Attention-Deficit/Hyperactivity Disorder Page Five

Attention-Deficit/Hyperactivity Disorder
Page Five

Here are a few guidelines for making educational interventions with your child:

1. Be sure your child's school staff accepts the legitimacy of AD/HD.

2. See that your child is in a classroom that is structured and predictable, but not punitive or sterile. The AD/HD student needs clear rules and consistent scheduling. Assignments should be clearly communicated, both to the child and to the parent. Instruction should be stimulating, clear, and uncomplicated.

3. Distractions should be minimal. This may mean seating your AD/HD child close to the teacher and away from obvious distracters such as windows, active classmates, gerbil cages or pencil sharpeners.

4. Immediate and frequent feedback is required. Your child will periodically need to be given directions or instructions so that long periods of unproductive activity are minimized.

5. The AD/HD student needs both verbal and tangible positive consequences for attention to tasks and completing assignments. Other meaningful positive and negative consequences will be needed to assist the student in learning appropriate classroom behavior.

6. Directions and instructions must be clear, concrete and concise. Give only a few directions at a time and use as much visual, auditory and hands on demonstration as possible.

7. The curriculum needs to be adjusted to allow the AD/HD student to be successful. This is done by modifying the instruction methods to accommodate the child's difficulty in paying attention and concentrating. Help with organizational skills is necessary. Some flexibility is needed to allow for the student's low frustration tolerance. Assignments may need to be shortened. Computers can be used to compensate for poor handwriting ability. Assignments might be divided into smaller parts to help the student feel successful and to give more frequent opportunity for feedback.

8. It is crucial for the entire team of educators, mental health professionals, medical personnel, and parents to maintain regular communication. Everyone must work together toward the common goal of ensuring your student the best educational experience possible.

9. Maintain an advocate status with your child's school. There are many other students to take up the school personnel's time. Don't wait for the six-week progress reports. Become very familiar with your child's teacher and the classroom routine. Be courteous and tactful, but maintain a constant vigil on your child's behalf.

Legal Rights of AD/HD Students
The Federal Government has established several provisions that affect the education of children with Attention-Deficit Disorder. One of these is the Individual's with Disabilities Education Act (IDEA), and the other is Section 504 of the Rehabilitation Act of 1973. These laws require schools to make modifications or adaptations for students whose AD/HD results in significant educational impairment. Qualifying children with AD/HD must be placed in a regular classroom to the maximum extent appropriate to their educational needs, but they must also receive supplemental aids and services, if necessary.

Directions and instructions must be clear,
concrete and concise. Give only a few directions
at a time and use as much visual, auditory
and hands on demonstration as possible.

Sustaining Spiritual Support
Not long ago a little boy with ADD asked his mother, "Mom, why can't something be wrong with my arm and not my brain?" Later he added, "My broken arm will get better but you can't fix my brain."

You may have had the same kind of questions, along with, "Why my child?" or "Why would God allow this to happen?" I certainly don't have the answers to these "why?" questions any more than I would claim to understand the mind and long range plans of God.

I do, however, believe AD/HD children have potential to live very creative and fulfilled lives. There is every reason to be optimistic about their abilities to mature, yield fruit in season and prosper in whatever they do (Psalm 1:3).

Parenting is difficult with any child, and even more challenging for a child with special needs. That is why the spiritual resources of a Christian parent can make all the difference in the world. You don't face this task with only your own strength and understanding. You have God's promises of direction and power.

Pray regularly for your child. God has made some rather remarkable promises—He will answer our prayers (Mark 11:24); God has never failed to keep His promises (1 Kings 8:56). He does not lie. Remember these promises and claim them as you pray for and parent your AD/HD child. God will not miraculously remove your child's AD/HD, but He will help you grow in patience, sensitivity and other parenting skills.

If part of God's purpose is to help a parent develop patience and long-suffering, then blessing you with a child who has attention deficit is a guaranteed way to meet that goal! And, if parenting any child is worth a college education, then raising an ADD child should give you a Ph.D.! The task is continuous and the challenge is great. Put a solid spiritual foundation gives the Christian father and mother additional resources and a basis for hope even when some progress reports will be temporarily discouraging. God can provide encouragement and guidance for you and your child. And He can lead you and your child to rich, rewarding and successful lives.

"Trust in the Lord with all your heart and lean not on your own understanding; in all your ways acknowledge Him and He will make your paths straight" (Proverbs 3: 5-6). These verses capture the essence of every parent's need.

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References
Barkley, R. A., Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment, 2nd ed., New York: The Guilford Press, 1998.

Barkely, R. A., Taking Charge of AD/HD, 2nd Ed. New York: The Guilford Press, 2000.

Bender, W. Understanding AD/HD: A Practical Guide for Teachers and Parents. Upper Saddle River, NJ: Merrill/Prentice Hall, 1997.

Dendy, C.A., Teenagers with ADD: A Parent's Guide, Rockville, MD: Woodbine House, 1995.

Martin, G. L., The Attention Deficit Child, Colorado Springs, CO: Chariot Victor Publishing, 1998.

Martin, G. L., Help! My Child Isn't Learning. Colorado Springs, CO: Focus on the Family, 1995.

Grant L. Martin, Ph.D. is a child psychologist associated with Heritage Counseling Associates in Edmonds, Washington. He is the author of THE ATTENTION DEFICIT CHILD (Chariot Victor Publishing, 1998), and HELP! MY CHILD ISN'T LEARNING (Focus on the Family, 1995).

Dr. Martin may be contacted at Heritage Counseling Associates, 555 Dayton St., Suite C, Edmonds, WA 98020, 425-774-4673.

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