Earlier this morning, I received the following email:
“My 9 year old daughter was just diagnosed with ADD, and I am wondering if you can assist me with what our first steps should be to help her. Her therapist directed us to CHADD, and I was pleased to learn that there is a local CHADD chapter. We plan to meet with our daughter’s teacher, but I’m hoping you might have some tips on what we should address/questions we should ask, etc. My daughter does go to a private school, so that will play a role in accommodations.
Whatever you can do to help guide us would be greatly appreciated.”
This is such a common question. So I always state the following : “Thank you for asking!”
ADD is often misunderstood since the symptoms associated with this “diagnosis” often are highly inconvenient within the context of a controlled – compliance based school model. Within the wide range of disabilities and the school culture, “ADD/ADHD” tends to look like “Cinderella” compared to other areas of concern. Seriously, have you ever seen “ADD/ADHD Week or Month”? Never.
However, there are a number of strategies which truly make a BIG difference. It’s like the old fable, Goldie-Locks; many of the strategies and accommodations require a try-it first process till you get it right.
However, the process requires a few questions to address:
Within the context of ADD, what are the specific areas of concern or indications one observers with your daughter: Do any of these areas resonate for your daughter?
1. Working Memory
2. Initiation on low interest activities
3. Hyper focus on high interest activities
4. Distractibility / Impulsivity
5. Organization and Planning
6. Social Engagement
This narrows is down a bit for ADD means many things to different people.
Secondly, and most importantly, what already works? How does your daughter successfully experience school?
1. So it’s critical to build upon what already works rather than simply trying to “change her”
2. Use success as the bridge to behavioral changes and adaptions
Notably, if needed, what accommodations would serve your daughter best at school?
1. What can the school and staff do in support of her success?
2. Examples may look like:
– Working Memory: Visual Schedules, Charts, and Highlights in support of audio instructions
– Initiation on low interest activities: “First This Then That (reward)” strategies, creating connections with high interests and curriculum
– Hyper focus on high interest activities: “First this, Then That” strategy, see above, and allow daughter to create a menu of options toward skill presentation
– Distractibility / Impulsivity: Seating arrangement change, Use of name in audio presentation, and Proximity to teacher (light touch) often helps.
– Organization and Planning: See Working Memory, establish goals [daily – weekly – monthly) with “check and connect” follow-up sessions.
Also, “front loading” all transitions through preparation and pre-planning to minimize confusion or anxiety associated with change.
– Social Engagement: Understanding areas of concern first, then co-create solutions to the issues; see Lives in the Balance Worksheet:
https://livesinthebalance.org/wp-content/uploads/2021/06/PlanBCheat2020.pdf
For more support or conversation, give a call to:
Larry Davis
206 914 0975