ADHD Series



Inattention, hyperactivity, and impulsivity are the core symptoms of Attention Deficit Hyperactivity Disorder (ADHD). A child s academic success is often dependent on his or her ability to attend to tasks and teacher and classroom expectations with minimal distraction. Such skill enables a student to acquire necessary information, complete assignments, and participate in classroom activities and discussions (Forness & Kavale, 2001). When a child exhibits behaviors associated with ADHD, consequences may include difficulties with academics and with forming relationships with his or her peers if appropriate instructional methodologies and interventions are not implemented.

There are an estimated 1.46 to 2.46 million children with ADHD in the United States; together these children constitute 3 5 percent of the student population (Stevens, 1997; American Psychiatric Association, 1994). More boys than girls are diagnosed with ADHD; most research suggests that the condition is diagnosed four to nine times more often in boys than in girls (Bender, 1997; Hallowell, 1994; Rief, 1997). Although for years it was assumed to be a childhood disorder that became visible as early as age 3 and then disappeared with the advent of adolescence, the condition is not limited to children. It is now known that while the symptoms of the disorders may change as a child ages, many children with ADHD do not grow out of it (Mannuzza, Klein, Bessler, Malloy, & LaPadula, 1998).

When selecting and implementing successful instructional strategies and practices, it is imperative to understand the characteristics of the child, including those pertaining to disabilities or diagnoses. This knowledge will be useful in the evaluation and implementation of successful practices, which are often the same practices that benefit students without ADHD.

Research in the field of ADHD suggests that teachers who are successful in educating children with ADHD use a three-pronged strategy. They begin by identifying the unique needs of the child. For example, the teacher determines how, when, and why the child is inattentive, impulsive, and hyperactive. The teacher then selects different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that are appropriate to meet that child s needs. Finally, the teacher combines these practices into an individualized educational program (IEP) or other individualized plan and integrates this program with educational activities provided to other children in the class.

NASET’s ADHD Series is intended to provide educators with a step-by-step approach to the most effective methods of teaching students with ADHD. The ADHD Series was written to explain ADHD from the eyes of the teacher, so that, if a student in your class or school is diagnosed with this disorder, you can work effectively with the administrators, parents, other professionals, and the outside community.

We hope that NASET’s ADHD Series will be helpful to you in understanding the key concepts of this disorder and how to be an effective educator when working with students diagnosed with Attention Deficit Hyperactivity Disorder.

Available Issues


Part #1 - Overview of ADHD

Part #10 - Teenagers with ADHD

Part #19 - The Redundancy Effect on Retention and Transfer for Individuals with High Symptoms of ADHD

Part #19 - The Redundancy Effect on Retention and Transfer for Individuals with High Symptoms of ADHD

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