A person with ADHD has a chronic level of inattention, impulsive hyperactivity, or both such that daily functioning is compromised. The symptoms of the disorder must be present at levels that are higher than expected for a person’s developmental stage and must interfere with the person’s ability to function in different settings (e.g., in school and at home). A person with ADHD may struggle in important areas of life, such as peer and family relationships, and school or work performance.

Three types of ADHD have been established according to which symptoms are strongest in the individual.

1. Predominantly Inattentive Type: It is hard for the individual to organize or finish a task, to pay attention to details, or to follow instructions or conversations. The person is easily distracted or forgets details of daily routines.

2. Predominantly Hyperactive-Impulsive Type: The person fidgets and talks a lot. It is hard to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the person to wait their turn or listen to directions. A person with impulsiveness may have more accidents and injuries than others.

3. Combined Type: Symptoms of the above two types are equally predominant in the person.

As many as half of those with ADHD also have other mental disorders. These comorbidities of ADHD (other disorders that occur along with ADHD) can make it harder to diagnose and treat ADHD. They may also present further challenges to the individual with ADHD.

Used by mental health professionals, the DSM-IV-TR provides criteria for diagnosing ADHD. This diagnostic standard helps ensure that people are appropriately diagnosed and treated for ADHD. Using the same standard across communities will help determine the public health impact of ADHD.

Treating ADHD can be done through medical or behavioral therapies, or a combination of the two.

Diagnostic & Statistical Manual for Mental Disorders (DSM-IV) Criteria for ADHD

I. Either A or B:

A. Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level:

INATTENTION

~Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.

~Often has trouble keeping attention on tasks or play activities.

~Often does not seem to listen when spoken to directly.

~Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).

~Often has trouble organizing activities.

~Often avoids, dislikes, or doesn’t want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).

~Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).

~Is often easily distracted.

~Is often forgetful in daily activities.

B. Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:

HYPERACTIVITY

~Often fidgets with hands or feet or squirms in seat.

~Often gets up from seat when remaining in seat is expected.

~Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).

~Often has trouble playing or enjoying leisure activities quietly.

~Is often “on the go” or often acts as if “driven by a motor”.

~Often talks excessively.

IMPULSIVITY

~Often blurts out answers before questions have been finished.

~Often has trouble waiting one’s turn.

~Often interrupts or intrudes on others (e.g., butts into conversations or games).

ll. Some symptoms that cause impairment were present before age 7 years.

lll. Some impairment from the symptoms is present in two or more settings (e.g. at school/work and at home).

lV. There must be clear evidence of significant impairment in social, school, or work functioning.

V. The symptoms do not happen only during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).

Based on these criteria, three types of ADHD are identified:

ADHD, Combined Type: if both criteria 1A and 1B are met for the past 6 months

ADHD, Predominantly Inattentive Type: if criterion 1A is met but criterion 1B is not met for the past six months

ADHD, Predominantly Hyperactive-Impulsive Type: if Criterion 1B is met but Criterion 1A is not met for the past six months.

If you feel the child has a disability you may want to talk to the school psychologist about contacting the parents to set up an evaluation. Talking to the school psychologist would be good regardless if he has ADHD or not, they should be able to give you techniques to help with the child. May even talk to the parents/guardians to see how they deal with his behavior at home.

Don’t try to diagnose this child. Don’t even mention your thoughts on medication or testing, etc. Keep an objective journal on the child’s behavior problems and in an unemotional way communicate with the parents regularly. Even resistant parents can cooperate if you are persistant. Communicate with the parents at every opportunity and express your concerns. Use the word “concern”. Reach out to the child, send home his favorite center toy to play with so the parents see it as good will towards their family.

Your goal is to have the parents take this child to a pediatrician, who will then determine if further testing is necessary. Once that happens, back off. They may get an ADHD diagnosis and choose not to medicate. You cannot control that decision.

Has his hearing been properly screened? What about the teacher he had last year, what does she have to say about him? What about other teachers in your school?

Keep notes and observations. This will not be your last child who gives you a challenge!

It very well could be adhd or even some other learning/developmental disorder. It could also be a sign of abuse/neglect or some other problems at home. Does your school system have a psychologist or guidance counselor that you could refer the child to? If so, I would discuss what you have witnessed with the counselor they will probably ask that you send the child to meet with them and may set up a meeting with the parents, etc. You don’t mention how old the kids you teach are. If it’s little kids, you probably can’t talk to the boy, but if he is 8 or older, you should be able to talk to him. At some point, you could have a conversation with him. Ask him if he has a hard time paying attention and such. Try to find out what’s going on with him. Ask very simple questions like: “I’ve noticed that you get distracted pretty easily, is everything ok?” If he has an outburst, maybe you can pull him aside at some point to discuss it, “what has you so frustrated/upset that you felt like you had to act out like that?” Questions like these may get him to open up to you. Just ask a simple question to get him started and let him talk.

It sounds like lack of phonological awareness (can’t hear word sounds well) and impulsivity–these are executive control skills that develop at different rates in children. Kids with these problems sometime are diagnosed with ADHD, but he needs evaluation (hearing, etc.)

Keep him away from distractions (seat away from the door), post visual reminders since he’s a visual, not “auditory” thinker (pictures to explain tasks, etc.), and remember that “demerit” systems are counter-productive for kids with impulse problems (imagine saying “don’t push that red button, no matter what else you do…of course, now the kid can’t think of anything BUT the red button.) Try earning points (goal directed, competitive) for good behavior. Spell out exactly what good behavior looks like. Read “No Mind Left Behind” by Dr. Adam Cox, who also wrote this article:

“What’s Not ADHD”

http://www.articlesbase.com/advice-articles/whats-not-adhd-44771.html

which might also give you some good information.

This will make your life a thousand times easier in the classroom–I volunteer in a class and have seen remarkable (non-medicated) results with a child once I used these strategies.

Good luck. Obviously you’re a great teacher to have observed this child so closely.

You have concerns about this child. Please keep a log and discuss these with both the parent and your suporvisor. Encourage the parents to seek a thorough evaluation. The behaviors you discribe are flags for more than just ADHD.

Let his/her parents know that (in the US) local public schools will/must provide evaluations for children aged 3-21 free of charge. They will need to make the request in writing.

I would ask the school for evaluation. These are also indicators of Asperberger’s or other Autism spectrum disorders. Keep a journal of the behaviors for a week or so, then discuss it with your supervisor and say you have concerns about this child’s behaviors. DON’T MENTION ADHD or autism, just say you are concerned. Show the journal to the supervisor.

As far as the parents go, you may wish to express your concerns to them in a non-judgmental way: “He is so bright and creative, I just would like to see him really reach his potential, so I would like to refer him for evaluation of some of his behaviors.”

You don’t say how old this child is, so it may be just developmental, but it never hurts to get professional evaluation.

Ah, ADHD – the medical term for ‘badly behaved’. When i was a kid, it was just called ‘being naughty’ and you were soon sorted out with a swift visit the the head teacher’s office or a real telling off and being put to shame by your mum and dad. When you were sent to your room it was a real punishment as there was no TV or playstation.

Its only in the last 5 years that our nanny state has come up with this ADHD nonsense. Its just a way of letting parents off for not disciplining their children. Isn’t it strange how, as soon as they made smacking your child against the law, they came up with a ‘medical term’ for kids that are naughty. They just need discipline!

You can’t just go get a professional diagnosis on a child that is not yours.

You should talk to his parents and the parents will take him to the doctor for his ADD/ADHD test.

If the parents refuse to get him tested, then you can talk to your supervisor/principal and have him removed from your class.

You get paid to be a teacher not to deal with an undiagnosed ADD patient.

Cheers

How old is the child? What’s going on at home?