Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder that impacts the brain’s higher-level thinking and can affect attention, self-regulation, thoughts and emotions. 

All children (and adults) have moments of inattention and impulsivity, however with ADHD the impacts happen regularly and can lead to difficulties at school (or work), difficulties doing the tasks they need and want to do in their daily lives and difficulties with friendships and relationships.

There are three types of ADHD:
•	ADHD Inattentive Type: which is characterised by issues with attention, focus and concentration; being easily distracted, overlooking details; being forgetful; difficulty listening and following instructions; difficulty with organisation and finishing tasks; difficulty with routines.
•	ADHD Hyperactive and Impulsive Type: which is characterised by impulsive and hyperactive behaviour; need for constant movement, fidgeting, restlessness; being easily bored; difficulty with self-control – impulsive actions and thoughts, trouble regulating emotions and behaviours; excessive talking or talking over the top of others; difficulty waiting for their turn.
•	ADHD Combined Type: characterised by both inattention and hyperactivity/impulsivity.  A person has a mixture of symptoms from each type including inattention, hyperactivity and impulsivity.

Everyone will have their own unique strengths but, in general, people with ADHD have strengths such as bringing energy, enthusiasm and fun to the group; spontaneity, creativity and imagination; they may be more adventurous and willing to try new things.

Don’t assume what the person can and can’t do: each person is different
Talk with the person and their support people about their needs and preferences and how you can best support them

Make sure you have the person’s attention before giving information or demonstrating something: minimise distractions as much as possible, particularly when giving new or important information

You may need to repeat information / instructions more than once and repeat key information and expectations at the start of each session
Use visual as well as verbal instructions (e.g. pictures, demonstrations)

Check the person’s understanding of the information given before continuing

Let them move or fidget (it doesn’t mean they aren’t listening): have regular movement breaks if they need to sit for any period of time or provide balance or wobble cushions to sit on or something to fidget with.  

Perhaps start with a movement warm-up before going into talking about the session activities

Provide a variety of activities and choice where possible within activities

Limit distractions in the environment as much as possible, doing activities in smaller groups may also assist with this

Find out how the person learns best – often using visual prompts, gestures, and demonstrations assists with understanding 

Provide praise/reinforcement for successes and when the person has tried their best straight away