CHALLENGING BEHAVIORS COMMON TO STUDENTS WITH ADHD
AND THEIR EXPRESSION IN THE SCHOOL ENVIRONMENT AND AT HOME
Remember the Rule of Thirds: Children with ADHD act younger (30% behind age peers), so adults should adjust expectations to the more appropriate age level (ex. a 13 year old with ADHD should be expected to behave like an almost-10-year old). This is not personal.
CHALLENGE #1
Have difficulty paying attention/seem preoccupied & restless when they should be listening. Tend to have problems with lethargy, daydreaming or spaciness: They see the world through a wide-angled lens, that is, they have trouble selecting the most important thing to attend to because they notice everything. They may not attend fully when instructions are given, or may seem not to hear what you are saying, thus catching only part of what they need to know. Because they are able to over-focus if a task is very interesting to them, and in 1-on-1 situations, observers often incorrectly conclude that their inattentiveness is volitional. In addition 50% have difficulty with sleep/waking regulation (twice as often in the ADHD student as in other students).
RESULTS in the School Environment
They can’t seem to remain focused on anything that lasts longer than a few minutes. They often miss important information and so do not appear to follow directions. Forgetfulness, the inability to focus in many situations, and difficulty with task initiation compound their difficulties with completion of academic work. Inattention and distractibility also make it harder for them to participate in sports, particularly on teams. Ongoing sleep problems commonly worsen these difficulties in school performance and behavior.
CHALLENGE #2
Lack awareness of the passage of time & don’t “naturally” know how to plan ahead: They lose track of time or fail to correctly estimate how much time a particular task will take. Because of their executive functioning deficits (organization & planning), they tend to procrastinate. They also tend to incorrectly judge how much effort will be required for a task, often underestimating the difficulty level of the work.
RESULTS in the School Environment
Their work is often late or incomplete, and because of their tendency to procrastinate, it is often of poorer quality than they are capable of. They must be taught compensatory strategies for organization and planning in order to succeed academically (ex. how to break work down into manageable steps and create timelines for work completion). Supervision, positive encouragement to stay on task, frequent small breaks, and the use of extrinsic motivators will help compensate for their lack of awareness of the passage of time.
CHALLENGE #3
Children with ADHD often display impulsive behavior, and often have accidents or break things: “Ready. Fire! Aim” is a common problem. They live for the moment & seem unable to delay gratification. They also do not seem to learn from their mistakes, that is, they don’t make the connection between their behavior and the consequences. Accidents and injuries are often caused by impulsivity, poor motor control, lack of planning and a tendency to not attend to consequences.
RESULTS in the School Environment
They have difficulty accepting responsibility for their actions, either blaming others or making excuses, and are sometimes untruthful (ex. saying they don’t have any homework, when in fact they do). They are harder to discipline. Small motivators or rewards are more effective in changing behavior than are traditional punishments. They may not take care of their possessions (or yours), despite valuing them.
CHALLENGE #4
Have low frustration tolerance: They are often irritable or moody, as well as oppositional and argumentative over even small issues (particularly when not on meds). They are very sensitive to criticism or disapproval from teachers or parents, with tremendous fear of embarrassment. This is exacerbated by the onset of puberty.
RESULTS in the School Environment
They tend to argue & push the limits. They need time alone to cool off when upset or angry, or they are more likely to say or do something impulsively that they later regret and that can make matters worse. They will often react more intensely to negative events than others, including becoming anxious or depressed.
CHALLENGE #5
May miss social cues in communication with others: They will often intellectually know social skills but not know when to initiate the use of a skill or are otherwise off in their timing. They may not be tuned into the nonverbal cues of others or may misinterpret others’ reactions to them.
RESULTS in the School Environment
The inability to consistently pick up on nonverbal cues and correctly interpret them, combined with a compromised sense of timing interpersonally, can cause difficulties for these students in forming and maintaining friendships. A sense of isolation from others and loneliness are commonly experienced. These students have much to offer but can have difficulty connecting with others. Social support and encouragement is needed from understanding adults in order to promote a sense of inclusion and community.
