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The Parent-Teacher
ADHD Handbook
Smart Strategies for ADHD
Symptoms at School and at Home

TABLE OF
CONTENTS
ASSEMBLING YOUR TEAM
3 ........Mobilizing School Support

he skills needed to excel at schoolfor children and adults

of any ageare no mystery. The students at the top of class
are the ones who pay attention, take good notes, complete
and hand in their homework on time, and contribute positively to
the classroom environment. Easier said than done, particularly if
you have ADHD.
Children with attention deficit disorder and related neurobiological challenges have impaired executive function skills due to abnormal dopamine levels in the frontal lobe of the brain. What this
means: They forget to write down assignments, they lose completed
homework, and they forget what youve just said. Add that to the
typical ADHD symptoms of distractibility, impulsivity, and hyperactivity, and youve got a whole set of invisible obstacles that neurotypical students (and sometimes teachers) may not understand.
This eBook aims to address those very specific challenges with
even more specific solutions. It provides detailed strategies for
teachers to use in the classroom, and for parents to use at home.
Read on to learn how to work in concert with all of your childs
caregivers and educators to ensure that school is a positive place
filled with learning, laughing, and growth.
the editors of ADDitude

Your childs educational rights.

5........The Parent-Teacher
Partnership
Tips for a strong collaboration.

LAYING THE FOUNDATION

6........ADHD/LD Glossary
Acronyms, abbreviations, and other
terms you should know.

7........Learning Styles
Make the most of your childs
strengths.

Solutions to ADHD
Challenges
8........Paying Attention
Creative ways to keep your child
engaged.

9........Fidgeting
Put excess energy to good use.

10......Impulse Control
Keeping kids accountable
for their actions.

12 .....Following Directions
Its not defiance. Its ADHD.

13......Social Skills

ADDitudeMag.com

Helping your child fit in.

14......Organization

The Parent-Teacher ADHD Handbook

ADDitude is published quarterly by New Hope

Media LLC, 108 West 39th St, Suite 805, New York,
NY 10018.

16......Language Skills

The Parent-Teacher ADHD Handbook is a special

publication of ADDitude magazine. Copyright
2015 New Hope Media LLC. All rights reserved.
Reproduction in whole or in part without permission is prohibited.

18......Working Memory

The information herein is offered for general

information only and does not constitute medical
or psychological advice. ADDitude does not
endorse, test, or validate the products, services,
or medications offered by its advertisers or sponsors. Please do not act on the information herein
without first seeking the advice of a physician or
a qualified mental-health professional.

Help boost oral and written

expression.
Make learning stick.

20 .....Homework
Assignments completedon time.

FOR MORE HELP

21......Required Reading
Books to turn to for know-how
and support.

22 .....Additional Resources
Helpful Websites, free downloads
and newsletters.
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ILLUSTRATION ON PREVIOUS PAGE: MATTHEW WAWIORKA 2006 VEER.COM

How to move from chaos to control.

EDITOR: Wayne Kalyn
CONSULTING CREATIVE DIRECTOR: Susan Dazzo
CONSULTING ART DIRECTOR: Ron Anteroinen
MANAGING EDITOR: Eve Gilman
ASSISTANT EDITORS: Devon Frye, Kimberly Horner,
Janice Rodden
SOCIAL MEDIA EDITORS: Rebecca Brown Wright,
Penny Williams
DIGITAL MARKETING DIRECTOR: Anni Rodgers
DIGITAL MARKETING MANAGER: Kate Harmsworth
ADVERTISING: Anne Mazza
CIRCULATION: Sue Sidler
COPY EDITOR: Gene Jones
PUBLISHER: Susan Caughman

ASSEMBLING YOUR TEAM

Better Learning Ahead!

How to mobilize the support your child needs to succeed.

lthough federal law requires local

public schools to provide extra educational services to students who
need help, its up to parents to make sure
this happens. Heres what to do:
Get an accurate evaluation. If your
child is struggling, his teacher or another
member of the school staff may suggest an
evaluation to see if he might benefit from
special services. If they dont, request one.
Should the school decline your request, or
if youre dissatisfied with the evaluations
findings, arrange for a private evaluation.
(In some circumstances, the school may
have to pay for the outside assessment.)
Meet with the evaluation team. A
school-sponsored evaluation is conducted
by a multidisciplinary teamincluding
special education teachers, the school psychologist, and other professionals
assembled by school officials. As part of
the process, theyll want to meet with you
to learn more about how your child functions in school. Come prepared: Bring
copies of your childs report cards, standardized test results, and medical records,
as well as a log of your communications
with the school and other professionals.
Team members will also review your
childs academic records, conduct a behavioral assessment, and observe her in the
classroom.
Following the assessment, you will
meet with your childs teacher, a school
administrator, and the rest of the evaluation team to discuss the results. Together,
this group will decide whether your child
needs special education services to address
how ADHD impacts her ability to learn.
Be an advocate, not an adversary. A
parent who is assertive, considerate, and
respectful while supplying information
and requesting services will make more
headway than one who is confrontational.

The Parent-Teacher ADHD Handbook

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ASSEMBLING YOUR TEAM

However, if you feel the school is

being insensitive to your childs educational needs, dont be afraid to dig in your
heels and fight.
If the team decides your child doesnt
need special ed, for example, youre entitled to appeal your case in a due-process
hearinga legal proceeding that often
requires legal representation for the family,
testimony from independent experts, and
a review of meeting transcripts, test scores,
and other documents.
Make sure the IEP is enforceable. If
your child qualifies for special-ed services
under the Individuals with Disabilities
Education Act (IDEA), you will become part
of the team that develops an Individualized
Education Program (IEP). The IEP specifies
your childs educational goals and how
those goals will be met in the least restrictive environmentwhich generally refers
to a regular classroom.
The goals should be specific, measurable, and achievable. Include time limits:
By month three, James will reduce his
interruptions from 10 per day to two per
day. The IEP should explain exactly how
James will be taught to stop interrupting.
Unless the strategies are specified, theres
no way to enforce them.
To learn more about writing and
implementing an IEP, refer to ADDitudes
The Complete IEP and 504 Guide, a new ebook
from ADDitude http://additu.de/iep504-ebook. This eBook describes the
required provisions of an IEP, the composition of the team, and how to put the plan
into practiceand includes a sample IEP.
Insist on a customized plan. The school
may try to tailor your childs IEP around
its existing programs, even though IDEA
requires schools to customize the plan
based on the childs needs. If youre not
satisfied with the IEP, dont agree to it. The
school may offer something more, or
you can request a due-process hearing.
If you prevail in the hearing, the school
district may have to pay for your childs
education in another school that offers
the needed serviceseven if its a private
school.

The Parent-Teacher ADHD Handbook

year. Her progress during the

summer, or the demands of
the new grade, may necessitate
changes in the plan.
If your child receives
Two federal laws require public schools to provide addispecial services under a
tional educational services to children who need them
Section 504 Plan, the school
at no cost to parents. To qualify under the Individuals
is not required to hold an
with Disabilities Education Act (IDEA), a child must meet
annual review or to involve
the criteria for one of 14 specific disability categories.
ADHD is not one of these categories, but your child may
parents in meetings. However,
be eligible if hes also affected by one of the specified
you may still request a meetconditions, which include learning disabilities and
ing at any time, and many
developmental delays. Or he may qualify under IDEAs
schools invite parents to parOther Health Impairment category. In either case, just
ticipate in the process.
having ADHD (or LD) doesnt guarantee eligibility for
Create a paper trail. As you
special services. To qualify, the disorder must substansecure services for your child,
tially affect his ability to function in school.
put all requests, concerns, and
Children who qualify under IDEA are entitled to
thank-yous in writingand
special education services, including individual instruckeep copies on file. A note asktion by educational specialists. Parents, teachers, and
ing the teacher for your childs
other school staff work together to develop an
test scores can be valuable if
Individualized Education Program (IEP), a plan for the
you later have to document
delivery of special education and related services. The
that the request went unmet.
IEP describes the childs learning problems, details the
After each IEP meeting
services to be provided, sets annual goals, and defines
and
conference with school
how progress will be measured. By law, parents have
staff, summarize the main
the right to ask for changes to the plan.
points in a letter to particiThe other federal law providing educational support is Section 504 of the Rehabilitation Act of 1973. It
pants. This establishes a written
guarantees certain rights to people with disabilities,
record of what was said.
including access to a free and appropriate education. If
A 2005 U.S. Supreme
ADHD symptoms substantially limit a childs ability to
Court decision underscored
learn, he is entitled to Section 504 services.
the importance of good
Usually, services included in a 504 Plan involve
record-keeping. The Court
accommodations in the classroomlike extra time to
ruled that, in a due-process
complete assignments. But the plan may also include
hearing, the legal burden of
the use of assistive technology, such as computer-aided
proving that a plan fails to
instruction, and access to therapy. There are no legal
meet a childs needs falls on the
requirements about what a 504 Plan should include,
parents. Its more important
and the school isnt required to involve parents in the
than ever to document your
process (although many schools do).
childs difficulties, to be
assertive about receiving
Monitor your childs progress. By law, progress reports, and to push for changes
the educational team must meet annually
to the IEP as the need arises.
to review your childs IEP. Many school disSeek support. If at any point you reach
tricts schedule the annual meeting in the
an impasse with school authoritiesor if
spring, so that team members can review
you just want an expert to accompany you
current strategies and set goals for the
to meetingscontact an educational advocoming year. In addition, you can request
cate or attorney. Many offer free or low-cost
a meeting whenever you think one is
consultation. To find one in your area, look
needed. You may want to revisit your
online at chadd.org, ldaamerica.org,
childs IEP at the beginning of each school
copaa.org, or wrightslaw.com.

KNOW YOUR CHILDS

EDUCATIONAL RIGHTS

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SM
AT SH SE E R
MOB AL D
I N TG O Y SOUUCRC TE ES A

The Parent-Teacher Partnership

Learn how to forge a strong alliance.

our child needs her teachers support for the school year to go well.
To ensure a committed ally in the
classroom, be in touch early and often.

Write to the teacher before the year

starts. Explain how ADHD affects behavior
and learning, and describe classroom
strategies that have helped your child in
the past. Strike a respectful tone, and
express your interest in working together.
(See a sample letter, below.)
Meet with the teacher during the first
month of school. Use this time to share
information and to learn the classroom
routine. How are transitions handled? Are
there opportunities to move around?
Inquire about classroom rules and consequences. This is also the time to assess the
teachers knowledge of the disorder. Ask
how shes worked with ADHDers in the
past, and offer information, such as articles
from http://additu.de/teacher.
State your childs goals for the year
better grades, for exampleand talk about
her interests. Suggest specific measures
that might help your child in terms of
motivation, discipline, and structure.
Set up a system of regular communication. Keep the teacher informed about
educational assessments or family situations. Whatever the formatdaily e-mails,
weekly phone calls, or informal chats
show that you value his time by keeping
your communications brief.
Stay positive and show your appreciation. When discussing problems with the
teacher, focus on solutions and steer clear
of blame.
Volunteer to tutor students who need
reading help or to run a class project, to
free up the teachers time a bit.
Provide updates. Keep all school professionals, tutors, sports coaches, and others who work with your child up-to-date
on his progress. If problems arise, solicit
their ideas.

The Parent-Teacher ADHD Handbook

INTRODUCING YOUR CHILD

Use this sample letter as a model when drafting your own letter to the teacher.
Dear Ms. Thompson:
My daughter, Emily, will be in your class this year. Id like to tell you a bit
about her to help get the year off to a good start.
Emily has attention-deficit/hyperactivity disorder, or ADHD, a condition
that may affect her behavior and interfere with learning. Although she may be
disruptive at times, Emily usually isnt trying to make trouble. Instead, shes
responding to difficulties and deficits that result from her disorder.
In the past few years, I have worked with her teachers to find strategies to
help. Because Emily tends to be impulsive, she may call out answers or interrupt
while youre speaking. A private signal between the two of you can remind her to
raise her hand. ADHD also affects Emilys schoolwork. Her handwriting is poor,
and she has trouble getting her thoughts on paper. Giving her extra time for
assignments and letting her work on the classroom computer would make it easier for her to express herself in writing.
Emily is an enthusiastic student. As you get to know her, youll find that
shes outgoing and funny. I hope youll keep her needs and her strengths in mind
as the school year unfolds. I look forward to working closely with you to help my
daughter do her best.
Sincerely,
Emilys Mom and Dad

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LAYING THE FOUNDATION

What does that mean?

Our ADHD/LD glossary deciphers the language of special education.
If your child has been diagnosed
with ADHD or a learning disability,
youve entered a new world of
special ed acronyms, abbreviations, and terms. This glossary will
help you penetrate the jargon to
get your child the educational
help he or she needs.
Accommodations Techniques and
materials that help ADHD or LD students learn
or perform schoolwork more effectively.
Accommodations include extra time on tests,
a lighter homework load, and permission to
tape-record assignments.

Assistive Technology Equipment or

software that helps children compensate for
learning impairments. Examples include electronic spell-checkers and audiobooks.
Attention-Deficit/Hyperactivity
Disorder (ADHD) A neurobiological disorder that causes problems with attention
span, impulse control, and activity level.

Behavior Intervention Plan (BIP)

A set of strategies developed by school personnel to help a child behave in a way that is
appropriate to the classroom and that allows
him to learn.

Developmental Behavioral
Pediatrician A physician who specializes
in childhood behavioral problems, such as
ADHD and aggressive behavior, as well as difficulties at school.

Diagnostic and Statistical Manual of

Mental Disorders, 5th Edition (DSM-V)
A publication of the American Psychiatric
Association that is used to diagnose psychiatric disorders, including ADHD.

The Parent-Teacher ADHD Handbook

Educational Advocate A professional

who works with families to secure appropriate educational placement or services for
children with ADHD or LD.

way he receives, processes, or expresses

information.

Educational Psychologist A psychol-

provide special ed services in a general education setting, rather than in separate classes
or schools, whenever possible. A regular
classroom is the least restrictive environment
for students with disabilities.

ogist who specializes in learning and in the

behavioral, social, and emotional problems
that interfere with school performance.

Least Restrictive Environment

(LRE) Under IDEA, school districts must

Free and Appropriate Public

Education (FAPE) Under IDEA (see

Modification An adjustment in the cur-

below), public schools are required to provide

disabled students with appropriate educational
services at no cost to the parents.

riculum that creates a different standard for

students with disabilities, as compared to
others in the class.

Formal Assessment A school-based

Multidisciplinary Team A group of

people who work together to develop and
review a childs IEP. The team might include
the childs classroom and special education
teachers, school administrator, school psychologist, therapist, educational advocate,
and parents.

evaluation of a students learning difficulties

using standardized tests and other tools. A
team of school professionals uses the assessment to determine a childs eligibility for special education and related services.

Independent Educational
Evaluation (IEE) An evaluation conduct-

Neuropsychologist A psychologist who

ed by a qualified professional who is unaffiliated with a public school district. Schools are
required to consider the findings or recommendations of an IEE.

specializes in the relationship between brain

function and behavior.

Individuals with Disabilities

Education Act (IDEA) The federal law

children with disabilities the right to an appropriate public school education. Children with
ADHD or LD who are ineligible for specialeducation services under IDEA may qualify for
accommodations and services under Section
504. The written plan outlining these services
is called a 504 Plan.

that guarantees special education and related

services to students with disabilities. ADHD is
not listed among IDEAs disability categories,
but children with ADHD often qualify under a
category called Other Health Impairments.

Individualized Education Program

(IEP) The formal, written plan that guides
the delivery of special education services to
a child who qualifies for such assistance
under IDEA.

Section 504 of the Rehabilitation

Act of 1973 The federal law that grants

Special Education (SPED) Specially

designed instruction for children whose educational needs cant be met in a regular
instructional program.

Learning Disability (LD) A neurobiological disorder that impairs a persons ability

to read, write, or do math by affecting the
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LAYING THE FOUNDATION

Learning Styles
Working with each childs strengths.

oes your child get more from a story when he sees it in

print or when he hears it read aloud? Does he need to
draw it or act it out to really understand it? Each child
has his or her own learning stylea unique way of taking in
and processing information.

Most kids use all of their senses

for learning, but favor one
sense over the others. Visual
learners prefer reading or
observing. Auditory learners
do best with talking and listening. Tactile/kinesthetic learners benefit most from a
hands-on approach.
Good teachers choose
instructional methods to
accommodate each childs
strengths. You can do the same
with your child at home, by
tuning in to the ways she
learns best.

If your child is
a visual learner:
Have her type up class notes
or homework in typefaces of
varying style, color, and size.
Use flash cards, drawings,

and diagrams to help him

study for a test.
Ask the teacher to provide
homework assignments in
writing. At home, make a
written list of instructions,
schedules, and routines.
Introduce Scrabble, crossword puzzles, anagrams, and
other word games.

If your child is
an auditory learner:
Have him read study materials into a cassette recorder as
if he were a disc jockey or
sports announcer. This will
hold his interest when he
reviews them for a test.
Help her recite multiplication tables and other facts to
the rhythm of a favorite song.

HOW KIDS THINK

Children differ in the way they conceptualize ideas.
Analytic learners see the particulars. Global
learners take a broad view. Each cognitive learning style has its strengths, and each requires a certain kind of support.

An analytic learner...
... works better without distractions, so provide
a quiet work space for homework or study. Encourage him to save questions for later to avoid
losing his concentration.
... needs help seeing the relevance in what shes
learning at school. If the teacher doesnt make such
connections, talk about them at home.
... tunes in to details, but may not see the overall
theme. Help her to spot key words in reading mate-

The Parent-Teacher ADHD Handbook

Allow him to study with a

partner or a few classmates.
Look for the audio version
of books shes reading in class
or for pleasure. Your child may

rial, and prompt her to think about larger concepts.

... favors true/false and multiple-choice tests. To
help him prepare for essay exams, create practice
tests that require lengthy answers.

A global learner...
... has to see the big picture before he can appreciate details. Provide an example of a finished producta book report or science posterto let him
see the whole. To draw his attention to details,
specify facts to watch for as hes reading.
... leaves tasks unfinished or skips to the creative
part. Provide a step-by-step checklist to lead her
through each assignment.
... prefers tests that require essay-writing, not a
command of facts. Teach him strategieslike the
process of eliminationfor use with multiplechoice tests.

be eligible to borrow recorded

textbooks from Learning Ally
(learningally.org) for a modest
annual membership feeor
to get non-textbook recordings from the National
Library Service at no cost
(loc.gov/nls).

If your child is a tactile/

kinesthetic learner:
Provide blocks, jelly beans,
or playing cards to use to compute math problems; give
Scrabble pieces or alphabet
cereal to spell words.
Create hands-on learning
experiencesnature hikes, science experiments, and so on.
Have her act out scenes
from history or literature.
Explore various materials
and techniques for assignmentsa collage, diorama, or
clay construction.

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Children with ADHD are just as smart as their classmates, but sometimes their symptoms get in the way.
Here, we spotlight the challenges that keep students with
ADHD from reaching their full potential
and detail strategies that can help.

ADHD CHALLENGE

Paying Attention

4S O L U T I O N S

Creative ways to keep a child focused and engaged.

ouve probably noticed that your
child can focus intently on certain activitiesplaying video
games, for example, or building Lego
creations. But when it comes to
schoolwork, hes easily distracted and
has a hard time staying on task.
Scientists now recognize that
ADHD doesnt impair the ability to pay
attention, but rather the ability to control what one pays attention to.
Medication can do a lot to help many
kids concentrate, but all ADHDers can
benefit from the strategies listed here.

Better in Back
Conventional wisdom is that kids with
ADHD should be seated in the front of the
classroom. However, Ive found its sometimes better to seat them in the back.
In the front, ADHDers tend to be the stars of
the showacting out to entertain friends. In
the back, they can stand and stretch, if needed, without blocking anyones view.
SARA BYKOWSKI, middle-school teacher,
Angola, Indiana

The Parent-Teacher ADHD Handbook

IN THE CLASSROOM

4Seat ADHDers away from distractions,

such as doors, windows, high-traffic areas,
and noisy radiators. Surround them with wellbehaved classmates. Arrange the room furniture in a configuration that will allow you to
circulate freely and have easy access to all
studentsyour movement will help hold their
interest and let you gently redirect a student
whose attention is drifting.
4Make lessons exciting, funny, and mysterious. Turn off the lights and use a flashlight
to illuminate objects or words on the blackboard. Invite a surprise guest. Draw silly stick
figures to illustrate key points, and invite students to the board to do the same.
When possible, plan lessons around current events or topics of particular interest to
your students. For example, calculating batting averages and other baseball statistics
should hold their attention during math.
4Vary your teaching methods. Spend less
time lecturing students. Have them chant math
facts, tap out the number of syllables in words,
or formulate test questions for their classmates to answer. Have students work in small
groups, and give each student a specific task.

AT HOME

4 Get the medication right. If your child

takes ADHD meds, make sure hes getting the
right medication at the right dosage. When
paired with behavioral techniques, stimulants
and other ADHD drugs can dramatically
improve a childs ability to focus.

4 Make learning interactive. Encourage

your child to get involved in his homework.
Have him underline reading material with colored pencils, or draw cartoons to illustrate
vocabulary words. When hes working on math
problems, let him use pieces of popcorn to
work out computations.
4 Teach self-monitoring. Help your child
become aware of the things that distract her.
With time and practice, shell get to know
what being distracted feels like, and will recognize when her attention is drifting.
ADHDers benefit from positive affirmations,
such as I will pay attention to my work and
I will stay focused until Im finished. Teach
your child to repeat these as needed to
encourage herself to keep going.
4 Play attention-boosting games. Many
classic childrens games, including Simon
Says and musical chairs, require attention and
good listening skills.
In a game called Champion Distractor,
one player focuses on completing a task,
while the other does everything possible to
distract him. Then, they switch roles. To win
the game, a player needs to be a good
Distractor, and also must be able to avoid
being distracted by others.
4 Spend more time outdoors. Recent studies link time spent outside, especially in natural environments, with improved concentration. Whenever possible, plan activities in
parks, gardens, and other green settings.
Try walking or driving the green route to
school, and give your child time to play outdoors before she sits down to do homework.

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ADHD CHALLENGE

Fidgeting

4S O L U T I O N S

Does your child have energy to spare? Provide ways for him to blow off steam.
any children who have ADHD
are in constant motion. In
school, they squirm in their
seats, jiggle their feet, tap their pencils,
and talk incessantly. They might even
get up and roam around the classroom.
One recent study of boys with ADHD
found they moved about the room
eight times as often as other boys, and
made twice as many arm motions.
Hyperactive behavior isnt a
choice, but an expression of a brainbased biological disorder. Hyperactive
children also have problems with
impulse controlamong other things,
they cant resist the impulse to move.
You can tell them to sit still or stop
fidgeting or talking, but within minutes theyll be at it again.
The best way to help? Channel
excess energy into constructive activities, or provide ample opportunities
for kids to burn it off.

IN THE CLASSROOM

4Build in movement throughout the

school day. In kindergarten and first grade,

get the whole class stretching, jogging in
place, and singing songs accompanied by
hand and body motions. With older students,
create opportunities for the ADHDers to move
around. Have them hand out supplies, collect
papers, and deliver messages to the school
office. Responsibilities like these help kids feel
special while allowing them to blow off steam.
4Alternate high- and low-energy lessons.
Follow a spirited music class with a period of
creative writing. Schedule a subject that
requires great concentrationsuch as math
after recess or physical education.
4Provide alternatives to the standard
classroom seat. Some children do better work
if theyre allowed to move while doing their lessons; not having to focus on keeping still frees
up energy for learning. Have them stand at
raised tables at the back of the classroom, or
allow them to pace quietly while thinking
through a problem. During literature or free
reading, let students sit on pillows, in armchairs, or on the floor.

The Wiggle Method

I had one of my ADHD students sit on an
exercise ball during class. He could wiggle
back and forth without standing up, and, for
the first time, he was able to complete his
work consistently. Now I have three or four
students sitting on balls.
MARTHA HIGHFILL, third-grade teacher,
Oxnard, California

The Parent-Teacher ADHD Handbook

4Recognize the breaking point. Even if

youve provided ample downtime between
lessons, some ADHDers can be still for only a
short time. If you sense that a student is reaching his limit, let him get up to stretch his legs
even in the middle of a test.

AT HOME

4Acknowledge your childs need to

move. Allow her to take a quick break from
the dinner table to get rid of surplus energy
and to rejoin the family when shes able. Use
the same strategy at sporting events, religious
services, and other settings that require kids
to sit still for extended periods.
4Encourage physical activity before
school. Have your child take the dog for an
early morning run or ride her bike to school.
Inclement weather? Jumping rope or bouncing
a ball provides a great energy release.
4Get a rocking chairthe rhythm can be
calming. Place it in a quiet spot where your
child can sit to read. If hes a serious squirmer,
try Disc O Sit, an inflatable 15-inch cushion
that lets a child wiggle while sitting at a desk
or table ($44, therapro.com).

Fidgeting Brings Focus

My middle-school son fidgets in order to
focus. At first, his teachers didnt understand
how fidgeting could be helpful, and it was
hard to find ways for him to keep his hands
busy without bothering classmates. What
finally worked? Doodling, bendable pencils,
origamiand educating the teachers.
KRIS, Grand Island, Nebraska

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Times Up!
Ive found a kitchen timer to be useful for
setting limits for my son. We set it to go off
when he needs to leave for school, to give
someone else a turn with a toy, or to go to
bed. Transitions are hard for kids with ADHD,
but theres no arguing with a timer!

ADHD CHALLENGE

VICKI JANSEN, Anchorage, Alaska

Impulse Control
Teach your child the importance of thinking before acting.
or children ruled by their impulses, calling out in
class or pushing to the front of the line comes naturally. These kids live in the moment, undeterred by
rules or consequences. Even when they are rude or
unruly, they may not recognize that their behavior is disturbing to others.

4S O L U T I O N S

Lack of impulse control may be the most difficult

ADHD symptom to change. Medication can help, but kids
also need clear expectations, positive incentives, and predictable consequences if they are to learn to regulate their
behavior.

IN THE CLASSROOM

4Lead your students in compiling a list of

class rules. Include some that are difficult for
ADHDers, such as Always raise your hand to
ask for help. Be sure to define each rule: What
does it mean to Use materials appropriately?
4Discuss the consequences of breaking
a rule. Many teachers find that student behavior improves when rule-breaking results in the
loss of something a child values. One such
approach is the Stoplight System (next page).
Students earn rewards for good behavior, but
lose them for infractions.
In general, discipline should be immediate. If one student pushes another on the playground, for example, have him sit out part of
recess. A delayed consequencesuch as afterschool detentiondoesnt work for kids who
have trouble anticipating outcomes.
4Provide visual reminders to keep kids on
track. To spare a child the embarrassment of
frequent reprimands, agree upon a secret gesture youll use to signal her to stay in her seat
or to stop calling out. Some children benefit
from a reminder taped to the desk. That, too,
can be private; no one else has to know that
N.I. stands for No Interrupting.
4Encourage appropriate behavior with
recognition and rewards. This is especially
important for ADHDers, who get a lot of negative attention for misconduct. Acknowledge
good behavior with specific praise, such as:
Edward, I appreciate how quickly and quietly

10

The Parent-Teacher ADHD Handbook

you cleared your desk. Some older children

are embarrassed by complimentsso give a
thumbs-up or a pat on the back instead.
4Write the days schedule on the blackboard, and erase items as theyre completed. This gives ADHDers a sense of being in
control of their day. Provide advance notice of
any changes to the usual routine.
4Issue frequent alerts as the end of an
activity draws near. Give the class a fiveminute warning, and then a two-minute warning, to ease the transition from one activity to
the next. Devise a plan for students for whom
change is especially difficult. Assign them to a
special task, like collecting classmates papers,
to help them maintain self-control.
4Use a daily report card. This tool allows a
childs teacher and parents to monitor academic and behavioral goalsand gives the child a
chance to earn rewards. Each day, the teacher
records whether the goals were met, and the
child takes the report card home to show his
parents. For details, go to http://additu.de/hm.

AT HOME

4Be explicit about how your child is to

behave. Instead of telling her to be good at
the playground, tell her to wait in line for the
slide, and dont push.
4Hold your child accountable for his
actions. Keep punishments short and appropriate, but let them remind your child that he is
responsible for his own behavior. A good rule

of thumb for time-outs is one minute for each

year of a childs age.
4Discourage a problem behavior by
charging for each infraction. This strategy
rewards your child for not engaging in an inappropriate behavior, such as interrupting your
phone calls. Determine, roughly, how many
times a week your child interrupts you during a
phone call, and fill a jar with slightly fewer quarters. Tell your child that these are hers to keep
at the end of the week, but that you will remove
one each time she interrupts a call. As the
behavior begins to diminish, gradually reduce
the number of quarters you put in the jar at the
beginning of the week.
A variation is to use tokens, which can be
traded in for a scoop of ice cream, an extra hour
until bedtime, or some other enjoyable reward.
4Go easy on minor missteps. If your child
spills milk because hes pouring it quickly, help
him clean the mess, talk to him about the
importance of being careful, and move on.
4Anticipate potentially explosive situations. Children with ADHD need consistency
and routine, but the unpredictable will sometimes happen. Prepare your child for special
occasions: Explain where youre going, who will
be there, what activities are planned, and how
he should behave. Plan a way for him to signal
you if hes becoming overwhelmed, such as putting his hand in yours if he needs time alone
with you. (You can do the same if you sense a
meltdown in the making.)

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The Stoplight System

any teachers have found this technique to be an effective way to manage classroom behavior. It treats all
members of the class equally, but its use of explicit
guidelines, rewards, and consequences is particularly helpful for
students with ADHD.
The system uses a graphic of a stoplight and labeled
clothespins to indicate which students are behaving well and
which are having difficulty. Class Rules and Expectations are
written by the teacher and students on the first day of school.
Each student signs the document as a pledge to follow the rules.
The teacher signs, too, and posts it prominently. Kids earn or lose
bottle caps (or some other token), depending on their behavior.
Parents can adopt the Stoplight System, as well, to define
and reinforce their household rules.

REWARDS >> Each student receives two bottle caps at the beginning of the week.
More can be earned by positive behavior, such as lining up quietly or helping others.
At the end of the week, the caps are traded in for rewardsstickers, school supplies,
books, small toys, or a special lunch with the teacher and a friend.

CONSEQUENCES>> If a student breaks a class rule, the clothespin bearing his

name is moved from the green to the yellow light. He also loses three bottle caps and one
classroom privilege. A second infraction takes the clothespin to the red light, and costs five
bottle caps and two privileges. If there's a third infraction, he owes 10 bottle capsand the
teacher calls his parents.

11

The Parent-Teacher ADHD Handbook

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ADHD CHALLENGE

Following Directions

4S O L U T I O N S

Dont assume that your child means to ignore you.

s it expecting too much for my child to
do as I say? If youve ever caught

yourself muttering something like

this, consider the skills involved in following directions. Listening, understanding, staying focused on a task
these dont come easily to kids with
ADHD. Your child may be listening to
your instructions, only to be distracted
by a barking dog outside. If what
youre telling her to do involves several steps, she may remember only one
or two.
The specific way in which you
give instructions to an ADHDer is a
key factor in determining whether
shell comply. Keep in mind that, even
at an age when most youngsters can
work independently, children who
have ADHD may still need your guidance and support.

Dont Ask!
I try to issue instructions in the form of a
command, not a question. Some students
interpret Would you open your math books
to page 45? as a choice. But when I skip
would you, all books are opened. The same
is true with my own children. Why dont you
wash up for dinner now? never results in
clean hands.
KAREN SUNDERHAFT, fourth-grade teacher,
Shaker Heights, Ohio

12

The Parent-Teacher ADHD Handbook

IN THE CLASSROOM

4Grab their attention. Use a bell, chime, or

gong to indicate youre about to give instructions. Vary the pitch and volume of your voice.
Write instructions on the blackboard with colored chalk. Use propsa butterfly net, for
example, if youre assigning a project on
nature. Tell an anecdote or perform a pantomimeanything to keep all eyes on you.
4Establish eye contact to be sure an
ADHD student is listening when you give
directions, or walk over and gently tap her on
the shoulder. Whenever possible, provide
instructions individually to the ADHDer rather
than to the entire class.
4Avoid language thats open to interpretation, such as behave appropriately.
Telling your class at dismissal to put their
spelling notebooks and music folders in their
backpacks is better than saying, Pack up
everything you need.
4Each time you give an assignment, have
three students repeat what you said. Then
have the class say it in unison. This gives the
ADHDer multiple opportunities to hear it.

AT HOME

4Dont compete with music, video games,

or the television when giving instructions.
Turn these off, if necessary, to get your childs
full attention.
4Tell your child what to doand then stop
talking. Many parents continue to explain and
elaborate, but this only distracts the child
instead of allowing him to comply.

4Break complex tasks into small, simple

steps. Give your child a single instruction, and
tell her to complete it and report back for
another. If the task is an unfamiliar one,
demonstrate how its done.
When your child becomes adept at following a one-step command (Turn off the
TV), try her with two steps (Turn off the TV
and put on your pajamas). Praise her accomplishment, and slowly make your commands
more complex.
4Create a checklist of daily routines. Kids
with ADHD may need reminders to attend to
routine tasks. A checklist will help your child
operate independently.
For children who are not yet fluent readers, snap a photoor draw a pictureto illustrate each step of a regular routine. Getting
ready for school, for example, would include
pictures of getting dressed, eating breakfast,
brushing teeth, and packing a schoolbag. Post
the pictures in the proper order to serve as a
visual guide.
4Make a game out of chores. Play your
childs favorite song, for instance, and challenge her to put away her toys before it ends.
4Inspect your childs work. Offer praise
when he follows directions or tries his best.
Reward deserving efforts with a favorite activity or snack.
4If your child gets sidetracked, gently
redirect him. If you asked him to feed the dog
but then found him outside playing basketball,
say: Remember, youre supposed to be feeding Beethoven right now. Ill hold on to the
basketball, so youll know where to find it
when youre done.

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ADHD CHALLENGE

Social Skills

4S O L U T I O N S

Making friends requires skills that dont come naturally to ADDers.

hildren acquire social skills by

being part of a classroom
community. They learn to
share, listen, empathize, and consider
the impact of their words and deeds.
But kids with ADHD have trouble
attracting and keeping friends. They
blurt out answers and get too close to
classmates; they misinterpret remarks
and miss references or jokes. And when
adolescence arrives and social interactions become even more complex,
ADHDers fall further behind.
To help your child forge lasting
friendships, its essential to provide
explicit guidance and to offer frequent reminders of appropriate social
behavior.

Friendship Groups
Weekly friendship groups are a great way to
teach social skills. Led by a psychologist or
social worker, participants engage in roleplaying to learn how to listen and respond,
respect personal space, read social signals,
and manage anger. Ideally, kids should participate in such a group before middle school,
when social pressures intensify.
If your childs school doesnt offer such
a group, a nearby learning center or a local
therapist might. Since this service can be
costly, ask to have it added to your childs IEP
(Individualized Education Program).

13

The Parent-Teacher ADHD Handbook

IN THE CLASSROOM

4Keep in mind that a child with ADHD

may lag in social maturity. Even if hes on

target academically, think of him as being two
years younger than his classmatesand work
with him accordingly.
4Post rules for proper behavior and
guidelines for respecting each persons
space, words, and ideas. Use visual and tactile boundariessuch as carpet squares on the
floor for meetingsto define an appropriate
distance between students.
4Hold class meetings that focus on social
skills. Have students practice giving compliments, disagreeing politely, and solving problems as a group. Demonstrate socially appropriate behavior: Encouragement, for example,
looks like a thumbs-up and sounds like Nice
try or Way to go.
4Arrange positive small-group experiences. Assign each student a task: In a reading group, there may be a simile spotter, a
reader, and an illustrator to draw a picture of
the action. Given an assignment that plays to
her strengths, an ADHDer will be an asset to
the group.
4Develop a secret sign, like pulling your
earlobe, that tells a child to stop calling out,
humming, or otherwise disrupting the class.

AT HOME

4Prepare your child for social situations.

Tell him what to say when meeting someone
for the first time, and teach him the importance of transitional phrases like Hello and
Goodbye. Children with ADHD have trouble

generalizing; help him practice these skills in

a variety of settings.
4Express behavioral goals in positive
terms. Reminding your child to take turns is
more effective than a statement like Dont be
mean. If you observe positive behavior,
praise itand be specific. I liked the way you
shared that toy with Tina says more than
You were good at Tinas house.
4Teach conversation courtesy. ADHDers
often interrupt conversations to launch topics
of their own. Use dinner time to practice how
to maintain eye contact, listen to others, and
politely join a group. Urge your child to count
to five silently before making commentsit
may stop him from blurting something hurtful.
4Invent games that foster empathy. Roleplay difficult social interactions, such as disagreeing with a friend. Swap roles in each
encounter, so your child can experience the
other point of view. If your child has a hard
time reading social cues, use photos from
magazines or characters from TV as tools for
explaining body language and different facial
expressions.
4Create the conditions for successful
play dates. Lots of kids and little structure is a
recipe for trouble. With a new friend, keep the
visit to one hour, and provide structured activities, like board games. Stay nearby, and intervene if the fun sours. If all goes well, gradually
extend the visits and the amount of free play.
4Let your child play with younger kids, if
thats what she prefers. Such interactions will
give her a chance to take a leadership role
something that might be difficult when she
plays with children of her own age.

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ADHD CHALLENGE

Organization
How to help a child bring order to her world.
iven the five-balls-in-the-air complexity of our own hectic lives, we sometimes forget that our children are also juggling. As early as second grade,
children are expected to hand in homework, show up for band practice,
and keep track of their belongings. Planning and organization are hard for any
child, but especially for kids with ADHD.
Fortunately, organizational skills can be taught. By working with your child
to build systems and routines, you can help him move from clutter to controland clear the decks for learning.

14

The Parent-Teacher ADHD Handbook

A Pocket for Everything

My 11-year-old son has a hard time with
organization, but weve found that an accordion folder really helps. We assign each
school subject its own pocket, and reserve a
pocket for blank paper and one for notices to
bring homeall labeled.
JEANIE SCOTT, Houston

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4S O L U T I O N S
4

IN THE CLASSROOM

4Color-code academic materials. Use

green, for example, for all science notebooks,

binders, folders, and textbook covers. Keep
related classroom books and materials in bins
of the same hue.
4Post steps for routines. Hang colorful
signs to show where homework, lunchboxes,
and parent-teacher correspondence should
be placed. (For pre-readers, use drawings or
photos.) A reminder about dismissal might
read: Did you clear off your desk? Did you
pack your book bag? Do you have your jacket,
lunchbox, and homework assignment?
Post procedures for special periods, such
as library time or computer lab, and hand out
copies for students to keep in their binders.
4Simplify the flow of papers. Homework,
permission slips, and PTA letters are easily lost or
crumpled. Provide each student with three clear,
pocket-type folderslabeled Mail, Homework
to Do, and Completed Homework.
4Schedule a class clean-up. Provide time
for students to de-clutter their binders, backpacks, and desks. Hold periodic desk and
notebook inspections, and award prizesa
homework pass or tokens redeemable at the
school storefor tidiness.
4Post a master calendar. It should show
all upcoming activities, projects, and deadlines. Allow time for students to transfer the
information to their personal planners.
4To help students with time management, use an analog clock. That makes it
easier for students to track the passage of
time. Make a game out of predicting how long
various activities take. How long does it take
to walk from the classroom to the school
office? To write a book report?
4Provide structure for long-term projects,
and give ADHD students a head start. Break
projects into manageable stepschoosing a
topic, submitting an outline, and so on. Post
deadlines for each stage and refer to them
frequently. Let parents know about these due
dates, as well. And encourage students to use
ADDitudes step-by-step guide to writing term
papers at http://additu.de/term-paper.

AT HOME

4Buy school gear that encourages organization, such as a backpack with multiple

15

The Parent-Teacher ADHD Handbook

compartments. Help your child categorize his

school materialsnotebooks/binders, workbooks/texts, pens/pencilsand assign each
category its own compartment.
A three-ring binder, with colored tabs for
separate subjects and inserts with pockets for
notes, works well for many students. Buy
paper with reinforced holes to reduce the risk
of losing pages.
4Bring order to your childs room.
Separate ongoing projects, finished work, and
school and art supplies into labeled bins, folders, file cabinets, or an under-bed box.
Provide a shelf for books and a bulletin
board for reminders. Give your child a stapler,
a three-hole punch, and big binder clips.
(For ADHD-friendly products, log on to
addconsults.com/store, and click on Get
Organized!)
4Keep extra supplies on hand. Kids with
attention problems tend to lose things, so fill a
supply cabinet with pencils, rulers, tape,
binders, and other essentials. Post a checklist
in the cabinet that your child can mark when
she takes an item.
4Keep an extra set of textbooks at home.
That way, your child wont have to remember
every book every day. Make the extra books
part of the IEP, or request them from the
teacher at the beginning of the term.
4Prepare for the next day. As your child
packs his book bag each evening, make sure
that homework is in its folder and that everything hell needviolin, sneakers, lunch
moneyis ready to go. On weekends, help
him go through his backpack to remove old
work and see if he needs any new supplies.
4Reserve a shelf or cabinet by the front
door for items that your child takes to school
every day. Label it with colored stickers, so
that glasses, wallet, and bus pass can be easily found. Hang a hook underneath for a backpack or sports bag.
4Give your child a pad of sticky notes,
and encourage him to post special reminders
on mirrors, doors, and elsewhere.
4Give your child a daily planner to keep
track of deadlines, appointments, events, and
so on. Encourage her to keep a daily to-do
list, and teach her to prioritize by dividing
tasks into two groups: IMPORTANT (do it now!)
and LESS IMPORTANT (do it anytime). Go over the
next days schedule together every night.

A Tidy Locker
Keeping an orderly school locker is
a big step toward being organized
in school. Ideally, your childs locker will be shipshape at all times.
More likely, its usually a heap of
stuff. And if he has to dig through
clutter to find his math book or
trumpet, odds are hell be late to
class or rehearsal.
Help your child figure out the
bare minimum that he needs to
keep in his locker. Extraneous
items make it hard to keep things
neat. Together, decide how to
group his belongings. Should texts
and notebooks be kept in separate
piles, for instance, or organized by
subject? Let him design a system
that seems logical to him. That
way, hell be more inclined to keep
it going.
Look for ways to create a wellordered space. Is there room for a
bin to stash sports equipment? Can
you install a hook for sneakers?
How about a hanging organizer?
Inside the locker door, you might
post a small message board for
your childs daily schedule and
special reminders.
Finally, set up a schedule for
when your child cleans his locker
perhaps weekly or just before each
school break.

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ADHD CHALLENGE

Language
Skills
With the right help,
your child will find
it easier to express
her thoughts.
f your child sometimes seems at a loss for words, theres
good reason. The language skills of children with ADHD
frequently lag behind those of their peers. ADDers tend to
be slow to make sense of what they hear, and need extra
time to organize their thoughts and put together a sentence.
That makes it hard for them to respond quickly to a teachers
questionseven when they know the answer.
Written expression is an even greater challenge.
Generating ideas, retrieving memories, applying spelling

I
16

The Parent-Teacher ADHD Handbook

and grammar rulesthese and other tasks may keep students with ADHD from completing classwork and tests on
time. Problems with fine motor skills may also slow the act
of writing, interrupting the focus needed to put thoughts
to paper.
Early intervention is critical for children with language
difficulties. If you suspect a problem, make sure the school
evaluates your child and refers him for language therapy, if
appropriate. In addition, the following strategies can help.

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4S O L U T I O N S
4

IN THE CLASSROOM

4Speak slowly and provide information in

small units. Given too much information at
once, a child with language-processing problems quickly loses track. She may still be
working through the first few minutes of the
lesson after you have moved on.
4Encourage ADHDers to participate in
class by making verbal expression less
daunting. Assure a student with ADHD that
youll never put him on the spot by asking a
question he cant answer. When he does raise
his hand, give him all the time he needs. If
necessary, prompt him with questions.
Another approach is to build in time
between your questions to students and their
responses. For example, you might tell the
class that youre looking for three causes of
the American Revolution. Pause for a minute,
then ask the child with ADHD for one cause.
That allows him time to think and gives him
first crack at contributing an answer.
4Allow students with oral expression
problems to answer questions in writing.
This technique also provides extra time for
them to formulate a response.
4Arrange for a child who writes slowly to
share a friends classroom notes, or provide
her with a list of the lessons main points. A
child with ADHD may be unable to listen and
write at the same time.
4Reduce time pressure by shortening
written assignments and exams. If a test has
six essay questions, for example, you might
require ADHDers to answer only three. Provide
extra time if all questions must be answered,
as in standardized tests. Give ADHD students a
head start on long-term projects.
4Dont deduct points for poor handwriting or bad grammarunless the assignment
specifically measures these skills. If a child is
working hard to remember and communicate,
its best to let some things slide.
4Suggest an evaluation for a learning disability if a students handwriting is particularly bad. A child with dysgraphia produces
letters of irregular size and shape, leaves
words or letters unfinished, and holds his pencil awkwardly. Refer him to your schools special education department or urge the childs
parents to consult an occupational therapist,

17

The Parent-Teacher ADHD Handbook

neuropsychologist, or pediatric neurologist.

4Let students with writing difficulties dictate their ideas into a cassette or digital
recorder. Later, they can transcribe their
ideas. For computer software that turns spoken words into type, see High-Tech Writing
Helpers, at right.
4Show students how to organize their
thoughts graphically before they begin to
write. In a mind map, a picture or word representing the main idea goes inside a circle in
the center of the page. Related ideas are
placed on lines radiating from the main idea.
To learn more about mind maps, visit
http://additu.de/mind-mapping. Software
designed to help students organize ideas visually include Kidspiration and Inspiration, available at inspiration.com.
4Teach the strategy of self-questioning
while writing, to keep the student focused on
whom shes writing for, what shes trying to
say, and whether her thoughts are clearly
expressed.
4Permit students to draw on strengths to
display knowledge. A child who has difficulty
with oral expression may excel at writing or
constructing a display. A student who has trouble writing may prefer to make a poster or to
give an oral report or a dramatic presentation.

AT HOME

4Make your home a place in which your

child feels safe to express herself. If she
speaks slowly, be patient; if she gets stuck,
provide words to help her move on. Dont let
siblings make fun of her if she misinterprets
information or misuses words.
4Provide books, movies, games, and
computer software to introduce new vocabulary words and to stimulate ideas. Explore
these with your child and solicit her views.
4Create opportunities for your child to
engage in discussion. Introduce topics for
dinner-time conversation, hold family meetings, and reminisce about past events.
4Surround your child with friends,
extended family, and other people with
whom she can practice communication skills.
4Offer to help with homework by writing
or typing as your child responds to questions
orally.

He Talks, I Type
A student who struggles to get his ideas on
paper may need nothing more than a typist.
When I have such a student, I have him list the
storys characters, setting, problem, solution,
and four main events. Using this story map,
he composes his story orally as I type it into
the computer. Along the way, I ask questions
and refer to his notes to keep us on track.
When the main part of the story is complete, I give one instruction at a timewrite
an exciting opening sentence, for example, or
describe the setting in greater detailand
have him fill in the rest. The result is always
something to be proud of.
KAREN SUNDERHAFT, fourth-grade teacher,
Shaker Heights, Ohio

High-Tech
Writing Helpers
A variety of gadgets, software, and other
assistive technologies can help students
compensate for difficulties with writing.
SPELLBETTER (spellbetterapp.com) is a
free app for the iPad that works like a smart
word processor. Its word prediction and autocompletion features allow students who
struggle with encoding to focus on their
ideas, not on spelling. Text-to-speech capability makes it easy to listen to suggested words
in the word bank and proofread, too.
SKY WIFI SMARTPEN (livescribe.com) is
an invaluable tool for anyone who has difficulty keeping up when taking notes. Livescribe
looks like a pen, but it records audio during a
lecture or a meeting, allowing users to write
down only a few key words while still capturing a complete record of what is said.
DRAGON DICTATION (nuance.com) is helpful for students who have writing challenges. If
a writer struggles with fine motor skills, spelling,
or working memory, this software allows him to
dictate his ideas aloud rather than having to
write or type them. (Proofreading is still important, however.) Dragon Dictation is now an app.
MINDNODE (mindnode.com) helps students with ADHD organize their thoughts
before writing a book report or an essay. With
this mind-mapping app, the writer places her
initial idea in the center, then adds ideas,
color-codes them, and draws connecting
lines. Its easy to convert these mind maps to
Microsoft Word documents or image files.

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ADHD CHALLENGE

Working Memory
How to make what your child learns stick with him.
any kids with ADHD have weak working memoryalso known as
short-term memorywhich is the ability to hold information in
mind while performing complex tasks. It comes into play
throughout lifeparticularly when a child is in school. A young child
uses his working memory to execute simple taskssharpen his pencil
when askedwhile one in middle school uses it to remember the expectations of multiple teachers. It helps with learning, too; in writing, it
helps us juggle the thoughts we want to get on paper while keeping the big picture in mind. In math, working memory lets us
keep track of numbers and operations throughout the steps of
a problem.
ADHDers can struggle in all these areasmaking them
seem defiant, lazy, or disinterested in their schoolwork. In some
cases, working memory problems are related to distraction,
which prevents them from taking in the information
they have to remember. In others, they may
have problems retrieving memories from
earlier, even if they were paying attention
during that timemeaning instructions
from 20 minutes ago can be long forgotten by the time theyre expected
to carry them out.
Working memory is thought to
be related to the frontal cortex,
which is often underdeveloped in ADHD
childrenup to three years behind their
same-age peers. Combined with other
problems, like inattention and impulse
control, it can put children with ADHD at a
serious disadvantage. Use these strategies at
home and in the classroom to help children
with ADHD retain what they hear.

18

The Parent-Teacher ADHD Handbook

Our Morning Mantra

To make sure my kids get to school on time,
we get everything ready the night before.
Lunch is made, and book bags are packed
and put in the car. As a final check, theres a
big sign on the inside of the front door: Do
you have lunch/homework/glasses/library
book/coat? I can hear them say it as they
walk out the door each morning.
ESTER WETHERILL, Rogers, Arkansas

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4S O L U T I O N S
4

IN THE CLASSROOM

4Put homework assignments in writing.

Write each assignment on the blackboard in the

same place every day, so that students know
where to find it. Kids with ADHD may not be listening or paying attention when you give them
oral instructionsand you cant rely on them to
always remember instructions.
4Find out what they heard. Have students
with weak working memory repeat assignment
instructions and clarify any parts that they may
have forgotten.
4Make time at the end of class for students
to write down homework in their assignment
books. Make sure the kids with ADHD are doing
what youve asked.
4Make eye contact with a child before giving him a classroom assignment.
4Keep homework assignments on the
school Website up-to-date. Parents of kids
with ADHD depend on this information to make
sure their kids know what to do.
4Speak slowly and provide information in
small units. Given too much information at
once, a child with weak working memory quickly
loses track. She may still be working through the
first few minutes of the lesson after youve
moved on.
4Make lectures interactive. To get kids with
weak working memory to remember something
important, structure the lecture to include
responses from them. For instance, when teaching a math lesson, you might encourage students
to volunteer to share what they learned about
fractions, division, or whatever material was covered that day. Repeating a key point will help
anchor it in their memories.
4Have a routine for handing in homework
assignments. Some teachers ask students to
place their completed work on their desk as
soon as they sit down for classand then check

19

The Parent-Teacher ADHD Handbook

off in their grade books that the homework was

done. Another idea: Make handing in homework
the ticket to get out of class at the end of the
day. Stand by the door and collect it as the students leave. As you can imagine, kids will comply when the alternative is staying in school one
minute longer.
4Talk with students about what to do if
they forget something. Assignor ask students to selecta study buddy they can talk
with if theyve forgotten what theyre supposed
to do for homework or cant remember what to
do in class.
4Use an analog clock during lessons to
help your students with time management. They
will be able to keep track of how much time has
passed and how much remains.
4Call close attention to due dates. Post
them, refer to them frequently, and remind parents and students in notes home, newsletters,
or school voicemail.
4Ask students to design their own tickler
systems. A tickler system is a way to remind
themselves of things they must remember (permission slips, lunch money, gym clothes). This
could lead to a class discussion, to give students a chance to share the strategies that
work for them.

AT HOME

4E-mail completed homework to the

teacher, with her permission. This is easy for
kids who do homework on the computer. Some
families scan the homework and e-mail it to the
teacher. This tip wont strengthen working memory, but its a good coping strategy for students
with weak executive function.
4Reward your child for remembering. Email teachers once a week to make sure all the
homework was handed in. Give your child five
points for all homework turned in, four points for

missing only one assignment, and no points if

he misses more than one. Create a menu of
rewards the child can earn. Allot more points for
more complex assignments.
4Give your child a homework routine to follow. Homework is a complex series of subtasks
that must be completed in sequential order. It
requires plenty of working memory. Teach your
child that, in order to complete a homework
assignment, he must:
Know what the assignment is
Record the assignment
Bring the required materials home
Do the homework
Return the homework to his backpack
Bring the completed homework to school
4Have your child record the steps of his
morning routine. Listening to his own voice on
playback creates less tension than your nagging
him about what to do. If he forgets a step, he
can just replay that section.
4Rehearse what you expect your child to
remember. For example, if he needs to ask the
teacher for a study guide or one-on-one help,
prep him by asking, So, what do you need to
say to your teacher when you go up to her
desk?
4Use digital reminders. With children in middle school, use cell phones, text messages, or
instant messages to remind them of things they
have to do.
4Keep external distractions to a minimumturn off the TV or turn down the volume
if you want your childs full attention when
youre saying something important.
4Follow through. Children with weak working memory will indicate that they did something
put their homework in their backpack, say
when you ask, but will proceed to forget. Until
the child gets used to taking action when
prompted, check on him to make sure he did
what he told you.

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Mind the Bandana!

My son is allowed to finish homework at
school if he fails to finish it the night before.
But he kept forgetting this, and his homework was being marked Incomplete. Now
we tie a red bandana to his backpack to
remind him to STOP and finish his homework from the previous day. Its simple
and it works!
NANCY SPONHOLTZ, Ringoes, New Jersey

ADHD CHALLENGE

Homework

4S O L U T I O N S

Consistent routines help replace meltdowns with mastery.

4

IN THE CLASSROOM

4Set aside time each day for students to

hat could create more hurdles for a child with ADHD

than homework? It demands
discipline and focus after a long day
of the same. And youngsters have to
copy assignments, bring home the
right books, and keep track of due
datestasks that tend to trip up kids
with ADHD.
Whats the solution to homework
woes? Creating consistent routines. It
may take a few months for the routines
to become habits, but the payoff will
be evident in improved work skills, a
sense of accomplishmentand lots of
after-school smiles.

20

The Parent-Teacher ADHD Handbook

copy homework assignments in their planners. Write the assignments on the board and
read them aloud to reinforce the information.
If attention or language deficits make copying
hard for some kids, provide typed assignments
for everyone to take home. Post assignments
to the schools Website for backup.
4Make sure students copy each assignment completely (and on the correct calendar page), or assign study buddies to check
on each other. Before dismissal, have students
work together to pack their planners and the
books theyll need at home.
4Provide a labeled folder for bringing in
completed homework. If a student consistently leaves completed assignments at home,
have her parents sign a homework sheet each
evening when the work is finished and packed
in the childs school bag.
4Lighten the homework load. Students
with ADHD work slowly and are easily frustrated. Assigning just the odd-numbered math
problems lets a child demonstrate what he
learned in class without pushing him too hard.

AT HOME

4Ensure that assignments come home. If

your child has trouble copying homework
assignments, alert his teacher. She may allow
him to read the assignments into a cassette
recorder, or may be willing to e-mail them to
you at home.
4Establish time for homework. Some chil-

dren need a break after classes. Others work

best while still in school mode. If afterschool activities make a regular schedule
impossible, post a weekly calendar that lists
homework start and finish times each day.
4Select a spot for homework. Find a place
your child can work comfortablythe kitchen
table, where theres room to spread out, or
perhaps a quiet nook in the den. Allow background music if it helps her focus, but keep
distractions to a minimum.
Dont let her procrastinate: Make sure
she understands the assignment and gets
started, then stay nearby to offer support.
4Schedule a five-minute break for every
20 minutes of work. Concentration takes a
lot of energy for kids with ADHD. Short, frequent breaks help them recharge.
4Respect your childs saturation point.
If hes too tired or frustrated to finish his
homework, let him stop. Write a note to the
teacher explaining that he did as much as he
could. If he has problems focusing, writes
slowly, or needs extra time to understand concepts, assignments may consistently take
longer than expected. Speak with his teacher
about reducing the homework load.
4Check to see that finished homework is
packed in your childs book bagand that
the bag is placed by the front door.
4Praise your childs efforts and reward
him with a favorite snack or game. Some kids
benefit from a token system: When your child
finishes his homework on time, add a star to a
chart. The stars can be redeemed for special
privileges or items from a wish list.

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FOR MORE HELP

Required Reading
Six books youll want to keep within reach for information and support.
The Survival Guide for
School Success
BY RON SHUMSKY, PSY.D., SUSAN ISLASCOX, M.A., AND ROB BELL,
M.ED.

Free Spirit Publishing, $14.99

nce kids reach middle school,

teachers expect more independence and responsibilities start
to add up. For children with ADHD or LD,
this can be when they start to flounder, as
more demands are placed on their already
weak executive functions. This book combats the middle-school slump by turning
your childs brain into a high-powered smartphone, complete with
apps (or strategies) to pay attention, get organized, and more.

The Complete Guide to

Special Education
BY LINDA WILMSHURST, PH.D., AND ALAN BRUE, PH.D.

Jossey-Bass, $24.95

his complete resource outlines the

IEP process step-by-step, from the
initial testing to annual checkups. It
includes valuable worksheets, checklists,
and sample forms for parents or teachers to
use, making the special education process
easier for everyone involved and ensuring
children get the best help possible. The
newly revised second edition includes upto-date coverage on testing procedures,
autism spectrum disorder, and more.

Nowhere to Hide
BY JEROME J. SCHULTZ, PH.D.

Jossey-Bass, $24.95

owhere to Hide: Why Kids with ADHD and

LD Hate School and What We Can Do
About It is a groundbreaking look
at the stress-fueled environment of todays
school system, and the particularly toxic
effect it has on children with ADHD or LD.
Schultz uses his experience as a neuropsychologist and educator to provide parents
with practical, applicable strategies to take
stress out of schooling, and help your
child love learning again.

21

The Parent-Teacher ADHD Handbook

The ADHD Book of Lists

BY SANDRA F. RIEF

Wiley, $34.95

ritten for parents, as well as for

teachers, counselors, and other
school personnel, this book is
replete with tips, strategies, and interventions to help ADD youngsters succeed at
school. The list format makes the material
accessible, and the special binding lets the
book lie flat when open, so that checklists, forms, and other tools can be easily
photocopied.

Otto Learns About His Medicine

BY MATTHEW GALVIN

Magination Press, $9.95; for ages 4-8

ll children are a bit apprehensive

about doctors. To put your child at
ease, read him the story of Otto, a
fidgety young car. The author likens a
hyperactive child to a car in need of a
tune-up. Otto cant remember important
information, and he cant focus long
enough to learn how to drive. The tuneup metaphor offers a non-threatening
way for children to learn about medical
check-ups, and theyll see how medication can help them run better.

Learning to Slow Down

and Pay Attention
BY KATHLEEN G. NADEAU, PH.D., and ELLEN B. DIXON, PH.D.

Magination Press, $12.95; for ages 9-12

his ADHD workbook, written in an

entertaining style that kids will love,
addresses issues that will hit
homesuch as making friends, doing
homework, and staying focused.
Psychologists Kathleen Nadeau and Ellen
Dixon provide checklists to help young
readers identify the problems theyd like to
solve, and include plenty of activity pages
to support the process of positive change.

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4A D D I T I O N A L
4

RESOURCES

Recommended
Websites

FREE ADHD Newsletters

from ADDitude

Children and Adults with AttentionDeficit/Hyperactivity Disorder (CHADD)

chadd.org
CHADD offers local support services to
parents, teachers, and other professionals.
Its Website features an online community,
an ADHD directory, and information about
your childs legal rights at school.

Sign up to receive critical news and information about

ADHD diagnosis and treatment, plus strategies for
school, parenting, and living better with ADHD:
http://additu.de/email

The Council of Parent Attorneys

and Advocates (COPAA)
copaa.org
COPAA helps parents secure high-quality
educational services for children with
disabilities. Search its Website for member
attorneys and advocates in your area.
LD OnLine
ldonline.org
Parents, teachers, and kids will find a
wealth of information about learning disabilities. The site features FAQs, expert
advice, and several forums.
Learning Disabilities
Association of America
ldaamerica.org
The LDA site offers a four-hour special
education training course for parents, plus
advice on a range of topics, from finding
tutors to helping a child choose a career.
Understood
understood.org
One in five children suffer from learning or
attention issues. Understood is a collaboration of 15 nonprofit organizations working
to support these childrenand their parentsthroughout their school years and
beyond.
Wrightslaw
wrightslaw.com
This Website focuses on special education
law and advocacy for children with disabilities. It offers thousands of articles and
cases, breaking news, and a newsletter.

Adult ADHD and LD (weekly)

Expert advice on managing your household, time, money, career,
and relationships.
Parenting Children with ADHD or LD (weekly)
Behavior and discipline, time management, disorganization, making friends,
and more critical strategies for parents.
ADHD and LD at School (weekly)
How to get classroom accommodations, finish homework, work with teachers,
find the right schools, and much more.
Treating ADHD (weekly)
Treatment options, including medications, food, supplements, brain training,
mindfulness, and other alternative therapies.

FREE ADDitude Downloadable

Booklets & Tipsheets
http://additu.de/freedownloads
10 Solutions to Disorganization at School
Does your child forget her books? Are her desk, locker, and backpack in
disarray? How to get organized.
40 Winning Accommodations for ADHD/LD Children
How to pinpoint your childs problems in the classroom and select the best
accommodations to help him succeed.
Letter to Your ADHD Childs Teacher
Sample letters to introduce your child to his new teacher.
50 Smart Discipline Tips for Your ADHD Child
50 best discipline techniques from ADHD parenting experts.
ADHD Time Assessment Chart
A way to track exactly where your time goes and how to spend it more wisely.
Never Be Late Again
Time management tips for adults with ADHD.
25 Things to Love About ADHD
Why you should be proud of your attention deficit.

22

The Parent-Teacher ADHD Handbook

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