Signs and Symptoms of ADHD:

ADHD symptoms vary between individuals. They could display only one of these following categories, or they could display mixtures of more than one:

Hyperactivity: having too much energy and taking on too much at once; also marked by excessive talking. Impulsivity: Acting before thinking it through and finding it difficult to practice self-control.

• Fidgeting, tapping, squirming

• Moving / feeling the need to move when needing to sit and stand still

  • Running, jumping, etc. when it's not appropriate to do so

• Constantly on the go

  • can't slow down

• Unable to take part in activities quietly

• Talking excessively

• Having trouble waiting

  • Patience is difficult. Waiting in a line or waiting for a turn while play a game would be hard for a student with Hyperactive or Impulsive ADHD 

• Interrupting other people's groups, conversations, games, meetings

• Answering questions before others can finish asking them

• Finishing sentences before others can finish saying them

Inattention: Having difficulty focusing attention 

• careless mistakes due to lack of detail-oriented attention

• struggle to concentrate while having conversations, taking tests, and reading

• struggle to listen when spoken to directly 

  • this could mean being able to comprehend spoken word perfectly fine until you look the person who's talking to you in the face and then the words become gibberish

• May struggle to finish tasks

• Loosing things easily

  • books, bookbags, keys, credit cards, wallet, etc.

• Have trouble managing time

• Easily distracted by inconsequential stimuli

• Struggle to follow instructions 

  • The longer the task, the more time consuming and instruction heavy the task is, the less likely it is to keep their attention which means they may not finish tasks

• Forget to do day-to-day tasks

  • chores, errands, getting groceries, assignments, appointments, phone calls, etc.

General Symptoms Include:

• Becoming hyper focused on a special interest

• Being unable to focus on things that don't interest them

• Trouble with Transitions - going from one activity to the next

• May show heightened signs of social anxiety

Accommodations and Modifications for Students with ADHD:

ADHD can be managed by a number of accommodation options which are easy to implement into an IEP plan for an individual student, including, but not limited to, the following options or combination of options:

• Break up tasks into smaller, less overwhelming or tedious tasks

  • Provide detailed rubrics for each step or task

  • When the full work is completed, celebrate that the students completed a long-term goal using smaller tasks

• Creating hard deadlines and a sense of urgency will actually help students with ADHD to complete tasks

• Time tasks

  • They start to compete with themselves

  • This could also consume their focus or become a source of stress - use sparingly 

• Get them interested! 

  • use diverse learning strategies, use games or YouTube videos to introduce a topic! 

  • Focus on getting the student invested in the topic by providing a good hook at the start of a lesson

• Provide structure in the classroom

  • help them know what to expect

• Set clear expectations

• Encourage them to make connections to their passions 

• Encourage individual curiosity and student lead learning

• Give them choices

  • give them diverse options for assignments, tests, etc. to show understanding

  • Let them decide which book they'd like to read first (though they will have to read both options, this increases autonomy and interest)

• Reduce distractions

  • have them seated away from windows, hallways, doors, etc.

• Allow breaks 

  • Find them tasks that will get them moving like handing out paperwork or textbooks. 

• Give them a heads up when making a transition

• Be explicit, clear, and precise. Repeat instructions if necessary

These are just a few of the options available, but the overall goal of these accommodations and modifications is to make the learning environment as cohesive to the learner as possible. These options should give the students options and ultimately prepare the student to be their own best help. These techniques should not separate the student from their peers and should be easy for the student to implement on their own. For a student with ADHD, allowing them options, creating a less distracting environment, and restricting the time they have to work on assignments would greatly improve the student's receptiveness in the classroom.

Further Reading/Sources:

Attention-Deficit/Hyperactivity Disorder: What You Need to Know - National Institute of Mental Health (NIMH) 

3 Defining Features of ADHD: Rejection Sensitive Dysphoria, Hyperfocus 

Adult ADHD: Symptoms, Statistics, Causes, Types, and Treatments 

Is ADHD a Cognitive Disorder or Behavioral Disorder? 

Setting Students With ADHD Up for Success | Edutopia 

10 Essential Classroom Accommodations for ADHD | Psychology Today