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