Attention-Deficit Hyperactivity Disorder (ADHD) guidance for professionals

Inattentive

What you might see:

• easily distracted and has difficulty maintaining attention – find it difficult to filter out distractions and can find it hard to focus on tasks
• frequently makes careless mistakes
• may appear like they are not listening or paying attention
• difficulties with organisation and planning demonstrated by being forgetful, easily misplacing belongings, forgetting to bring equipment

Hyperactive or impulsive

What you might see:

• restless and fidgety
• talking excessively
• appearing to be continually ‘on the go’
• difficulty remaining in their seat
• shouting out
• difficulty waiting their turn
• frequently interrupt

Young people may also have executive functioning difficulties. Executive functions are the skills we require to plan and complete tasks.

Young people with ADHD can maintain their concentration especially when it is motivating to them. They find it more difficult to focus their attention on tasks that are not motivating or meaningful to them.

The strategies are:

• recognise that although the young person may not appear to be paying attention they are listening but find it difficult to give you eye contact or their full attention
• it actually helps some young people to be doing something else, for example doodling, whilst listening
• provide short and simple instructions and break tasks down into small steps.
• use a task board, or encourage them to keep their own
• develop their ability to self-monitor their own progress in tasks by ticking off what they have done
• provide them with choices as this makes it easier for them to listen and provides them with an element of control in their environment
• talk softly and remain calm
• if you raise your voice this can stimulate them which makes it harder for them to listen
• try and keep their work area as distraction free as possible
• consider where they sit in the classroom.
• reduce times that they are sitting or expected to listen for long periods of time
• use their name or a non-verbal cue, for example tapping on their desk, to cue them in to listen
• allow physically hyperactive children to move out of their seats at regular periods, this provides physical stimulation and a brain break
• provide support for self-organising and have spare equipment ready that they may have forgotten
• use specific praise when they have made positive choices and try to ignore low level behaviours that they may not be able to control
• do not use loss of play or lunch time as a consequence for negative behaviour as they typically benefit from this time