Getting Your Attention: What You Can Do To Support Children and Teens with ADHD
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Attention-deficit/hyperactivity disorder (ADHD) affects an estimated 7 million children in the U.S., and it can be challenging to diagnose due to complex symptom presentation and varying levels of healthcare resources. Diagnosis rates are inconsistent across different geographies, ranging from 6% to 16% across states, according to the Centers for Disease Control and Prevention (CDC).
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As Tyler Vassar, Ed.S., a school psychologist, noted on a recent episode of Pearson’s latest podcast — “Healthy Minds, Bright Futures: How to Navigate Mental Health and Build Support” — these variations happen for many reasons. Underserved areas with fewer doctors, different symptomatology between girls and boys, and varying clinical diagnostic interpretations, to name only a few.
During the episode, the discussion delved into these challenges but also best practices for clinicians to collaborate with educators and caregivers to address them. By utilizing a team approach and high-quality screening tools, clinicians play a key role in supporting students with ADHD so they can thrive in and out of the classroom.
Clinicians and educators working together for student success
Currently, schools don’t screen for attention or behavioral issues the way they universally screen for hearing or vision conditions. That makes it crucial for clinicians like school psychologists to help educators recognize behaviors associated with ADHD.
As Vassar explained on the podcast, signs of attention- or executive-function challenges may not always be obvious: “It’s not always a child getting out of their seat or talking,” he said. “In girls, in particular, it could be daydreaming or an inability to complete tasks,” he explained.
When clinicians can spend time in classrooms and collaborate with teachers on intervention strategies, it can reduce the burden on teachers and help students understand coping strategies. Behavioral classroom management is one such approach. Rather than calling attention to behaviors like a student getting out of their seat, teachers may offer praise and positive reinforcement for in-seat behavior. Switching to this approach can encourage students to model positive behaviors instead of providing them attention for behaviors that can be disruptive.
However, it’s vital not to add these directives to teachers’ already-full plates and expect them to handle every disruption on their own. It takes a team approach with help from school psychologists, occupational therapists, counselors and other clinicians in the school setting to provide support for kids to learn self-regulation. This helps children build their own skills, and it reduces teacher stress and burnout at the same time.
Assessments can drive early intervention
Clinicians in schools can also help teachers identify when behavioral screening may benefit a student. Schools are not responsible for diagnosing ADHD — that’s for medical providers to address. But, screenings can empower educators and caregivers to begin establishing the right level of support for a student who may be struggling. An assessment such as the BASC-3, for example, can provide a broad view of emotional and behavioral functioning. Using this in conjunction with other evaluations and criteria can help determine if behavior issues are due to an underlying condition like ADHD, or if they’re linked to a co-occurring condition or learning disability.
“Is a child only having behavioral issues in math class? It could be that they’re struggling with the material and start exhibiting attention issues,” Vassar said on the podcast. He also pointed out how the Conners 4 behavior rating scale is aligned with the DSM-5, and this can be valuable data for caregivers working with healthcare providers on screening and potential diagnosis of ADHD.
Should there be a diagnosis — of ADHD on its own or with comorbidities like anxiety, a learning disability or autism spectrum disorder — clinicians and educators can work collaboratively with caregivers and families to establish the supports each child needs. Interventions should take the whole child into account, and consistency between the home and school environments is extremely important to help each student succeed.
Ensuring that caregivers feel heard and involved in decision-making is vital. One simple way to do so? “Don’t use jargon when discussing interventions with caregivers,” Vassar advised. “Make sure families feel their voice is just as important as everyone else’s.”
Better outcomes for more students with ADHD
ADHD can be complex to diagnose and support, and each child has individual needs to best manage their symptoms. But the increased awareness of ADHD and the role of co-occurring conditions means clinicians, educators and caregivers have more opportunities to address those needs.
“Even a short time ago, we didn’t understand why girls were less likely to have ADHD identified compared with boys, but now we understand that symptoms may be exhibited differently,” Vassar said. With support from school psychologists and other clinicians, as well as robust diagnostic tools in schools, educators can continue to build support for students with ADHD. As Vassar noted on the podcast, “We’re in a good place now, and we’ll be in an even better place in the future.”
Learn more about supporting students with ADHD by listening to the episode of “Healthy Minds, Bright Futures,” and visiting Pearson’s resources for ADHD.