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Students with Attention-Deficit / Hyperactivity Disorder

Like the population of students with LD who utilize accommodations through CDS/SNAP, students with AD/HD make up a large portion of the students we work with.

There are three types of attention-deficit/hyperactive disorder:

  • Type 1 - predominantly inattentive
  • Type 2 - predominantly hyperactive/impulsive
  • Type 3 - a combination of inattentive and hyperactive/impulsive

Type 1 - Attention-deficit / hyperactivity disorder, predominantly inattentive
Symptoms may include

  • often fails to give close attention to details or makes careless mistakes in school work
  • often has difficulty sustaining attention in tasks
  • often does not seem to listen when spoken to directly
  • often does not follow through on instructions and fails to finish schoolwork or duties in the workplace (not failure to understand instructions)
  • often has difficulty organizing tasks and activities
  • often avoids, dislikes or is reluctant to keep engaged in tasks that require sustained mental effort
  • often loses things necessary for tasks or activities
  • often easily distracted by extraneous stimuli
  • often forgetful with daily activities

Type 2 - Attention-deficit / hyperactivity disorder, predominantly hyperactive/impulsive
Symptoms may include

Hyperactivity:

  • often fidgets with hands or feet or squirms in seat
  • often leaves seat in classroom or in other situations in which remaining in seat is expected
  • often is "on the go"
  • may talk excessively

Impulsivity:

  • often blurts out answers before questions have been completed
  • often has difficulty awaiting turns
  • often interrupts or intrudes on others

Type 3 - Attention-deficit / hyperactivity disorder, combined - includes individuals who show significant problems with inattention, hyperactivity and impulsivity

Suggested classroom strategies

  • Provide a syllabus with clear explanations of tasks and specific due dates.
  • Remind students of deadlines.
  • When possible start each lecture with an oral or written summary or outline of material to be covered.
  • Provide assignment information in written and oral format.
  • For large projects or long papers help the students breakdown the task into component parts. Set deadlines for each part.
  • Provide prompt, explicit feedback, both in written and oral format.
  • Vary the class format; alternate lecture with presentations and class discussion.
  • Be open to suggestions from the students about how to best accommodate their needs.

Possible recommended academic accommodations

  • Extended time for tests; students may require more time due to distractibility or having to read things multiple times.
  • Alternate location for testing.
  • Priority seating; students may wish to sit close to instructor or away from others or noisy areas.
  • Ability to audio record lectures or use laptop or tablet to take notes.

For more information