The student's cognitive, behavioral, social and emotional age equivalents are approximately 2/3 the student's chronological age.(8)

Other typical behaviors include:

• Constantly touching others

• Difficulty reading or following written or verbal directions

• Risk-taking behaviors

• Grabbing things from other students

• Talking to others during quiet activities

• Drumming fingers, tapping pencil

• Excessive running and climbing

• Playing with objects

• Shifting from one uncompleted activity to another

• Throwing things

• Is easily over-aroused by disorganization in classroom, loud noisy situations and large crowds

Some of the most difficult situations may occur in the hallways between classes, in the cafeteria, at P.E., and on the school bus. Students often complain about being teased, embarrassed and touched by other students in these unrestricted situations. Changes in routine increases stress and can produce overarousal, anger, and anxiety.

Not all children with ADHD will exhibit all the above symptoms and behaviors. However, it's not unusual to see a child exhibit many of these difficulties over a period of time.

From current research, behaviors appear to progressively deteriorate as the child grows older if appropriate intervention doesn't take place during the early years of school. These children need a team effort, both at home and at school, to reduce unwanted behaviors and replace them with positive behaviors. It isn't the parents' problem alone. Everyone must pull together to understand and work with this disorder.

The most important subject for these children is Social Skills, and unfortunately that's not a widely offered "course". Without social skills and the ability to get along within the larger community, the rest of a child's education is diminished. These children need help not punishment, training not isolation, encouragement not rejection. They have many unique talents to build upon if we just look for them. They tend to be creative, resourceful, intuitive, inventive, sensitive, artistic, and anxious to please. Let's work together to bring out the best in them.

Notes

(endnote 1) ATTENTION DEFICIT DISORDER: Beyond the Myths," developed by the Chesapeake Institute, Washington, D.C., as part of contract #HA92017001 from the Office of Special Education Programs, Office of Special Education and Rehabilitative Services, United States Department of Education. " The points of view expressed in this publication are those of the authors and do not necessarily reflect the position or policy of the U.S. Department of Education." (This booklet is widely distributed by CH.A.D.D.)

(endnote 2) Taylor, John F. "Hyperactive/Attention Deficit Child", Rocklin, CA: Prima Publishing 1990

(endnote 3) Taylor, John F. "Hyperactive/Attention Deficit Child

(endnote 4) Dendy, Chris A. Zeigler. "Teenagers with ADD, A Parents Guide", Bethesda, MD, Woodbine House, Inc., 1995

(endnote 5) Barkley, Russell A. "Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment ", New York: Builford Press 1990

(endnote 6) New Mexico State Department of Education, "Attention Deficit Disorder Practices Manual", 1993

(endnote 7) Dornbush, Marilyn P., and Pruitt, Sheryl K. "Teaching the Tiger: A handbook for Individuals Involved in the Education of Students with Attention Deficit Disorders, Tourette Syndrome or Obsessive-Compulsive Disorder". Duarte, CA: Hope Press 1995

(endnote 8) Barkley, Russell A. "New Ways of looking at ADHD", Lecture, Third Annual CH.A.D.D.Conference on Attention Deficit Disorder, Washington, D.C. 1990.

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