Guide Little Minds

What does a teacher need to know about ADHD medications?

Get their attention before speaking. Eye contact, gestures, touch or verbal prompts can get students' full attention before giving instructions or speaking to them.

Speak clearly. Give clear and direct instructions about the task, expected behaviour, and how much time students have. These instructions may need to be repeated at the start of each new task.

Simplify instructions and learning. Consider breaking down big tasks into smaller ones. For example, give step-by-step instructions or visual instructions (i.e. pictures). It may be helpful to check their understanding before moving on to the next step or activity. For example, ask them to repeat instructions or answer questions.

Vary teaching formats. Consider using pictures, videos, PowerPoint presentations, objects, or demonstrations to explain concepts and tasks. Hands-on lessons can be very engaging.

Use computer software. Multimedia educational software on the computer or tablet may help some students focus on complex lessons, such as mathematics or reading. Interactive software where students can answer questions and receive immediate feedback is suitable for practising these skills.

Students with ADHD may enjoy arts and music. They may find it easier to focus on these subjects than on other academic tasks.

Some students with ADHD are very creative and may enjoy and excel in the arts. This is great for boosting their self-confidence.

Music and drama can help students explore and express their feelings and behaviours.

ADHD is a problem with self-regulation or self-control. There are seven essential executive functions or self-regulation functions of the brain that are not as well developed as other kids of the same age. It is almost as though children with ADHD are 1-to-2 years behind other kids in their ability to self-monitor and organise themselves with everyday routines and planning throughout the day.

ADHD is not a problem of intelligence and not a deficiency of skills. Kids with ADHD have average intelligence and have the skills to perform the required tasks. However, they have difficulty carrying these tasks out. It is a problem of doing, not a problem of knowing what to do. It is a problem of executing what needs to be done, not a problem of knowing what needs to be done.

The self-regulatory or all executive functions of the brain. That is delayed in ADHD presents in high school.

My name is John Flett; I'm a neurodevelopmental paediatrician specialising in children, adolescents and young adults that think and learn differently. More specifically, ADHD At Busamed Private Hospital in Hillcrest. A significant proportion of my practice sees young adults in high school and beyond. In this first part of a three-part series on ADHD at school for teachers, I will focus on the essential concepts needed by an educational professional l to better understand ADHD children in high school and thereby be able to implement effective strategies to improve these children's lives. In the second, I will explain it is ADHD. And the third is how to implement strategies both in and out of the classroom.

As educational professionals, you will be interacting daily with children with ADHD, and to better help these children, it is essential to understand the underlying problems of ADHD that impact students every day in the classroom,

With 20 years of experience managing thousands of children, and  passionate about managing problems in children, from pre-school through  to teenagers and young adults. These include problems with anxiety,  depression, self-esteem, conduct, developmental, and learning problems. I  have gathered around myself, a multidisciplinary team of educators,  therapists and practice staff to respond to any problem no matter how  large or small. We have developed a digital platform to confidently and easily collect information, from parents and  teachers vital for an accurate assessment. We pride ourselves in  providing a responsive support service, to our parents, teachers, and  therapists closely connected to your child’s health and schooling.

With 20 years of experience managing thousands of children, and  passionate about managing problems in children, from pre-school through  to teenagers and young adults. These include problems with anxiety,  depression, self-esteem, conduct, developmental, and learning problems. I  have gathered around myself, a multidisciplinary team of educators,  therapists and practice staff to respond to any problem no matter how  large or small. We have developed a digital platform to confidently and easily collect information, from parents and  teachers vital for an accurate assessment. We pride ourselves in  providing a responsive support service, to our parents, teachers, and  therapists closely connected to your child’s health and schooling.

With 20 years of experience managing thousands of children, and  passionate about managing problems in children, from pre-school through  to teenagers and young adults. These include problems with anxiety,  depression, self-esteem, conduct, developmental, and learning problems. I  have gathered around myself, a multidisciplinary team of educators,  therapists and practice staff to respond to any problem no matter how  large or small. We have developed a digital platform to confidently and easily collect information, from parents and  teachers vital for an accurate assessment. We pride ourselves in  providing a responsive support service, to our parents, teachers, and  therapists closely connected to your child’s health and schooling.

With 20 years of experience managing thousands of children, and  passionate about managing problems in children, from pre-school through  to teenagers and young adults. These include problems with anxiety,  depression, self-esteem, conduct, developmental, and learning problems. I  have gathered around myself, a multidisciplinary team of educators,  therapists and practice staff to respond to any problem no matter how  large or small. We have developed a digital platform to confidently and easily collect information, from parents and  teachers vital for an accurate assessment. We pride ourselves in  providing a responsive support service, to our parents, teachers, and  therapists closely connected to your child’s health and schooling.

ADHD can’t be cured, but it can be successfully managed. Your  child’s doctor will work with you to develop an individualized,  long-term plan. The goal is to help your child learn to control his or  her own behavior and to help families create an atmosphere in which this  is most likely to happen. In most cases, ADHD is best treated with a  combination of medication and behavior therapy. Any good treatment plan  will require close follow-up and monitoring, and your child’s doctor may  make adjustments along the way. Because it’s important for parents to  actively participate in their child’s treatment plan, parent education  is also considered an important part of ADHD management.

A child must display behaviours from one of the three subtypes before age 7

These behaviours must be more severe than in other kids the same age

The behaviours must last for at least 6 months

The behaviours must occur in and negatively affect at least two areas of a child’s life (such as school, home, day-care settings, or friendships)

The behaviours must also not be linked to stress at home. Children who have experienced a divorce, a move, an illness, a change in school, or other significant life event may suddenly begin to act out or become forgetful. To avoid a misdiagnosis, it’s important to consider whether these factors played a role in the onset of symptoms

First, your child’s doctor will perform a physical examination of your child and ask you about any concerns and symptoms, your child’s past health, your family’s health, any medications your child is taking, any allergies your child may have, and other issues. This is called the medical history, and it’s important because research has shown that ADHD has a strong genetic link and often runs in families. Your child’s doctor may also perform a physical exam as well as tests to check hearing and vision so other medical conditions can be ruled out. Because some emotional conditions, such as extreme stress, depression, and anxiety, can also look like ADHD, you’ll probably be asked to fill out questionnaires that can help rule them out as well. You’ll also likely be asked many questions about your child’s development and his or her behaviors at home, at school, and among friends. Other adults who see your child regularly (like teachers, who are often the first to notice ADHD symptoms) will probably be consulted, too. An educational evaluation, which usually includes a school psychologist, may also be done. It’s important for everyone involved to be as honest and thorough as possible about your child’s strengths and weaknesses.