What could and ought to be done in schools for the 5-8% of kids with ADD/ADHD that isn't? I know that nowhere near all of the 5-8% are diagnosed, but plenty are and my teaching experience leads me to believe that a lot of official special-education-authorized intervention is inadequate. So what works: promoting effective teaching strategies among teachers, coaching the kids, providing greater support for parents, improving public awareness...????

I'm interested in this question because after being a stay-at-home dad for some time now, I'm getting ready to venture back into the working world, but not back to teaching English (can't hack grading 1000 papers a year!). However, I love working with kids and I am particularly interested in ways the educational experience for kids with ADD/ADHD can be improved.

Any ideas? References to books/articles on this subject?

What works with ADHD kids? In a spec ed class or the mainstream class?

In the mainstream class;#1 meds work, #2 one on one learning, and #3 to some extent a rewards also work. A combination of the above even work better. With your typical adhd student, you will find that they often miss key concepts although they are very capable of learning. An even bigger problem is that they simply don't hand stuff in, even though once again, they are capable of doing the work.

You can try to instill time mangement stuff, motivational stuff, and even self esteem stuff but it doesn't carry over once the kid is independent of the intervention and back in the classroom.

First and foremost is training.

Most elementary school teachers don't know how to recognize it and without identification, it can't be treated. Teachers are in the best position to do this because the majority of the impaired tasks happen in front of them, not parents.

Also, once they are aware, how many know what to do? How many can tell the difference between a symptom and disobedience?

Just my 2 cents.

I think schools should not just be a place for kids to learn the basics but it should be where they find out what their strengths are and how to put those strength to use in the real world.

You hear so often adults without jobs or unhappy in their current job say they don't know what they are good at or that they don't know how to use the skills they have to get a career they will actually enjoy.

If childrens natural talents were identified and nurtured in school I think it would make a big difference for all kids. Not to mention the boost it would give an ADDer who is generally told they are not good at anything. You want them to do better in school then give them a way to express themselves and something to be proud of.

One problem is that once they get into the high schools, most, not all, teachers figure the kids are now old enough to be responsible for themselves. True, they need to learn that, but when a teacher see's that certain kids are constantly not turning in assignments, they need to contact the parent, talk to the student and remind them to get it in NOW. Don't just let it go so they end up failing.

True, they need to learn that, but when a teacher see's that certain kids are constantly not turning in assignments, they need to contact the parent, talk to the student and remind them to get it in NOW. Don't just let it go so they end up failing.
If it were only that simple, no ADHD kid in our school would fail ANY course.

If it were only that simple, no ADHD kid in our school would fail ANY course.
I don't follow Scuro. Do you mean that you have a great school where ADHD kids get the support they need, or are you being cynical about the liability issues related to failing a child classified as ADHD. I know the latter is in the back of many US teachers' minds, but I hope you meant the former.

You can try to instill time mangement stuff, motivational stuff, and even self esteem stuff but it doesn't carry over once the kid is independent of the intervention and back in the classroom.
So are you saying that mainstreaming is a bit of a myth and most ADHD kids, even in HS, will do best if they spend a significant amount of time in the Sp. Ed classroom? Would you mind elaborating a little on how it does work at your HS?

..but when a teacher see's that certain kids are constantly not turning in assignments, they need to contact the parent, talk to the student and remind them to get it in NOW. Don't just let it go so they end up failing.
I don't think I am saying either. :) At the highschool level, not handing in work is very typical ADHD behaviour. Our administrators strongly encourage teachers to contact parents with any concern. I would also typically phone parents and talk to the student when teachers let me know that a student is failing to hand in work. The contact has been made but that doesn't at all mean that the work will get done.


You can try to instill time management stuff, motivational stuff, and even self esteem stuff but it doesn't carry over once the kid is independent of the intervention and back in the classroom.

So are you saying that mainstreaming is a bit of a myth and most ADHD kids, even in HS, will do best if they spend a significant amount of time in the Sp. Ed classroom? Would you mind elaborating a little on how it does work at your HS?
If you are asking my personal opinion, I would say that mainstreaming with good support works best using the classroom model. ADHD is not a skill learning disorder but a “doing” disorder...so teaching them time management is a waste of time because they will learn the skill but won't do it, outside of your classroom. What are you really going to do with these kids in a Spec Ed class? Anger management? Goal setting? How to study for an exam?...all will not be done independently. If you are bringing them in do one on one learning with support, now that would be a good Spec ed class. Or if you are helping them complete assignments that is also good use of time.

A Spec ed class can be a bad thing when you collect all your disruptive behaviour kids in one class and the student/ staff ratio is not close to one on one. It's nuts to have 12 ADHD kids in a Spec ed class with only one teacher.

My son is not in any special ed class. He doesn't have a 504, which I am thinking we should do. He doesn't want that and at 17, not sure I should. I try keeping in touch with teachers, but some teachers either don't check their e-mail or do and just don't take the time to get back to you. I am thinking of asking the teachers with the new semester to keep my son in the front of the class and if and when he starts to not turn in assignments to let me know right away. Now, if only it will be that easy.

My son is not in any special ed class. He doesn't have a 504, which I am thinking we should do. He doesn't want that and at 17, not sure I should. I try keeping in touch with teachers, but some teachers either don't check their e-mail or do and just don't take the time to get back to you. I am thinking of asking the teachers with the new semester to keep my son in the front of the class and if and when he starts to not turn in assignments to let me know right away. Now, if only it will be that easy.

Good points.

What you want and need are sometimes completely different things. How hard do you push for/with your child? As hard as you can. If ADHD kids are not truly interested in a subject, they will try to take the path of least resistance which means avoidance or just doing enough to pass.

Tutors work, they come the same time and it is a routine. You are paying money for them so you won't typically avoid a time slot. Most importantly they provide one on one learning and help with task completion. But the tutor or the parent won't know what needs to be done without communication happening through a planner, e-mails, or phone conversations. If both the teacher and parent lets up, communication breaks down and the slides backwards. The child will do what they did before.

I've found that persistence with most parents garners results. Leave enough messages and eventually the parent will respond. Same holds true of teachers. The bonus of communication with teachers is that you can easily determine where they are during the day. Ask the secretary for the teachers schedule so that you can better communicate with them. Phone during their prep if they don't respond to e-mail. Pop into the classroom, bet you will be on their minds then. The parents who get the most out of their ADHD children don't believe that, "he's 15 and he should be able to do this by himself" or, "the teacher didn't phone back what else am I to do"?

Teachers do this too, they disengage from students when they don't see the behaviours that they expect. Here is where a very knowledgeable parent or a passionate parent can sway their stance. Determination and persistence works, especially if it is done in a civil way. Look for solutions to every problem and don't give up no matter how hopeless it looks.

The thing to remember is that even ADHD kids mature so some day they might shock you. BUT if they have failed say 50% of their courses, and have dropped out of school at age 17, it's very tough to ever have them buy into education again. If they pass and move along with their peers, then when they do kick it into gear they are in a position to take advantage of their goals.

You are right in everything you said Scuro. When he is interested in the class he does pretty good. At times, even the class he does good in, he will regress a bit. He doesn't fail 50% of his courses, this is actually the first time he has failed, and it is two classes. He will graduate. And once he has, I can breath. Until then I have to do everything I can to make sure it happens. He doesn't skip school, and he doesn't talk about quitting. Maybe wants to give up sometimes, but he doesn't. He will be ok.

Maybe wants to give up sometimes, but he doesn't. He will be ok.

Good work!!, just make sure he will be okay enough to get into college. ;)

That is what we are praying for Scuro. Fresh start today, new semester. The two classes he failed are done, although I noticed he may have gotten an F in English also. HIs first quarter he got a B-, so as long as he gets back up, he will be ok with this credit. Had a couple of bigger assignments he has marked as missing, one as not many points because evidently he didn't have everything he needed. Big assignments for him are just overpowering I think. I just need to let that go now and focus on what I know he can do.

Big assignments for him are just overpowering I think.

Exactly....thats where you or a tutor can make a huge difference. Determine what needs to be done in the given time frame, chunk it down, get to work on minor task at a time, research, organize, write, bring it all together, edit it, and then hand in final copy.
There are many weaknesses that must be overcome for the typical ADHD student to complete a major research assignment or essay.

[/QUOTE]Exactly....thats where you or a tutor can make a huge difference. Determine what needs to be done in the given time frame, chunk it down, get to work on minor task at a time, research, organize, write, bring it all together, edit it, and then hand in final copy.
There are many weaknesses that must be overcome for the typical ADHD student to complete a major research assignment or essay.

I completely agree. The problem I see with my son is, when I don't know exactly what the assignment is, or when he doesn't bring the whole thing home, or he says he has it under control, what then? I try keeping in touch with his teacher, sometimes I hear back right away, other times I don't.

Be as polite and sweet as possible but in the end, it is a need of his that you function in some capacity as his "executive functioning brain". Communication is vital and you need to make some waves if this need is not being met. Have the need expressed in his IEP 504 plan.

He doesn't have an IEP or 504. I have talked about the 504. I am giving him two weeks to show me he can keep up this quarter or I will talk to the vice-principal about a 504. He also failed English for the second quarter. He had a 64.47%. If he had a 65%, it would have moved up to a D-. Not that that is much better, but at least it is passing. Well, as long as he shows that he can get his work done these next two quarters, English will be ok for him. He did get a B- in the first quarter, so he can do it. I also think he had some communication problems with her this quarter, and he just figured not much more he could do. He went in after school to try and take is book test for English, and she said the grades were in already. He tried to explain to her that she told him yesterday to come in either in the morning or afterschool to do it. Now she said it was to late. What to do. Then she says, or this is what my son said, Did your mom get my e-mail? I just checked, nothing from her. I will try e-mailing her in the next day or two and see what we can do otherwise, I told him just do your best and show your teacher you are able to get work done.