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ADHD Myth vs. Fact
Understanding and Helping Students
with ADHD
MYTH #1
ADHD isn’t a real medical disorder
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ADHD has been recognized as a legitimate
diagnosis by major medical, psychological, and
educational organizations, including the National
Institutes of Health and the U.S. Department of
Education.
The American Psychiatric Society recognizes
ADHD as a medical disorder in its Diagnostic and
Statistical Manual of Mental Disorders (DSM-IV).
Research shows that it's a result of an imbalance
of chemical messengers, or neurotransmitters,
within the brain.
MYTH #1
ADHD isn’t a real medical disorder
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Students with ADHD demonstrate
significant impairment related to
inattention and/or hyperactivity and
impulsivity
3 - 5 % of the school-aged
population
Myth #2
Children with ADHD eventually
outgrow their condition
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Some children stop suffering from the effects of
ADHD in adolescence, however, roughly 50 percent
will continue to experience symptoms in adulthood.
Six percent of the adult population has ADHD, but
only one in four adults seeks treatment.
Adults with ADHD are highly vulnerable to
depression, anxiety, and substance abuse. They
often experience career difficulties, legal and
financial problems, and troubled personal
relationships.
MYTH #3
Only kids who are hyper
have ADHD
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There are 3 sub-types of ADHD
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Predominantly inattentive
Predominantly hyperactive
Combined
Inattention
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Work often appears messy or seems performed
carelessly
Does not seem to listen when spoken to directly
Does not follow through on instructions
Has difficulty organizing tasks and activities.
Avoids, dislikes or is reluctant to engage in tasks
that require sustained mental effort
Loses things necessary for tasks or activities
Is easily distracted by extraneous stimuli that are
usually easily ignored by others
Forgetful in daily activities – can’t remember class
schedule, forgetting to bring lunch
Hyperactivity
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Fidgets with hands or feet, taps, or
squirms
Leaves seat in situations in which
remaining seated is expected
Runs about or climbs excessively in
situations in which it is
inappropriate
Acts as if "driven by a motor"
Talks excessively
Impulsivity
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Blurts out answers
Has difficulty awaiting turn
Difficulty delaying gratification
Interrupts or intrudes on others butts into conversations or games
Wild mood swings
Professional Responses
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Acknowledge that students who have ADHD
can be successful. They will probably need
extra help from you to manage their
behaviors.
Acknowledge that ADHD is a real disorder;
it is the manifestation of a real difference in
brain function. Children with ADHD may
need to use a different strategy or
approach to learning.
In planning, make be purposeful in
sequencing and making accommodations so
that students with ADHD can be successful.
Tips for managing symptoms
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Distractibility
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Seat students with ADHD away from
doors and windows.
Plan for movement. Alternate seated
and not-seated classroom activities.
Allow student to use headphones to
listen to taped material (instrumental).
Reduce the frequency of timed tests or
give extended time.
Tips for managing symptoms
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Impulsivity
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Develop a behavior plan and place it where
the student can see it during class.
Give immediate consequences, and be
clear about each specific infraction.
Give praise publicly and be specific about
the behavior you are praising.
Post an agenda. Check off items as they
are accomplished.
Provide social skills instruction in and
opportunities to role play and transfer
appropriate social skills.
Tips for managing symptoms
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Fidgeting/Movement
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Give the student an errand or
classroom job to do – a way to move
that is helpful and teacher approved.
Provide a stress ball, touch tabs or
other manipulative for the child to use
quietly at his seat.
Provide appropriate alternative seating.
Allow the student to chew gum.
Tips for managing symptoms
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Difficulty following directions
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Grab students’ attention by using a bell or
chime.
Be brief. Don’t say more than you have to.
Be sequential. Rehearse your directions so
that you are sure about their order.
Give printed directions.
Give only one step at a time. Allow the
student to come back to you after each
step to receive further instructions.
Tips for managing symptoms
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Difficulty completing assignments
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Enable students to word process,
rather than write, assignments
Permit students to record their answers
on tape or to dictate their stories,
essays and other long writing
assignments
Tools to Consider
Stress balls - <$1
Wobble Board - $45
Disc-o-sit - $13
Resources
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http://helpguide.org/mental/adhd_add_teaching_strategie
s.htm
http://www.bced.gov.bc.ca/specialed/adhd/what.htm
http://www.ldonline.org/article/8797
http://www.ldonline.org/article/Attention_Deficit/Hyperact
ivity_Disorder_Fact_Sheet
http://www.additudemag.com/adhd/article/1033.html
http://www.additudemag.com/adhd/article/873.html
http://www.isokineticsinc.com/category/balanceproducts