| | | | | One of the primary symptoms of ADHD is the inability |
| The cases of ADHD in elementary and kindergarten | | | | of the patient to focus their attention on any object or |
| received great attention because educators recognize | | | | topic. Some people refer to it as boredom. The term |
| the importance of making early interventions. The | | | | “boredom” is not appropriate. For instance, in a |
| prognosis for ADHD children is better when help is | | | | casual conversation among friends, one person may |
| given at younger ages. Many cases of young children | | | | exhibit boredom by yawning, looking at the window, or |
| with ADHD eventually overcome this mental disorder. | | | | simply blocking out the chatting that everyone else is |
| Thus, medications, assistive technologies, and teacher | | | | involved with. Boredom, in this case, is voluntary and a |
| strategies are targeted towards the improvement of | | | | conscious decision. In the case of ADHD high school |
| preschool and elementary students. The result is that | | | | students, the supposed “boredom” is induced by |
| there is very little literature that can be accessed by | | | | ADHD. This is why the parents and teachers must find |
| parents and teachers who are tasked to help high | | | | ways to overcome the attention deficiency symptom |
| school students who have ADHD. | | | | by maintaining the student’s interest in a task. In the |
| The case of ADHD in a high school student is | | | | classroom, the teacher must stay excited about the |
| complicated because the teen has to contend with the | | | | lesson. He/she can vary the pace of the lesson and |
| normal developmental issues while struggling to cope | | | | use multi-sensory teaching devices. At home, the |
| with ADHD symptoms. Fortunately, a few high school | | | | parent, as many times as possible, should be involved |
| teachers have come up with several strategies on | | | | in the teen’s activities. The enthusiasm of the |
| how to help these ADHD-diagnosed high school | | | | parent will encourage greater interest. |
| students. These strategies are presented below as | | | | Tip 3: Instill confidence |
| three general tips. | | | | The greatest factor that leads to academic success in |
| Tip 1: Promote organization | | | | all students, both mainstream and special, is the |
| A sense of organization is not just important for these | | | | existence of self-confidence. This valuable trait will help |
| special students. While regular students can afford to | | | | the ADHD student to overcome unexpected problems |
| be sloppy now and then, the special student’s ability | | | | even without the presence of the teacher or the |
| to organize is critical to their academic success. To | | | | parent. To develop self-confidence inside the |
| help these students, both parents and teachers must | | | | classroom, the teacher must provide positive |
| demonstrate and encourage organization skills. In the | | | | feedback. The feedback should not be stated in |
| classroom, the teacher can provide outlines for the | | | | general terms. The feedback should be specific so |
| lessons, including the key concepts. At home, the | | | | that the student will know what it was exactly that he |
| parent can provide labeled or colored shelves that can | | | | has done right. At home, the parents can instill |
| be used by the ADHD teen. | | | | self-confidence in their teens by recognizing their |
| Tip 2: Maintain interest | | | | specific accomplishments. |