AD/HD CHILDREN

Behaviors of ADHD Kids in the Classroom

How Do Adolescents With AD/HD Behave
In A Typical Classroom Setting

Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)1

In the section that follows, you will find the definition of AD/HD and the classroom behaviors of students with AD/HD.

A large majority of the students at The Family Foundation School are diagnosed with AD/HD or show symptoms related to this disorder. The Family Foundation School serves adolescents with AD/HD by providing a supportive and consistent therapeutic environment that helps adolescents learn how to develop manage their impulsive behavior, and excel to excel academically, social and behaviorally. Together with family support and counseling, caring teachers and staff and positive peers, adolescents with AD/HD are able to grow and develop their full potential.

What is AD/HD?

ADD is officially called Attention-Deficit/Hyperactivity Disorder, or AD/HD (American Psychiatric Association, 1994). It also is divided into three subtypes, according to the main features associated with the disorder: inattentiveness, impulsivity, and hyperactivity. The three subtypes are:

  • AD/HD Predominantly Combined Type,
  • AD/HD Predominantly Inattentive Type, and
  • AD/HD Predominantly Hyperactive-Impulsive Type.

These subtypes take into account that some children with AD/HD have little or no trouble sitting still or inhibiting behavior, but may be predominantly inattentive and, as a result, have great difficulty getting or staying focused on a task or activity. Others with AD/HD may be able to pay attention to a task but lose focus because they may be predominantly hyperactive-impulsive and, thus, have trouble controlling impulse and activity. The most prevalent subtype is the Combined Type. These children will have significant symptoms of all three characteristics.

How Do Adolescents With AD/HD Behave In A Typical Classroom Setting?2

Adolescents with AD/HD:

  • May exhibit inappropriate behaviors in a large group setting, especially with waiting in turn.
  • Are frequently involved in physically dangerous activities without considering possible consequences. They typically exhibit poor adult interactions and regularly defy authority.
  • Often have low self-esteem. They will put themselves down, have poor personal care and posture, and communicate negative comments about themselves and others.
  • Have a difficulty using unstructured time.
  • Often lose things necessary for task or activities at school or at home (e.g. pencils, books, assignments before, during and after completion of a given task).
  • Have poor use of time (sitting, starting off into space, doodling, not working on task at hand). They are easily distracted by extraneous stimuli and easily lose motivation.
  • Have difficulty following a plan – they have poor follow-through
  • Exhibit difficulty sequencing and completing steps to accomplish specific tasks (e.g. completing homework assignment, writing a term paper, etc.)
  • Rarely finish what they start – they shift from one activity to another.
  • Find it hard to follow through on instructions from others.
  • Have difficulty prioritizing from most to least important.
  • Have difficulty sustaining effort and accuracy over time.
  • Engage in inappropriate attention seeking.
  • Do not read from non-verbal cues well – for example, they do not read body language well.
  • Are usually disorganized and exhibit messiness or sloppiness in their schoolwork.
  • Usually have poor handwriting as well as problems with fluency in handwriting, for example, good letter/word production but very slow and laborious.
  • Typically have poor study skills and self-monitoring abilities.
  • Have difficulty making transitions (from activity to activity or class to class). It often takes them an excessive amount of time to find pencil, for example.
  • Have difficulty remaining seated or in a particular position when required to. They frequently will fidget with hands, feet or objects, or squirm in their seat.
  • Give inappropriate responses in class – often blurted out.
  • Show agitation under pressure and competition (athletic or academic)

 

WWW.THEFAMILYSCHOOL.COM (RESOURCE)

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