What is Attention-Deficit/Hyperactivity Disorder (ADHD)?
ADHD is a neurodevelopmental condition marked by a persistent pattern of inattention, hyperactivity/impulsivity, or both, which interferes with social, academic or occupational functioning.
Signs of ADHD
Dr. Cheryl Chase, a clinical psychologist at Chasing Your Potential, explains that ADHD symptoms vary widely by age and developmental level.
“People with the same diagnosis can look very different,” she says.
Signs of Inattention may include:
-Difficulty sustaining focus
-Distractibility
-Difficulty following multistep directions
-Forgetfulness
-Avoidance of sustained mental effort
-Signs of Hyperactivity/Impulsivity may include:
-Excessive energy
-Frequent movement
-Excessive talking
-Difficulty waiting
-Interrupting others
Misconceptions of ADHD
Chase emphasizes ADHD is not caused by poor parenting, lack of discipline or diet. Perhaps the most important misconception to address is ADHD-related behaviors are not intentional.
“Your child is not giving you a hard time, they are having a hard time.” Chase says.
ADHD Evaluation and Diagnosis
An ADHD evaluation identifies strengths and challenges to guide interventions and accommodations. While the process may vary by specialist, evaluations typically involve interviews and rating scales completed by parents, teachers and sometimes students. Comprehensive assessments may also include cognitive and academic testing.
To prepare children, Chase suggests explaining the evaluation helps “understand how [their] brain works” and identify strategies to help them meet their greatest potential.
Parents may worry about the impact of a diagnosis. While any diagnosis can be misunderstood or misused, Chase adds diagnoses often foster understanding, empathy and access to targeted interventions and school accommodations. Those interventions
and accommodations will likely address executive functioning needs.
Executive Functioning
Chaquita Niamke, a school psychologist at the Center for Student Potential and Growth, says executive functioning, as the brain’s “command center “ is essential for planning, organizing and managing tasks. Executive functioning challenges are central to ADHD, and addressing these skills is key to supporting success.
Niamke recommends:
-Directly teaching executive functioning skills.
-Leveraging strengths while addressing challenges.
-Establishing routines and structures
-Using tools that reduce reliance on adult oversight.
-Gradually building autonomy over time.
-Collaborating with the schools for effective accommodations and interventions.
Teaching Self-Advocacy
Supporting executive functioning skills is only part of the process. There is a need to teach children with ADHD how to advocate for themselves.
“It is never too early to begin teaching self-advocacy skills, especially to a child with ADHD,” says Rachel Undercoffer, a school psychologist at KidsLink. Empowering children to understand and express their needs builds confidence and problem-solving skills, which can lead to better outcomes over time.
Undercoffer suggests parents can support self-advocacy by:
-Discussing their child’s strengths, challenges and helpful strategies
-Role-playing scenarios, such as asking for help.
-Explaining the decision-making processes they engage in together.
-Involving children in their ETRs, IEPs and 504 Plans.
-Compiling important documents that older students can easily access on their own.
Resources for Families
By understanding ADHD, implementing effective strategies for building skills and fostering self-advocacy, parents can empower their children to thrive at home and in school. Learn more by accessing ADHD resources like:
Online resources like ADDitude, Understood, and CHADD.
Books by experts such as Russell Barkley, Peg Dawson,and Richard Guare.
Professional support such as executive functioning coaches and camps.
Dr. Jennifer Murphy is an independently licensed school psychologist and the Director of Assessment at her private practice, Achievement Advantage Assessment & Services. She specializes in psychoeducational assessments, focusing on learning differences and executive functioning. She is an active member of the Northern Ohio Branch of the International Dyslexia Association (NOBIDA).
