ADHD and The de Paul School
What is ADHD?
ADHD stands for Attention-Deficit/Hyperactivity Disorder. It’s one of the most common neurodevelopmental disorders in children. ADHD can impact a person’s development in several key areas:
- Control of attention — getting started on tasks, focusing on what’s most important in the moment, maintaining focus on a task or topic, keeping materials organized, being aware of one’s surroundings or the passage of time when engaged in an activity
- Control of impulses — filtering words and actions before they occur, managing emotions in constructive ways, participating in conversations without taking them over
- Control of activity level — adjusting one’s energy level to fit the situation, remaining seated or still when needed
These types of self-regulation are aspects of the brain’s “executive function” (or ability to direct itself) that develops throughout childhood and early adulthood. Executive functioning is crucial to successfully navigating social situations, learning environments, task completion, and emotionally challenging situations. Individuals with ADHD tend to lag several years behind their peers in the development of executive function. Adults with ADHD often continue to have challenges in some of these areas, and develop personal strategies to manage them.
ADHD vs. typical characteristics of children
The self-control skills listed above are challenging for all children at times. Distractibility and “being wiggly” are normal traits of childhood while one’s executive functioning develops. ADHD is diagnosed when these traits are so severe they interfere with one’s daily life and when this level of severity has persisted for more than six months. For a diagnosis, a qualified healthcare provider or mental health expert will explore:
- The number of symptoms
- Whether the symptoms cause significant disruption or impairment
- Whether the symptoms impair performance in multiple settings
- How long these symptoms have occurred
- When the symptoms began
- Whether these symptoms can be attributed to other medical or mental health conditions
An accurate diagnosis, whether ADHD, other condition, or typical childhood, is crucial for providing the right types of support.
Different appearances of ADHD
An individual with ADHD will not struggle with all executive function skills equally. For example, maintaining one’s attention may be the primary issue rather than energy regulation. There are currently three common ADHD diagnoses:
- Predominantly inattentive type
- Predominantly hyperactive/impulsive type
- Combined presentation
Although ADHD is equally prevalent among boys and girls, boys are more commonly identified. This is perhaps because hyperactivity is more prevalent in boys than girls, leading to their difficulties being noticed more.
Confusing traits of ADHD
Some traits of ADHD can seem contradictory or confusing to parents and teachers, leading to a delay in intervention. Examples include:
Inattention vs. hyperfocus — A child with ADHD may be extremely inattentive during homework time but so focused during video games that they aren’t aware of their surroundings for hours. These are two sides of the same coin; inattention and hyperfocus are both the results of poor control of one’s attention.
Attention to “important” vs. “unimportant” details — Children with ADHD may miss the main point of an event or conversation but notice small details no one else does. This can be misunderstood by adults, who conclude the child isn’t cooperating or trying.
Physical activity vs. mental “paralysis” — At times, a child with ADHD may need to constantly engage physically through wiggling, fidgeting, and talking. At other times, they may become mentally overwhelmed in starting a task and simply sit and stare.
Variability from day to day — Children with ADHD commonly have surprising success directing their attention and energy on some days. Unfortunately, this leads teachers and parents to hold this against the child, convinced the child’s troubles are an issue of choice or willpower.
What causes ADHD?
Scientists do not yet fully understand what causes ADHD. It clearly involves differences in neurochemical activity and brain development. Researchers believe that genetics play a significant role, as ADHD tends to run in families. ADHD is not a result of parenting style or environment, but parenting and environment can make ADHD harder or easier to manage.
Managing ADHD
There are effective treatment options that can help manage symptoms and improve functioning.
Educational Support: Some schools, like The de Paul School, are designed to meet the specific needs of children with ADHD. Children with ADHD and other learning differences need a school that teaches the way their brains are wired to learn. We use specialized, research-based teaching methods to help students build their executive function skills and learn effectively. Our instruction is organized around Five Pillars of Instruction that keep students engaged, physically involved in their learning, and grounded in skill practice.
Therapy: Behavioral therapy can help children with ADHD learn strategies for managing their symptoms, such as organizational skills, time management, and emotional regulation. The de Paul School partners with Mind Body Child for Occupational and Speech Therapy as well as Groupworks Psychiatric Services. Families can contract with these organizations so that students can receive treatment during the school day. Other therapists may be given permission to provide services on campus as well. We wish to create partnerships to best meet the needs of our students.
Medication: Since ADHD involves differences in neurochemical activity in the brain, medication can be an important part of an effective intervention approach for ADHD. Research shows a combination of medication and environmental intervention often has the most successful results. It’s important for parents to work closely with a physician or psychiatrist to determine whether medication is right for their child, and if so, which medication and dosage fit the child’s needs.
Strengths related to ADHD
By definition, ADHD creates daily interference with one’s life. However, there is the potential for ADHD traits to help an individual achieve amazing heights! People with ADHD tend to think outside the box, take risks, and notice things other people miss. It’s not surprising that while 5-7% of our population has ADHD, as many as 35% of business founders and entrepreneurs have ADHD. We should help children (and the adults who work with them) to view ADHD traits as positives, as well as challenges to manage.
The de Paul School sees these powerful aspects of an ADHD mind:
Negative View of ADHD Trait | Our View of ADHD Trait |
Distractible | Curious, creative |
Impulsive | Eager, takes initiative |
Hyperactive, fidgety | Energetic |
Can’t stay on point | Sees connections others miss |
Forgetful | Totally involved in what they’re doing |
Disorganized | Spontaneous |
Stubborn | Persistent, won’t give up |
Inconsistent | Bursts of brilliance |
Moody, reactive | In touch with emotions, introspective |
Daydreams | Creative, innovative |
I think my child might have ADHD. What should I do?
If you have concerns, the first step is to talk to your child’s doctor. They can refer you to a specialist, such as a psychologist or psychiatrist, for further evaluation. If your child is diagnosed with ADHD, the specialist will work with you to develop a treatment plan. At any point in this process, you may also contact The de Paul School to learn more about our programs and how we can support your child.
