by a failure to mature. It’s cure is not to be found in
the power of the will, nor in punishment, nor in sacrifice,
nor in pain. ALWAYS REMEMBER THIS. Try as they might, many
people with ADD have great trouble accepting the syndrome as
being rooted in biology rather than weakness of character.
13. Try to help others
with ADD. You’ll learn a lot about the condition in the
process, as well as feel good to boot.
II. Performance
Management
14. External structure.
Structure is the hallmark of the non-pharmacological
treatment of the ADD child. It can be equally useful with
adults. Tedious to set up, once in place structure works
like the walls of the bobsled slide, keeping the speedball
sled from careening off the track.
Make frequent use of:
•lists •color-coding •reminders •notes to self • rituals
•files
15.Color coding.
Mentioned above, color-coding deserves emphasis. Many people
with ADD are visually oriented. Take advantage of this by
making things memorable with color: files, memoranda, texts,
schedules, etc. Virtually anything in the black and white of
type can be made more memorable, arresting, and therefore
attention-getting with color.
16. Use pizzazz. In
keeping with #15, try to make your environment as peppy as
you want it to be without letting it boil over.
17. Set up your
environment to reward rather than deflate. To understand
what a deflating environment is, all most adult ADD’ers need
do is think back to school. Now that you have the freedom of
adulthood, try to set things up so that you will not
constantly be reminded of your limitations.
18. Acknowledge and
anticipate the inevitable collapse of X% of projects
undertaken, relationships entered into, obligations
incurred.
19. Embrace challenges.
ADD people thrive with many challenges. As long as you know
they won’t all pan out, as long as you don’t get too
perfectionistic and fussy, you’ll get a lot done and stay
out of trouble.
20.Make deadlines.
21. Break down large
tasks into small ones. Attach deadlines to the small
parts. Then, like magic, the large task will get done. This
is one of the simplest and most powerful of all structuring
devices. Often a large task will feel overwhelming to the
person with ADD. The mere thought of trying to perform the
task makes one turn away. On the other hand, if the large
task is broken down into small parts, each component may
feel quite manageable.
22. Prioritize.
Avoid procrastination. When things get busy, the adult ADD
person loses perspective: paying an unpaid parking ticket
can feel as pressing as putting out the fire that just got
started in the wastebasket. Prioritize. Take a deep breath.
Put first things first. Procrastination is one of the
hallmarks of adult ADD. You have to really discipline
yourself to watch out for it and avoid it.
23. Accept fear of
things going well. Accept edginess when things are too
easy, when there’s no conflict. Don’t gum things up just to
make them more stimulating.
24.
Notice how and where you work best: in a noisy room, on
the train, wrapped in three blankets, listening to music,
whatever. Children and adults with ADD can do their best
under rather odd conditions. Let yourself work under
whatever conditions are best for you.
25.
Know that it is O.K. to do two things at once: carry on
a conversation and knit, or take a shower and do your best
thinking, or jog and plan a business meeting. Often people
with ADD need to be doing several things at once in order to
get anything done at all.
26. Do
what you’re good at. Again, if it seems easy, that is
O.K. There is no rule that says you can only do what you’re
bad at.
27.
Leave time between engagements to gather your thoughts.
Transitions are difficult for ADD’ers, and mini-breaks can
help ease the transition.
28.
Keep a notepad in your car, by your bed, and in your
pocketbook or jacket. You never know when a good idea will
hit you, or you’ll want to remember something else.
29.
Read with a pen in hand, not only for marginal notes or
underlining, but for the inevitable cascade of "other"
thoughts that will occur to you.
III. Mood Management
30.
Have structured "blow-out" time. Set aside some time in
every week for just letting go. Whatever you like to
do—blasting yourself with loud music, taking a trip to the
race track, having a feast—pick some kind of activity from
time to time where you can let loose in a safe way.
31.
Recharge your batteries. Related to #30, most adults
with ADD need, on a daily basis, some time to waste without
feeling guilty about it. One guilt-free way to conceptualize
it is to call it time to recharge your batteries. Take a
nap, watch T.V., meditate. Something calm, restful, at ease.
32.
Choose "good", helpful addictions such as exercise. Many
adults with ADD have an addictive or compulsive personality
such that they are always hooked on something. Try to make
this something positive.
33.
Understand mood changes and ways to manage these. Know
that your moods will change willy-nilly, independent of
what’s going on in the external world. Don’t waste your time
ferreting out the reason why or looking for someone to
blame. Focus rather on learning to tolerate a bad mood,
knowing that it will pass, and learning strategies to make
it pass sooner. Changing sets, i.e., getting involved with
some new activity (preferably interactive) such as a
conversation with a friend or a tennis game or reading a
book will often help.
34.
Related to #33, recognize the following cycle which is very
common among adults with ADD: •Something "startles" your
psychological system, a change or transition, a
disappointment or even a success. The precipitant may be
quite trivial. •This "startle" is followed by a mini-panic
with a sudden loss of perspective, the world being set
topsy-turvy. •You try to deal with this panic by falling
into a mode of obsessing and ruminating over one or another
aspect of the situation. This can last for hours, days, even
months.
35 .Plan
scenarios to deal with the inevitable blahs. Have a list
of friends to call. Have a few videos that always engross
you and get your mind off things. Have ready access to
exercise. Have a punching bag or pillow handy if there’s
extra angry energy. Rehearse a few pep talks you can give
yourself, like, "You’ve been here before. These are the ADD
blues. They will soon pass. You are O.K."
36.
Expect depression after success. People with ADD
commonly complain of feeling depressed, paradoxically, after
a big success. This is because the high stimulus of the
chase or the challenge or the preparation is over. The deed
is done. Win or lose, the adult with ADD misses the
conflict, the high stimulus, and feels depressed.
37.
Learn symbols, slogans, sayings as shorthand ways of
labelling and quickly putting into perspectives slip-ups,
mistakes, or mood swings. When you turn left instead of
right and take your family on a 20-minute detour, it is
better to be able to say, "There goes my ADD again," than to
have a 6-hour fight over your unconscious desire to sabotage
the whole trip. These are not excuses. You still have to
take responsibility for your actions. It is just good to
know where your actions are coming from and where they’re
not.
38. Use
"time-outs" as with children. When you are upset or
overstimulated, take a time-out. Go away. Calm down.
39.
Learn how to advocate for yourself. Adults with ADD are
so used to being criticized, they are often unnecessarily
defensive in putting their own case forward. Learn to get
off the defensive.
40.
Avoid premature closure of a project, a conflict, a
deal, or a conversation. Don’t "cut to the chase" too soon,
even though you’re itching to.
41. Try
to let the successful moment last and be remembered,
become sustaining over time. You’ll have to consciously and
deliberately train yourself to do this because you’ll just
as soon forget.
42.
Remember that ADD usually includes a tendency to overfocus
or hyperfocus at times. This hyperfocusing can be used
constructively or destructively. Be aware of its destructive
use: a tendency to obsess or ruminate over some imagined
problem without being able to let it go.
43.
Exercise vigorously and regularly. You should schedule
this into your life and stick with it. Exercise is
positively one of the best treatments for ADD. It helps work
off excess energy and aggression in a positive way, it
allows for noise-reduction within the mind, it stimulates
the hormonal and neurochemical system in a most therapeutic
way, and it soothes and calms the body. When you add all
that to the well-known health benefits of exercise, you can
see how important exercise is. Make it something fun so you
can stick with it over the long haul, i.e., the rest of your
life.
44.
Make a good choice in a significant other. Obviously
this is good advice for anyone. But it is striking how the
adult with ADD can thrive or flounder depending on the
choice of mate.
45.
Learn to joke with yourself and others about your various
symptoms, from forgetfulness, to getting lost all the
time, to being tactless or impulsive, whatever. If you can
be relaxed about it all to have a sense of humor, others
will forgive you much more.
46.
Schedule activities with friends. Adhere to these
schedules faithfully. It is crucial for you to keep
connected to other people.
47.
Find and join groups where you are liked, appreciated,
understood, enjoyed.
48.
Reverse of #47. Don’t stay too long where you aren’t
understood or appreciated.
49. Pay
compliments. Notice other people. In general, get social
training, as from your coach.
50. Set
social deadlines.
Address Correspondences to:
Edward M. Hallowell, M.D. 328 Broadway Cambridge, MA 02139