A Framework for Student Support Teams

Inhibition (Impulse Control)

• Working memory
• Definition of ADHD: The DSM V uses observable behaviors to identify children with ADHD.

Observable Behaviors

1. Fails to give attention to details or makes careless mistakes in schoolwork.
2. Has difficulty sustaining attention to tasks or activities.
3. Does not seem to listen when spoken to directly.
4. Does not follow through on instructions and fails to finish schoolwork (not due to oppositional behavior or failure to understand).
5. Has difficulty organizing tasks and activities.
6. Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort.
7. Loses things necessary for tasks or activities (school assignments, pencils, or books).
8. Is easily distracted by extraneous stimuli.
9. Is forgetful in daily activities.
10. Fidgets with hands or feet or squirms in seat.
11. Leaves seat in classroom or in other situations in which remaining seated is expected.
12. Runs about or climbs excessively in situations in which remaining seated is expected.
13. Has difficulty playing or engaging in leisure activities quietly.
14. Is "on the go" or often acts as if "driven by a motor."
15. Talks excessively.
16. Blurting out answers before questions have been completed.
17. Interrupting or intruding on others.

Strategies for Support

• Teachers can help students with:
  • Identifying impulsivity and forgetfulness.
  • Developing and using repair/restoration strategies.
  • Developing reminder systems to help students detect and correct errors due to forgetfulness.
  • Encouraging self-advocacy.

Engagement Techniques

• Make yourself an ally and friend to the student.
• Use phrases like:
  • "I’ve noticed that....
  • "You sometimes share your answers before your classmates have had a chance to respond."

Questions for Reflection

• How should I remind you if I noticed impulsive behavior?
• How often should reminders be given?

Core Difficulties in ADHD

• Core difficulties include under-developed inhibition and working memory skills, leading to impulsive behaviors, forgetfulness, and problems with task completion.
• Strategies can be co-developed with students so they gain insight into their own behaviors and have strategies available to improve their performance.