Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder
What to Do if you Suspect a Child has ADD/ADHD
1. What Should you Do?
Be aware of the legal responsibilities of school staff. Appendix 1 lists relevant legislation, available from the website of the Department of Education and Science: www.education.ie. Of particular relevance is the education for Persons with Special Educational Needs Act 2004, which provisions apply to children with ADD/ADHD. However the Act has not yet been fully commenced. The National Council for Special Education will be issuing guidelines on the implementation of this legislation in due course following commencement of the Act. The main provisions in the Act in relation to assessment and education plans are outlined in Appendix 1.
2. Keep a Record of the Notable Behaviours.
Document their frequency and duration. Take note of what the child was meant to be doing when they went off task. Include what works for the child.
Establish the Presence (or absence) of the Key Features by checking Core Behaviours and the Core Symptoms.
The Core Behaviours are:
- Predominantly inattentive type – problems of attention, distractibility, short-term memory and learning.
- Predominantly hyperactive type – impulsive, poorly self-monitored behaviour.
- Combined type – most children with ADD/ADHD fall into this category.
In addition to the three core behaviours, there are a cluster of behaviours associated with ADD/ADHD:
- Persistence
- Social clumsiness/poor social skills /relationship problems
- Emotional Over-arousal
- Hypersensitivity
- Variability
- Poor Co-ordination
- Disorganisation
- Poor time management
- Specific learning difficulties
- Motivation difficulties
- Low self-esteem
- Stubbornness
The Core Symptoms are:
- Inattentiveness
- Impulsiveness
- Over-activity
Teachers should discuss concerns with the principal of the school, and discuss and clarify concerns with a learning support specialist and the school’s Special Educational Needs Organiser (SENO)
3. Contact Parents
Share your observations with parents of the child with ADD/ADHD in a non-blaming, non-judgemental manner. Seek their views; set the scene for partnership and collaboration. Parents may already have their own concerns and may have initiated evaluation themselves.
4. Support the Parents
If referral for assessment is the next step, the parents may need support. They may feel devastated or relieved (or both) at the prospect of a diagnosis of ADD/ADHD. They will almost certainly be worried and need to know that children with ADD/ADHA can be helped to learn and progress.
5. Support the Child
The child may be bewildered or puzzled by all the scrutiny. Explain that the assessment is about discovering his or her strengths, and then building on these to help them be happier and more successful in school. Reassure the child, who may be apprehensive about being seen by a psychologist or psychiatrist. The medical professional they would see if they had a broken leg would be a doctor, whereas the medical professional they would see for a learning difficulty is called a psychologist or psychiatrist, who has special training to identify a person’s strengths and weaknesses.
6. Interim Measures
Put interim measures in place pending formal assessment and develop an Individual Education Plan as appropriate. Effective classroom strategies that could be applied in the mealtime are contained in chapter 7.
7. Collaboration with Parents
It is important to remember that the parents of a child with ADD/ADHD have been dealing with a very difficult and challenging situation for many years. Parents may be exhausted from dealing with the child with ADD/ADHD, or they may have reached a degree of competence in managing the child. Either way, managing a child with ADD/ADHD requires the combined efforts of parents and teachers.
8. The Value of Parent Input
Collaboration and open communication between parents and teachers is crucial. Teachers have a vital role in sharing information with parents on ADD/ADHD and can provide referrals to professionals, and details on local parent support groups.
Parents need the support of the teacher, but may also be able to inform teachers of what works best with their child. Remember both parties have in common the stress of working with this child.
Parents can provide valuable information on the strengths of such children, and on behaviour management methods that have had some success. Teachers should respond with empathy if a parent makes a suggestion.
A home / school diary can be used to facilitate clear communication and teamwork, to support the child, and improve communication between the teacher and parent. Given that one of the characteristics of a child with ADD/ADHD is the lack of internal self-regulation that occurs naturally in most individuals, consistency of approach at home and at school helps the child.
Teachers should share the child’s successes and not just the problems with parents, as it will mean a lot to them to hear positive comments.
Written by
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