Tips for Homeschooling with ADD
- Know your child – all students are different and have different strengths and weaknesses. Get to know your child’s learning style, and do your best to cater to it.
- Remove all distractions – a sparsely decorated, quiet room with a seat far from the window is ideal for keeping on focus
- Visible work schedules – knowing what’s coming helps keep minds from wondering
- Small doses of information at a time – giving an ADD student the chance to focus on one small thing at a time is important, too much at one time can be daunting
- Keep activities engaging – try creative methods that incorporate learning with other activities. An ADD student may learn better if he/she is allowed to jump rope while reciting multiplication facts rather than sit quietly, etc
- Crafts and projects – the more interactive lessons are, the more attentive the student. Anything hands-on also helps with the fidgets.
- Utilize multimedia -- videos, games, pictures, etc are more fun to look at than text. Many subjects can be learned using online resources that offer stimulating games.
- Work towards visible goals – using a star-chart or other visible acknowledgement of achievement can help ADD students work towards goals. Rewards systems tend to elicit better results than punishment (for example, earning extra break time rather than losing break time for bad behavior).
Criteria for Diagnosis
Criteria for ADD/ADHD diagnosis as listed in the DSM IV:
I. Either A or B:
A. Six or more of the following symptoms of inattention have been present for at least 6 months to a point that is disruptive and inappropriate for developmental level:
- Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.
- Often has trouble keeping attention on tasks or play activities.
- Often does not seem to listen when spoken to directly.
- Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
- Often has trouble organizing activities.
- Often avoids, dislikes, or doesn't want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).
- Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).
- Is often easily distracted.
- Often forgetful in daily activities.
B. Six or more of the following symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:
Hyperactivity:
- Often fidgets with hands or feet or squirms in seat.
- Often gets up from seat when remaining in seat is expected.
- Often runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).
- Often has trouble playing or enjoying leisure activities quietly.
- Is often "on the go" or often acts as if "driven by a motor".
- Often talks excessively.
Impulsiveness:
- Often blurts out answers before questions have been finished.
- Often has trouble waiting one's turn.
- Often interrupts or intrudes on others (e.g., butts into conversations or games).
II. Some symptoms that cause impairment were present before age 7 years.
III. Some impairment from the symptoms is present in two or more settings (e.g. at school/work and at home).
IV. There must be clear evidence of significant impairment in social, school, or work functioning.
V. The symptoms do not happen only during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).
