What is ADHD? What’s the Teacher’s role?
Suggestions for Teachers and Parents.18-April, 2012

Introduction
US researchers estimate that 3 to 6% of the US population has it (AD/HD for Dummies). These facts don’t surprise me because in the last several 3-5 years I have noticed that some of ESL (English as a Second Language) children display ADHD symptoms. These are more prevalent (noticeable) in urban or inner city school districts. ADHD symptoms can be impulsivity, making noises/singing during a lesson/lecture, being sarcastic/rude, a short attention span and sometimes being downright defiant. In this paper I will ask two questions; how do we cope as teachers? How can we help these kids do better in school and in life?

1. What is ADHD?
According to “The Everything Parent's Guide, to Children w/ADHD”, Attention-Deficit Disorder (ADD) n., is an individual who is markedly inattentive, disorganized, distracted, and forgetful. Low self-esteem and academic underachievement are common. And Attention Deficit/Hyperactivity Disorder (ADHD) n. is an individual who is exceptionally active, restless, and/or impulsive. These individuals encounter difficulties learning in traditional academic environments and defiance are common symptoms.

2. What’s the Teacher’s role? How do we cope as teachers who have these children in the classroom? The teacher should be their advocate (supporter/defender). In fact, when we stick out (for the child with AD/HD symptoms), he/she will feel safe, protected and loved. In addition, our positive action will lead the child to feelings of self-worth; hence he/she will try to please us and do better in school. It is important to remember that children w/ADHD symptoms may be disruptive because of stress, that maybe caused by many factors, including the loss of a family member; family issues - divorce, and parents constantly away (The Gift of ADHD).
Here are some suggestions, on how we should behave with these children.

Paintings by Ottavio Lo Piccolo. They were on display at the Niskayuna Starbucks, NY. Dec. 2014

 

• Be kind/compassionate, understanding and consistent.
• Use positive reinforcements as much as possible. See the glass always half full.
• Change/update reward/consequences, if the child gets bored in following your process/direction
• Apply reward/consequences quickly, when possible.
• If possible use the Montessori pedagogy (teaching methods/strategies, e.g., letting the Ss chose their topics of investigation/exploration/learning).
• Use Student/Teacher contracts (Abnormal Child and adolescent Psychology).
• Use a classroom that is well organized, predictable  and with attractive posters, and sitting children (who have these symptoms) near the teacher for close monitoring/supervision.
• Placing the child‘s desk away from other children and near the teacher, can reduce peer reinforcement/inappropriate behavior. (Abnormal Child and Adolescent Psychology).
• Use visual reward/consequences (behavior charts, jars w/marbles, stickers, cereal, etc.).
• Make home/classroom less cluttered, reduce noise/distraction.
•  Use attractive posters/signs.
•  Avoid confrontation. This only leads to the child shutting down, and it may lead to worse behavior. Do not yell, try to stay calm/compassionate, explain why you’re scolding him/her (if you don‘t then communication will stop- the child will not listen to you).
• Validation/Reassure. When you lose your patience/cool (you yell and/or get upset at the child’s  behavior, after you’re calm talk to him/her in private, and reassure him/her that you’re not upset at him/her, but only at his/her inappropriate behavior. In addition, tell him/her that you care about them, and that their behavior concerns you. As they say: Hate the sin, not the sinner.
• Admonish w/a disappointed look and/or by staying to close proximity
• Use humor to defuse tension and relax.
• Lead by example. Your words are backed up by your actions and keep your promises.
• Spend time in contact with nature and animals (e.g., take walks, visit the park, woods, farms)

4. What causes of ADHD?
Although there’s no definitive evidence, most researchers suspect three factors; Hereditary traits, environment, stress, and possibly also the diet. ADHD may be in the child’s genetic make-up, often believed to be a medical disorder, rather than medical, hence can be caused and cured by changing thoughts and behaviors, and environments. 

The Shock. Pencil drawing by Ottavio Lo Piccolo (c) 1974.

Linda Sonna, PH. D., in her book, The Everything Parent's Guide, to Children w/ADHD, states that “most children’s w/ADD/ADHD symptoms, and often their learning problems are caused by nutritional imbalances, deficiencies, excesses, allergies, and sensitivities.”
 
However, there’s plenty of controversy in this theory, and not enough definitive evidence to support the idea that certain diets/foods may cure/relieve and/or worsen ADHD symptoms. She believes that the following foods that may alleviate/worsen ADHD symptoms;

• Sugar/salt (sweets, soda, chips), simple carbohydrates like white bread/rice, pasta, potatoes & processed cereals, sucrose, glucose, corn sweetener, fructose, maltose and artificial/processed foods, food additives/coloring/ dyes. (see my blog on food colorings/dyes.)
• Low protein, deficiencies in fatty acids and B- vitamin, allergies to food additives.

Other researchers suggest that a diet rich in the following foods may alleviate ADHD; 

• Fresh foods 
• Complex carbohydrates, like whole grains and wheat breads, lentils, brown rice, beans. 
• In addition, being in contact to Nature (outdoor green and animals) - helps children relax and possibly relieve ADHD symptoms.

The comedian Robin Williams (Google image).

5. Famous People with ADHD
According to some researchers, ADHD isn’t debilitating (devastating), in fact, many people who
have had this disorder and/or symptoms are known to be creative. Some of them include; Albert
Einstein, Robin Williams, Thomas Edison, Leonardo Da Vinci, John F. Kennedy, Mozart.
In addition, Jerome Pierce, the author of Attention Deficit/Hyperactivity Disorder, states that Dione
Healey and Julia Rucklidge from the University of New Zealand, published an article in 2005
comparing the performance of children with and without ADHD on several tests of creative thinking
and found that the two groups performed similarly. Another study by researchers at the
Medical College of Ohio in 1993 found only a very small (7%) increase in nonverbal creativity
associated with ADHD. (page 17).