An approach called the Life Course Model could significantly improve outcomes by keeping parents informed on the effectiveness of behavioral interventions and by ensuring consistency between home and school strategies.

The model’s primary aim is to foster collaborative family-school partnerships. Through meetings with the child’s academic and/or IEP team, parents can help make decisions regarding the best behavioral interventions to address the child’s needs.

[eBook: The Teacher’s Guide to ADHD and Classroom Behavior]

Daily communication about a student’s progress may also allow the teacher to advise on implementing interventions at home. However, successful student outcomes still rely on professional development and teacher training around ADHD interventions and strategies.

Life Course Model Implementation

These practice guidelines were created to help teachers address disruptive or noncompliant behaviors among students with ADHD by providing supports that build skills for independence and self-regulation. Interventions that reduce symptoms (e.g., medication) and accommodations that don’t necessarily build skills are given lower priority in the treatment plan sequence.

Life Course Model, Part 1: Services and Sequencing

Life Course Model, Part 2: Principles for Service Delivery

Behavioral Interventions for ADHD: Next Steps

• Free Download: Classroom Accommodations for Children with ADHD
• Sign Up: Free ADHD Teacher Training Program!
• Read: Could a Behavior Intervention Plan Help Your Student with ADHD? 

Marsha Ariol, M.S., is a third-year doctoral student in the school psychology program at Lehigh University in Bethlehem, Pennsylvania.

George J. DuPaul, Ph.D., is a professor of school psychology and associate dean for research in the College of Education at Lehigh University in Bethlehem, Pennsylvania.

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Sources

¹ Hustus, C.L., Evans, S.W., Owens, J.S., Benson, K., Hetrick, A., Kipperman, K., & DuPaul, G.J. (2020). An Evaluation of 504 and Individualized Educational Programs for High School Students with Attention-Deficit/Hyperactivity Disorder. School Psychology Review,49, 333-345.doi: 10.1080/2372966X.2020.1777830

² DuPaul, G.J., Chronis-Tuscano, A., Danielson, M.L., & Visser, S.N. (2019). Predictors of Receipt of School Services in a National Sample of Youth with Attention-Deficit/Hyperactivity Disorder. Journal of Attention Disorders, 23, 1303-1319.doi: 10.1177/1087054718816169

– How to improve executive function by developing “domino” habits
– How to foster a positive learning environment that leans more heavily on praise
– How to design a neurodivergent-friendly classroom
– How to model good planning and prioritizing skills for your child
– How to capture wandering attention without embarrassing students with ADHD
– How to use a daily report card system effectively
– How to manage multiple students’ accommodations efficiently
– How to spot and avoid burnout in twice-exceptional students who are gifted and have ADHD
– How to reduce screen-time battles and use music to spark focus

Get all of these resources and more in this concise, practical, 12-page guide to building stronger executive functions in children with ADHD.

Print it, share it, use it, and start off the new school year smart!

NOTE: This resource is for personal use only.

Q: How can I, as a teacher, more effectively and efficiently implement many Individualized Education Program (IEP) and 504 Plan accommodations for multiple students with learning differences in one classroom?

Many students with learning differences benefit from classroom accommodations, but managing them all can challenge any educator. This is especially true today, as the number of students requesting accommodations has increased dramatically. In fact, it’s one of the top reasons cited by educators for burnout.

If I teach 100 students, about 30 will have an IEP or 504 Plan, with two to three accommodations for each student. Teachers are tasked with figuring out how to implement and track these, while also covering all the course content, engaging young minds, and maintaining rigor. It’s a lot to manage.

To tackle multiple accommodations at once, take the time to carefully organize your online classroom portal. By uploading your notes in advance, for example, you can knock off several accommodations, such as “provide notes to students” and “offer different instructional strategies.”

[Read: 27 Classroom Accommodations That Target Common ADHD Challenges]

Along those lines, set clear due dates in advance for students who are given extra time to complete assignments. Doing so offers a clear structure, which is comforting and motivating for students; for teachers, it streamlines an otherwise unwieldy process.

Q: I see my students with ADHD struggling to focus. How can I help them pay attention without embarrassing them in class?

When teachers tell students with ADHD to pay attention,” most of the kids don’t know what that looks like. This is where we can turn to the SLANT model, developed by Doug Lemov, author of The Coach’s Guidee to Teaching.

[Free Poster: What Every Teacher Should Know About ADHD]

The SLANT strategy details the behaviors necessary for students to pay attention:

• Sit up
• Listen or lean forward
• Ask or answer questions
• Nod your head
• Track the speaker with your eyes

The benefits of this approach are twofold. First, these behaviors enhance the ability of the student to really engage. Second, the student who adopts them looks respectful, which sets a positive tone in the classroom.

Accommodations for ADHD: Next Steps

• Read: The Educator’s Guide to Executive Functions
• Read: Positive Teaching Strategies to Uplift Students with ADHD
• Free Download: Easy Accommodations for Kids with ADHD

Brandon Slade is the founder and CEO of Untapped Learning, an executive function coaching organization. He is a former special education teacher.

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

These strategies will help your teen tap into their “grit.”

Teachers and parents can take advantage of these strategies for training focus, combatting procrastination, and prioritizing effectively to achieve the success that drives future motivation.

When we create learning environments and activities that help students feel safe and confident, we reduce their chances of experiencing failure and increase their chance at success.

Does delayed executive function maturity make it hard for your child to achieve his goals? Here, tips for practice, patience, and perseverance for children and teenagers with ADHD.

Traditional carrots and sticks don’t motivate students with ADHD – that much is clear. But these strategies do.

Why do adults and children with ADHD or ADD have strong motivation and executive function for some tasks and never find the cognitive spark to do others? Learn more.

Learn about seven important executive function skills, their relationship to motivation, and how to improve each skill. Learn more.

Foster Friendships & Regulate Emotions

Required reading for any parent whose child has felt excluded — or whose child has excluded others.

Students with ADHD thrive in a positive classroom environment, and peer interactions and relationships play a big role in shaping that learning experience.

While your child has strengths, it is the weak executive functions — the management system of the brain — that affect their social skills.

ADHD can cause specific immature behaviors, causing kids to be an outcast amongst peers. Learn how praise and getting involved in activities can help.

How to help your child make friends (and keep them) this year. Learn more.

Teach your child how to deal with a bully and become an upstander for other neurodivergent kids with these strategies.

Children and teens with ADHD may lose friends because of deficits in social executive function skills – the underlying processes that are involved in social skills ranging from perspective-taking to reciprocity and cognitive flexibility. Learn how to help them.

Initiate & Complete Homework

Research suggests that the soundtrack to your child’s homework should comprise these 21 songs, proven to change the electromagnetic frequency of brain waves for optimal focus.

Learn ways to treat dysgraphia – a disability that impacts writing abilities – and to improve handwriting for a lifetime.

With these homework routines, teachers and parents can replace after-school tantrums with higher grades..

Hurdles with writing trace back to executive functioning — our brains’ ability to absorb, organize, and act on information. Learn more.

12 ADHD-friendly strategies for creating calm, avoiding burnout, and staying organized during homework time.

Spare your family drama and fights by following this homework system designed for children with ADHD and learning disabilities.

Kids with ADHD often struggle with homework, but each one struggles in a unique way. Here are specific solutions that really work for kids with ADHD.

Secure Accommodations & Self-Advocate

These academic and organizational tips are designed to help high school students with ADHD finish homework, execute long-term projects, manage their time, earn high grades, and avoid feeling overwhelmed.

“Daily report cards are among the most powerful evidence-based tools that educators have to encourage better behavior in students. A strong report card system has a few key elements that make or break its effectiveness.”

Know your rights if the school refuses to evaluate your student for learning differences.

8 straightforward steps — from requesting a school evaluation to monitoring accommodations — to help parents develop the best IEP or 504 Plan possible for kids with ADHD.

Learn how to help a student with ADHD understand and communicate their learning needs to teachers and parents.

Here are some of our favorite solutions for addressing common ADHD challenges at school.

Here are some of our favorite solutions for addressing common ADHD challenges at school.

Remember Not to Forget

A working memory deficit could explain his difficulty working out math problems in his head or with reading retention. Take this self-test.

Improve working memory in children with ADHD by using these 10 exercises that lighten the mental load by externalizing reminders.

Learn faster. Retain more. Perform better on tests. Yes, really. With these research-based techniques for studying with ADHD .

Educators must do more to support students with learning differences for whom working memory is an area of need. The following are a few strategies and pointers for educators.

Research shows that students with ADHD don’t need to study harder or longer to conquer exams — they just need to study differently. Here’s how.

Weak working memory impairs a child’s ability to follow multi-step directions, tap into old information, or quickly recall lessons. These 15 exercises and strategies can help.

Verbal and non-verbal working memory are two essential batteries powering what Dr. Russell Barkley calls your brain’s GPS system — the one that keeps you on track, on time, and in control. Learn how to keep them charged.

Build Self-Confidence at School

Responding to bad behavior with neurotypical parenting techniques is counterproductive because it ignores the root problem. Here is a better way.

When teens with ADHD feel less than adequate, parents should use these strategies to help them bolster their self confidence, make healthy choices, and develop a positive perspective on the future. Here’s how.

Daily challenges and corrections at school can demoralize a child and trample her confidence. How to end the cycle.

These ADHD teaching strategies will help all students — but especially those with ADD — learn to the best of their ability in any classroom. Get started.

No child with ADHD can succeed at school if he believes he is less smart or less capable than his peers. Here is a better way.

Many children with ADHD, battered by daily criticisms and admonitions, have low self-esteem as early as second grade. Make a powerful difference with these reframing strategies.

Chronic stress at school can make kids (particularly those with ADHD or LD) dread going — and change their brains for the worse. Learn more.

Organize & Manage Time

The most critical tool for building these executive functions? The right planner. Here it is.

Want to make sure that your child gets his homework done every night — and learns about planning and how to prioritize? Teach them to use a homework planner.

11 tips for cementing your family’s routine.

Here, learn how to use calendars and clocks to teach your child the value of strong priorities and to help him be on time more often.

Paper planners outperform digital ones for ADHD brains. Here is what makes a great planner.

Chaotic desk? Forgotten homework? Missed deadlines? Your child needs these ADHD organizing tips.

Reliable schedules for mornings, after school, and bedtime make a tremendous difference in setting expectations, building good habits, and improving ADD-related behavior. Learn more.

Resist Distractions and Focus

dopamine menu lists an assortment of pleasurable, healthy activities — from appetizers like yoga poses to main courses like a HIIT class to sides like white noise — from which ADHD brains can choose when they need stimulation. Learn more.

Research shows that physical activity — even a little foot-tapping or gum chewing — increases levels of the neurotransmitters in the brain that control focus and attention. Learn more.

“Procrastivity” is a self-defeating ADHD time-management habit can be helped by cognitive behavioral therapy approaches that teach patients how to prioritize tasks. Learn more here.

You can’t train away executive dysfunction. But you can more consistently get things done by creating systems in your life that support these brain processes. Get started here.

Soothing, effective fidgets for students with ADHD who focus best when they are chewing, squeezing, picking, or — yes — spinning. See our picks here.

Children with ADHD experience a lower level of brain arousal, which means they are easily distracted by internal and external stimuli. Use these school and home strategies to improve focus and comprehension.

For inconsistent focus, use these teacher-approved accommodations to put some real muscle behind his 504 Plan and put the attention back on learning. Get started.

Control Impulses and Behavior

Back-to-school supplies for students with ADHD — from erasable pens and highlighter tape to wiggle seat cushions, and more — that improve focus, organization, and classroom engagement. See the list.

Educators share their top tips for developing stronger executive function skills and independence in students with ADHD and learning differences here.

The Good Behavior Game is one of many classroom behavior interventions — backed by research — that inspires better behavior from students with and without ADHD. Here is how to play.

Is your child experiencing behavior problems at school? Use this step-by-step guide.

Time-outs and lectures won’t magically cure the impulsive tendencies of kids with ADHD. But these real-world tips for teachers and parents just might.

Lack of impulse control may be the most difficult ADHD symptom to change. Medication can help, but kids also need effective behavior management strategies in place — clear expectations, positive incentives, and predictable consequences — if they are to learn to regulate their behavior. Get started here.

Teach students to regulate their emotions with these ADHD strategies.

Forge Stronger Executive Functions

Executive function deficits may look like absentmindedness or forgetfulness. Learn more.

Learn about your child’s seven executive functions — and how to boost them.

“Executive dysfunction is ubiquitous in children with ADHD, which helps to explain why so many students with attention deficit are reprimanded for forgotten homework, disorganized projects, running out of time on tests, and more.” Learn more.

Martial arts help build self-control, discipline, and persistence. Learn how.

Symptoms of inattentive ADHD are often mistaken for apathy or laziness. Learn the truth.

ADHD intentions don’t always translate into action. Learn how to align them here.

90% of kids with ADHD have an executive function deficit. Learn how to strengthen executive functions here.

Moving on to college is a big transition, especially for students with ADHD who receive IEP accommodations that end with a high school graduation. There are no IEPs in higher education. However, accommodations for academics and, in some cases, housing, are available for neurodivergent college students — but the process for attaining these is unlike the process in high school.

First, students must disclose their disability with the college and advocate for the accommodations they need. For example, some colleges provide free tutoring, allow for extra test-taking time, or provide a one-on-one executive function coach. Some colleges allow students with executive function challenges to live in a dorm building with a cafeteria to ease time-management challenges like planning enough time to eat between classes.

This webinar will serve as a critical resource for parents and students seeking to understand the process of getting needed disability services.

In this webinar, you will learn:

• About the disability laws and services that apply to neurodivergent college students
• About the kinds of services, academic and beyond, that most colleges offer for neurodivergent students
• About the responsibilities of college students in disclosing a disability to seek services
• About the role and responsibilities of the Student Accessibility Services office
• About the process for applying for disability services, including what documentation might be needed

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the  symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO; YouTube 

College Accommodations: More Resources

• Download: What Are Your Teen’s Weakest Executive Functions?
• Read: 5 Steps to College Accommodations
• Q&A: “504 Plan vs. IEP — What’s the Gateway to College Accommodations?”
• Read: 10 Myths About School Laws for ADHD Services
• Read: 13 Survival Tips from College Graduates with ADHD

Obtain a Certificate of Attendance

If you attended the live webinar on July 17, 2024, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Jillian Lillibridge Heilman, Ph.D., CRC, is a disability expert with more than 20 years of experience in disability education and advocacy. She is the Director of Student Accessibility Services at Connecticut College and provides training to other colleges and private organizations that seek to better serve individuals with disabilities.

Dr. Heilman also serves as an adjunct instructor at both Connecticut College and the University of South Florida in the areas of disability sciences and rehabilitation counseling. Her expertise led to the development of an online master’s program at the University of South Florida that trains professionals to work with people with physical, mental, and emotional disabilities. Read more about Dr. Heilman here.

Listener Testimonials

“Having done this with one of my children, I still learned new information and considered things we’d never even thought of (e.g., access to food via housing). Thank you for sharing your experience!”

“Thanks so much! We will be sending our daughter to college this fall, and this information will help her and us so much!”

“I teach high school special education. Today’s webinar was fantastic. It was so informative for teachers trying to support students in building independence skills at school to help them be ready to navigate college. I would love more of this type of content!”

Webinar Sponsor

The sponsor of this ADDitude webinar is….

Landmark College exclusively serves students who learn differently, including students with learning disabilities (such as dyslexia), ADHD, autism, or executive function challenges. The College offers associate and bachelor’s degrees as well as short-term programs on its Putney, Vermont campus, online dual enrollment courses for high school students, and a fully online A.A. in General Studies. Learn more at www.landmark.edu.

ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

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Episode Description

School refusal and avoidance have grown more prevalent and problematic since the quarantine of 2020. The reasons behind school refusal and avoidance are different for every student, but the goal is typically the same: to stay at home and miss tests, class work, and homework. From elementary school through high school, absenteeism is growing — and pushing students further and further behind.

Underlying anxiety often propels and compels this behavior, which can present differently in different students — from stomachaches and headaches in some to signs of depression in others. For some students, this anxiety may stem from academic struggles. Students with ADHD may feel overwhelmed if they’re unable to keep up with teacher instruction, class work, and homework. They may also be worn down by years of criticism and correction at school. For others, social difficulties, such as bullying or peer rejection, may cause anxiety and the desire to avoid school.

It’s important for caregivers and educators to understand the underlying causes for each student’s school avoidance and absenteeism so that their individual needs can be addressed, and they can return to school feeling hopeful in a positive environment.

In this webinar, you will learn:

• About the underlying factors that contribute to school avoidance and absenteeism
• How these factors may affect students with ADHD, in particular
• How symptoms of school avoidance can look different across elementary school-age children and teens
• How to identify and meet the needs of struggling students
• About the evidence-based strategies that parents and educators can utilize to support students with school refusal behaviors
• Therapy options to help students transition back to the academic environment

Watch the Video Replay

Enter your email address in the box above labeled “Video Replay + Slide Access” to watch the video replay (closed captions available) and download the slide presentation.

Download or Stream the Podcast Audio

Click the play button below to listen to this episode directly in your browser, click the  symbol to download to listen later, or open in your podcasts app: Apple Podcasts; Audacy; Spotify; Amazon Music; iHeartRADIO; YouTube 

School Avoidance & ADHD: More Resources

– Download: The School Avoidance Alliance’s Free Guide to Working with Your School
– Enroll: The School Avoidance Alliance’s Master Class for Parents (use discount code: Additude)
– Share: The School Avoidance Alliance’s Course for Educators (use discount code: Additude)
– Read: Why School Stress Is Toxic for Our Children
– Sign Up: Free Back-to-School Master Class from ADDitude
– Read: 6 Good Reasons to Change Your Child’s School
– Download: Social Anxiety Facts and Falsehoods

Obtain a Certificate of Attendance

If you attended the live webinar on July 9, 2024, watched the video replay, or listened to the podcast, you may purchase a certificate of attendance option (cost: $10). Note: ADDitude does not offer CEU credits. Click here to purchase the certificate of attendance option »

Meet the Expert Speaker

Alana Cooperman, LCSW, is a senior social worker for the Anxiety Disorders Center at the Child Mind Institute. She has extensive experience delivering evidence-based treatment to children and families with a range of anxiety disorders including generalized anxiety disorder, social anxiety, selective mutism, and phobias. She also works with individuals with ADHD, autism spectrum disorder, and those struggling with emotion dysregulation. Mrs. Cooperman has provided individual and group therapy to children and adolescents in school settings for over 15 years.

Mrs. Cooperman has received training in cognitive behavior therapy (CBT), functional behavior assessments (FBA), parent-child interaction therapy for selective mutism (PCIT-SM), and exposure and response prevention (ERP).

Mrs. Cooperman’s experience includes working on a multidisciplinary team, alongside school administrators, teachers, families, and other clinicians, to create student goals and individualized behavior plans. She has led numerous workshops for both teachers and families, teaching strategies to support children struggling with emotion regulation, anger, and anxiety. Mrs. Cooperman also has experience conducting comprehensive family intakes and child and adolescent risk assessments.

Listener Testimonials

“Great presentation – she was very knowledgeable.”

“This was a terrific webinar with a good amount of information presented in an understandable format without being overwhelming. Thank you!”

“I like how reasonable, manageable, and relatable the presenter was. It was motivating to access the cycle of interventions that she suggested. This will be very useful for my client in the upcoming months!”

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1. Use Tracking Tools

Create a system to track college application deadlines. If you’re a paper person, try a big wall calendar, whiteboard, or use a weekly/monthly planner. If you prefer digital apps, use an e-calendar that’s accessible from different devices, like Microsoft Outlook or Google. Also consider using sticky notes, phone alerts, spreadsheets — whatever system works for you.

Check each school’s website for application deadlines. In your task tracker, build in cushions by scheduling each task’s deadline one week before it’s truly due. More than 1,000 colleges use the Common App program, wherein you apply to many schools with one application. Other schools use proprietary applications and requirements. Check the “Admissions” link on each college website to confirm its methods and dates. Ask someone you trust to double-check the deadlines in your tracker to ensure accuracy.

[Free Download: Securing ADHD Accommodations in College]

2. Give Thought to Essays

Determine how many essays you need to write and the topics allowed for each. Enter due dates in your tracker for each essay’s outline, first draft, second draft, review by a trusted adult, revisions, and final draft. Use graphic organizers, mind maps, or templates to organize your thoughts. Body doubling with a friend can increase motivation and accountability while you work.

3. Schedule Admission Exams

Many colleges are now “test optional,” but standardized admission exams are still required at other institutions. Don’t discount these exams since colleges may use SAT or ACT scores to award merit or other scholarships. Schedule and take any required exams as soon as possible in case you want to retest later. If you need testing accommodations, request them.

4. Request Recommendations

Decide which teachers, counselors, or other mentors you’ll ask to write letters of recommendation and provide them with early due dates when you make the requests. Offer suggestions to make it easier for them to write about you (e.g., list your clubs, activities, sports, internships, jobs, and volunteer work) Check-in if needed before the due date. Send thank-you notes when the recommendation letters have been completed.

5. Gather Transcripts

Ask your guidance counselor how to request transcripts and complete the college admissions process.

[Self-Test: Could My Teen Have an Executive Function Deficit?]

6. Search for Scholarships

Research scholarships that are available from your school as well as from local and national organizations. Track requirements and deadlines and apply for applicable ones.

7. Consider Financial Aid

Check federal and state FAFSA deadlines (studentaid.gov) and track them. Gather financial records and complete the forms.

The application process can seem overwhelming but breaking big tasks into smaller steps can help. Review tasks weekly, track your progress, ask for help when needed, and celebrate each task you complete!

College Applications: Next Steps

• Read: The College Survival Guide for Students with ADHD
• Watch: “The College Application Guide for Neurodivergent Students”
• Read: Questions To Ask Yourself Before You Choose A College
• Download: What Are Your Teen’s Weakest Executive Functions?

Elizabeth C. McCarron, M.Ed., ACC, is a certified ADHD life coach.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

IEPs and 504 Plans essentially “expire” when students graduate from high school, but that doesn’t mean they can’t receive accommodations in college. According to the Americans with Disabilities Act (ADA), they can.

However, the responsibility for setting up and maintaining ADHD accommodations falls on the college student, not the school. Colleges are not required to provide any accommodation or modification that would result in a fundamental alteration of their programs. This applies to specific course requirements, graduation requirements, and admissions.

Don’t get discouraged. Plenty of accommodations don’t alter course or degree requirements for students with ADHD or learning differences. To begin the process, students should register with the Disability Services (DS) office when they submit their enrollment deposit.

If accommodations are granted, they will become available, but the student is not obligated to use them. If they don’t register and later decide that they need accommodations, they risk not getting accommodations in time for exams. Registering doesn’t cost anything, and it may save your child undue headaches in the long run.

This download explains how to get undergrad services for neurodivergent students. In this download you will learn the following:

• The best time to apply for college accommodations
• Where to register for college accommodations
• What documents are needed to apply for college accommodations
• What questions to ask after submitting a request for accommodations
• What to do if accommodations need to change
• And more!

Sadly, this is an increasingly common situation, often referred to as “informal removal” or “off-the-books suspension,” which some schools use to “manage” students they deem to be disruptive. However, what ends up being disrupted is the student’s rights — their ability to learn and make academic progress, as well as to benefit from the social interactions of the school day.

What can you do when your student faces this situation? How can schools balance the rights and needs of students they deem to be disruptive with the safety and needs of other students, staff, and the school community?

Students’ Rights to a Free, Appropriate Education

Let’s start with some basic principles. First, no student can be excluded from school, or from part of the school day, without at least minimal “due process” notice of the school’s intent to exclude them and a chance to present their side of what happened. This right applies to all students, regardless of whether they have a 504 Plan or an Individualized Education Program (IEP).

Students with IEPs, under the Individuals with Disabilities Education Act (IDEA), are entitled to a free, appropriate public education. If a student with an IEP is acting out, having behavioral issues, or otherwise not functioning appropriately in school, the IEP team is required to look at the student’s IEP and examine how that student’s behavior may be related to their disability. This can be done through a functional behavior assessment (FBA), which should result in a Behavioral Intervention Plan. The presumption is that if there are consistent behavioral issues, the student’s IEP is not appropriate or adequate to address their disabilities.

[eBook: The Teacher’s Guide to ADHD School Behavior]

In addition, if a student with an IEP faces a suspension of 10 days or more, an FBA is required as part of a manifestation determination — a determination as to whether the student’s conduct is connected to their disability. If this is the case, the school needs to strengthen the services it provides to that student. This can mean adding supports to their day, placement in a smaller or more appropriate class, or otherwise helping the student moderate their behavior while adhering to the requirement of the IDEA that their education take place in the least restrictive environment.

Like those with IEPs, students with 504 Plans have been determined to have a disability and are entitled to the same kind of school day as their non-disabled classmates. If their day is shortened because they are sent home early or put on “home instruction” because of their behavior, they are not receiving the same educational opportunities as their non-disabled peers. They, too, are entitled to an appropriate education in the least restrictive environment.

Keep in mind that schools are required to keep records of suspensions; informal or “off-the-books” suspensions often fail to comply with this record-keeping requirement.

Parents’ Role as Advocates

As a parent advocate, you need to be a detective, getting as much information as possible from your child and others (a cooperative teacher, a classmate, or a sibling) about what happened at school. Did your child push Sammy? Or did they push Sammy back? Has there been bullying going on that the school knew or should have known about? Or did this incident arise out of the blue? Have there been other issues you have not heard about?

Next, you need to be an advocate. When you get a call from the school, advise them that you will not agree to any kind of removal without an opportunity to hear the basis of the school’s action and to respond to these claims. You want to hear what happened and have a chance to present your child’s position. It can be as informal as a meeting with the principal, but you and your child have the right to this basic due process.

[Quiz: How Well Do You Know Special-Ed Law?]

If your child did something that merits action by the school, you should consider having them evaluated without delay. Do behavioral issues need to be addressed? Is a 504 Plan or an IEP needed, or are modifications to an existing plan warranted to provide the student with the behavioral support they need? Is the school proposing to suspend your student for 10 days or more or exclude them from a regular program to the extent that your child’s school placement would change? Either situation would trigger their right to a manifestation determination (reviewing whether their behavior was related to their disability).

Your child has a right to get the supports and services that they require. The school’s failure to provide these does not give administrators the right to exclude your student from the regular school day.

It’s important to note that very different rules apply when students bring guns or other deadly weapons to school. Every state is required by federal law to suspend such students for at least a year, providing them with alternative education. This is where a student’s right to be educated with appropriate supports comes up against the safety of the school community, and the law is clear that safety is paramount.

The National Disability Rights Network prepared a report on informal school removal in 2022 that looks at the policies, practices, and remedies for these situations. It can be found online at additu.de/isr-report and makes for informative reading.

ADHD Students’ Rights: Next Steps

• Free Checklist: Fight for Your Child’s Rights at School
• Read: When Behavior Interferes with Learning
• Q: “Can the School Expel My Child for ADHD Behaviors?”

Susan Yellin, Esq., is the Director of Advocacy and Transition Services at The Yellin Center for Mind, Brain, and Education, an innovative learning support and diagnostic practice in New York City.

SUPPORT ADDITUDE
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Given the prevalence of ADHD, every educator should assume they’ll be teaching at least one student with ADHD (diagnosed or not) — likely many more. But, for myriad reasons, few of us receive adequate information and training about recognizing common ADHD characteristics or bringing out the best in students with ADHD.

This webinar will highlight some ADHD facts that educators need to know, and address some of the myths about ADHD in the classroom. Topics include how ADHD might present in girls, the different types of ADHD (and what they might look like in a classroom), executive function and ADHD, working with families of ADHD students, and easy accommodations that will work for ADHD — and other students — in your classroom. We will also address how undiagnosed and/or untreated ADHD, as well as our own perceptions and tolerance levels for ADHD behaviors, might impact a child’s social, emotional, and academic growth.

In this webinar, educators will learn:

• Commons facts and fallacies about ADHD
• Surprising ways ADHD might present in the classroom for different populations
• Why working with families of students with ADHD is important and how to do it well
• Evidence-based classroom accommodations for students with ADHD (and others) that can be easily implemented

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More on ADHD at School

• Download: “The ADHD Iceberg” Poster for School
• Read: 7 Surprising Ways ADHD Shows Up in the Classroom
• Read: How to Get Students Engaged in Learning

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Meet the Expert Speaker

Evelyn Polk Green, M.S.Ed., is a past president of both ADDA (the Attention Deficit Disorder Association) and CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder). She is an adult with ADHD and the mother of two adult sons, Perry and Robert, both of whom also have ADHD. Active in ADHD and mental health advocacy for almost 30 years, Evelyn has served as a leader representing the family and educator voice in the ADHD and mental health communities in many capacities, including as a member of the Network on Children’s Mental Health Services funded by the MacArthur Foundation. Learn more about Evelyn here.

Webinar Sponsor

The sponsor of this ADDitude webinar is…

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ADDitude thanks our sponsors for supporting our webinars. Sponsorship has no influence on speaker selection or webinar content.

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We asked a panel of veteran teachers to share teaching strategies and classroom accommodations that had made a real difference in the lives of real students with ADHD and learning differences. Here are some of their favorites:

ADHD Accommodations That Work

• Offer movement breaks.
• Allow quiet fidgeting while working.
• Provide noise-canceling headphones.
• Reduce homework load.
• Provide extra time on tests.
• Maintain a daily report card.
• Use preferential seating.
• Administer tests orally.
• Provide an extra set of books for use at home.
• Tap student on shoulder or use another cue to refocus.

[Download: Free Expert Resource for Teachers of Students with ADHD]

Teaching Strategies for More Engaging Instruction

• Focus on strengths. (An artistic student can draw pictures to summarize book chapters.)
• Start every class with a few minutes of mindfulness.
• Use a step-by-step format with visually matching cues.
• Break tasks into small, quickly achievable goals.
• Divide the class into small groups and use a buddy system.
• Create opportunities for students to self-correct their work to feel more motivated and in control.
• Help a student start a task, then move away and check in frequently.
• Give real-world examples to illustrate why the lesson matters.
• Use a daily check-in and check-out procedure for middle and high school students.
• Use their interests as a launching pad for learning skills.

Teaching Strategies to Boost Executive Function

• Use timers and visual aids to plan and get organized.
• Encourage self-directed goal-setting.
• Lead the class in developing collaborative solutions to a problem to increase awareness and flexibility.
• Identify students’ strengths and incorporate their successes into leadership opportunities.
• Reduce pressure and anxiety. Emphasize a growth mindset.
• Praise students for finding and correcting their own mistakes.
• Administer the executive skills test in the book Smart but Scattered and share ways to compensate for their deficits.
• Cultivate a child’s self-confidence.

[Download: The ADHD Learning Series for Educators]

Teaching Strategies to Improve Behavior & Emotional Regulation

• Give immediate rewards and consequences for behavior.
• After an emotional trigger, encourage self-reflection when students are calm.
• Help students brainstorm different ways to respond to a difficult situation next time.
• Incorporate physical challenges into brain-break times.
• Stay calm with your body language and words.
• Give a five-minute break to chat and snack.
• Lead the class in a quick burst of exercise to refocus their attention before starting the next task.
• Use checklists and constant communication to share a student’s victories with their family.
• Practice mindfulness strategies, from meditation to deep breathing, to build a bit of calm.
• Offer rewards (unstructured time, being a teacher’s helper) for working a specific amount of time.

Teaching Strategies for ADHD: Next Steps

• Read: Positive Teaching Strategies to Uplift Students with ADHD
• Read: 7 Surprising Ways ADHD Shows Up in the Classroom
• Read: 27 Classroom Accommodations That Target Common ADHD Challenges

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Young adults with ADHD face unique barriers to higher education that can drastically impact mental health and academic performance. Hence the need for formal accommodations, which are helpful when secured, but vastly underutilized. Most college students choose not to disclose their disability¹ — a requirement for accommodation requests. In a recent ADDitude poll, 32% of current and former students said they were simply unaware of support provided by their college’s Office of Disability Services.

What can be done, then, to empower students with ADHD and/or encourage them to seek support? We asked ADDitude readers with college experience: What types of accommodations, services, workarounds, and/or hacks would you recommend to neurodivergent college students? Did you receive formal disability services, or did you develop your own?

Fun fact: Most students find out about accommodations from their peers² — so consider sharing the tips* below with a classmate. You never know who you might help!

College Accommodations

“My college provides access to an app called Glean for students with accommodations. It records audio and/or video of lectures while allowing you to take notes within the app.” — Kayla, Maryland

[Free Guide to Securing ADHD Accommodations in College]

“I was able to use the Student Development Center to take tests; they offered a noise-free area, which helped me concentrate.” — Starla, Michigan

“Try using color, visuals, taking notes, using Post-Its, or the Cornell Note Method.” — An ADDitude reader

“Flexible/extendable due dates were helpful, as was color-coding my calendar. I used a Panda Planner (#CommissionsEarned) which helped me break down tasks to monthly, weekly, and daily necessities.” — Hannah, Pennsylvania

“Study groups are essential for ADHD. Nothing keeps you on track like a good study buddy.” — Tamara, Wisconsin

[Read: 7 Secrets to Studying Better with ADHD]

“Using Notability to record a lecture has been helpful. It syncs with my handwritten notes using an iPad. I also recently rediscovered bionic reading, and this may be pivotal for me if I can figure out how to easily apply it to textbooks and articles. Reading is my downfall; I’m very slow and comprehension varies.” — Lea, Canada

“One of my professors recommended switching out of in-class learning for some of my courses. I went from failing those classes to getting top marks. I struggled to pay attention and complete work in a formal classroom setting. Being able to do class work on my own time and at my own pace at home, without distraction, made a huge difference.” — An ADDitude reader

“Back when I was in school, everything involved note taking — no tech support or hacks. The biggest help for me was writing everything down and often going back later to rewrite my notes, because it was often a jumble of thoughts that came out on paper. Rewriting allowed me to rethink and reorganize the information in my head. I am also very visual, and I often sketched the information or ideas out as I listened so that I had a visual cue.” — Laura, Oregon

“I am in school, and this is evolving. I find accommodations do less than flexible environments. Traditional, lecture-based classes are challenging for me. However, collaborative or self-directed processes where I can follow my creative and critical thinking are where profound learning occurs.” — Denielle, New Mexico

“Along with regularly zoning out because of my ADHD, I also end up dissociating a lot. I got a notetaker and extra time on tests, which was great, but the game changer was simply having two blank pieces of paper to cover the rest of the page on exams and assignments. My girlfriend, who also has ADHD, found color coding useful. She has categories (general notes, dates, formulas, important people, etc.) and has assigned a color to each category. In class it means she must be focused to know when to switch colors… and in studying the color variety, makes it easier to stay engaged without getting overwhelmed. This strategy also helps her skim notes when looking for a fact — she already knows what category it’ll be in.” — Jessica, New York

“I was not diagnosed when I was in college, but in reflecting back, I was very intentional about allowing my interest levels to drive my course selections and my approach to assignments.” — Alma

“Listening to music, taking my work outdoors, putting on a familiar show or film at a low volume while I wrote papers, always having food near me, and living at home during my undergrad experience helped. The latter meant I could focus on school and not all the adult skills I would have also needed to master in the dorms or in off-campus housing. I knew I wasn’t ready for that and college at the same time.” — Margot, California

[Download: Find Your Passion with This ADHD “Brain Blueprint”]

“Repetition! Repetition! Repetition! Writing material three to four times, or using it three to four times, is what helped me during college when I wanted to learn a new vocabulary word.” — Erin, Texas

“I made sure that every single day after classes, I sat down and worked through as much as possible. Immediately. I was never on top of [my assignments], but this saved me from [my assignments] being all on top of me.” — Debbie, South Africa

“Having a dedicated study routine really helped me. I was undiagnosed all through college, and I started out with really bad grades. I was able to pull them up by building a routine where I scheduled breaks between classes to study.” — Tiffany, Maryland

*Some reader responses have been edited for clarity.

College Students with ADHD: Next Steps

• Download: How to Focus (When Your Brain Says ‘No!’)
• Read: The College Survival Guide for Students with ADHD
• Read: Why Your Teen Must Learn to Advocate for Himself

#CommissionsEarned As an Amazon Associate, ADDitude earns a commission from qualifying purchases made by ADDitude readers on the affiliate links we share. However, all products linked in the ADDitude Store have been independently selected by our editors and/or recommended by our readers. Prices are accurate and items in stock as of time of publication.

Sources

¹ National Center for Education Statistics. (2022, April 26). A majority of college students with disabilities do not inform school, new NCES data show. https://nces.ed.gov/whatsnew/press_releases/4_26_2022.asp

² Parker Harris, S., Gould, R., & Mullin, C. (2019). ADA research brief: Higher education and the ADA (pp. 1-6). ADA National Network Knowledge Translation Center. https://adata.org/research_brief/higher-education-and-ada

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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

Click each image below to read detailed advice and strategies for the school year ahead.

It is, therefore, not surprising that the long-term academic outcomes for students with ADHD are strikingly poor. Compared to students without ADHD, those with ADHD have lower grades, more discipline referrals, and more special education placements. These issues can follow students into adulthood, leading to poorer adult occupational outcomes and lower lifetime earnings, likely due to underachievement.

Students with ADHD Sit in Every Classroom

Given that 9 percent of school-age children have an ADHD diagnosis, according to the Centers for Disease Control and Prevention,¹ it is surprising that scant formal attention has been dedicated to supporting teachers, and by extension, students with ADHD. In a 1999 survey, only 15 percent of teachers stated they had received “a lot” of training related to ADHD. When this survey was repeated 20 years later, the number of teachers reporting this level of training had doubled to 29 percent. In other words, more than two-thirds of educators are in classrooms without substantive training on ADHD, and without knowing how to support the condition in school settings.

Educators in special education settings may also need additional training to help students with ADHD in classroom settings. In a recent study of students with ADHD receiving special education supports, only those who worked with a behavioral consultant to establish a daily behavior report card that addressed goals and objectives improved in behavior and academic productivity at the end of the year.² Students who received special education as usual did not improve on these outcomes, suggesting more direct and ongoing behavioral supports are needed for many students with ADHD supported by special education.

Current school policy may exacerbate these problems. For example, there is no special education category for ADHD, even though this is the reason many students receive an Individualized Education Program (IEP).  Students with ADHD may also be eligible for a 504 Plan, but these are characterized by considerable heterogeneity and inconsistencies in application. Indeed, many formal school interventions and supports are unlocked only when a family secures an outside diagnosis or for a co-occurring concern (e.g., specific learning disability). The lack of explicit school policies to govern ADHD-focused support and intervention may explain why more than 10 percent of complaints to the U.S. Department of Education, Office of Civil Rights, “involved allegations of discrimination against a student with ADHD,” according to Wrightslaw.com, a legal resource website.

[Read: Teaching Strategies for Students with ADHD That Help Every Child Shine]

Routines and Reminders: Setting Up For Success

All too often, the reactions by educators to a student’s misbehavior or challenging academic situation result in suspensions, expulsions, exclusions, class failures, and grade retention. Instead, parents and educators should focus on addressing the antecedents of school success, such as getting the child to school on time and prepared for the day so that there is not a difficult transition into the morning activities. This also means frequent reminders of rules and expectations prior to starting a new activity in class. Clearly established routines and procedures will also help a child with ADHD be successful in academic settings. Once these procedures are in place, consequences can focus on positive results and outcomes rather than negative ones.

ADHD Accommodations That Work: Improving IEPs

IEPs and 504 Plans can be useful mechanisms for promoting effective supports, accommodations, and interventions in school settings. Yet, they can also be insufficient or ineffective. Most children with ADHD who have a 504 Plan or an IEP will spend the majority of their day in a general education setting, the very setting that may have resulted in the initial referral for additional supports. If these mechanisms do not provide additional and adequate support for the general education teacher, they are unlikely to improve important functional outcomes.

Parents and educators should make sure that the content of these plans address improvements in academic learning and progress, social relationships with peers and adults, and the child’s self-esteem, rather than addressing the symptoms of ADHD (e.g., fidgeting, distractibility).  Indeed, there is now clear evidence that symptom-focused accommodations—providing extra time to complete tasks or provision of fidget-toys—do not result in meaningful improvements. Parents should make sure meetings with school professionals continue to focus on how to include effective interventions in these plans (a daily behavior report card is one such example).

[Download: What Every Teacher Should Know About ADHD: A Poster for School]

There is surprisingly little empirical research to help parents and teachers know the best accommodations and interventions to include in 504 Plans or IEPs. Often the contents of these plans include out-of-class therapies or accommodations of unclear effectiveness (e.g., preferential seating). Parents and educators should ensure that the contents of these plans include:

• Specific positive behavior support procedures that will help the child meet behavioral expectations and goals. This includes a daily behavior report card or contract, school-based rewards contingent on meeting behavioral expectations, and privileges that can be accessed if goals are met.
• Academic accommodations that are functionally linked to the child’s areas of impairment. For instance, if a child is having difficulty completing work in the time given due to difficulty sustaining attention, it is unlikely extra time to complete assignments will help. Rather, breaking tasks into smaller chunks might be indicated.
• Parents and educators should choose their battles. If it is important for a child to complete homework each evening, an accommodation of an extra set of books/materials at home, or an emailed nightly homework assignment overview from the teacher, may be preferable to the child coming home unprepared and thus avoiding the homework tasks.
• Social goals are under-represented in IEPs. Parents and educators should ensure that social-emotional behaviors are adequately addressed in the plans.

Building Better Behavioral Support

I believe all students with ADHD should have a daily behavior report card and older children in middle or high school should have a behavioral contract. (MyGoalPal is a free app that creates a daily report card that parents and teachers can use). These approaches clearly outline specific goals and expectations, provide a mechanism for frequent (i.e., daily) parent-teacher communication and, importantly, positive consequences at home are contingent on meeting the daily goals. For most children with ADHD, a daily report card or contract will provide a critical foundation of positive behavioral support.

Teacher Training and ADHD Accommodations: Next Steps

• Read: 27 Classroom Accommodations That Target Common ADHD Challenges
• Download: The ADHD Learning Series for Educators
• Watch: ADHD Understanding and Services in School Settings – An Evolution in Education
• Read: The Educator’s Guide to Executive Functions – How to Understand Students in Need

Gregory A. Fabiano, Ph.D., is a professor of psychology at Florida International University. He has written two books, Interventions for Disruptive Behavior Disorders and Daily Behavior Report Cards.

SUPPORT ADDITUDE
Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.
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Sources

¹Bitsko RH, Claussen AH, Lichstein J, et al. Mental health surveillance among children—United States, 2013–2019. MMWR Suppl. 2022;71(2):1-48.
²Gregory A. Fabiano, Rebecca K Vujnovic, William E. Pelham, Daniel A. Waschbusch, Greta M. Massetti, Meaghan E. Pariseau, Justin Naylor, Jihnhee Yu, Melissa Robins, Tarah Carnefix, Andrew R. Greiner & Martin Volker (2010) Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card, School Psychology Review,39:2, 219-239, https://doi.org/10.1080/02796015.2010.12087775″>10.1080/02796015.2010.12087775