When parents have concerns about their child’s behavior or academic performance, they are often told by friends, family, teachers, and doctors that they should “wait and see” if things improve before seeking professional help. When there are persistent behavior challenges at home or at school, like difficulty following basic rules, difficulty getting along with classmates or teachers, oppositional behavior, or difficulties with focus or completing schoolwork, then a wait-and-see approach is not helpful and could even be harmful to kids who may have ADHD
Kids with ADHD are often labeled as having “behavior challenges,” which usually means that their behavior is more difficult for teachers, parents, and peers to cope with than it is for kids without ADHD. They may also have Oppositional Defiant Disorder (or ODD). In fact, up to 40% of kids with ADHD also meet diagnostic criteria for ODD.
When kids and teens with ADHD qualify for accommodations at school, either through and IEP or 504 Plan, extended time on exams is often one of the academic accommodations provided. Is this as beneficial as we think?
While it may appear that a disorganized child with ADHD is careless or sloppy, often these students care very much about their materials and wish they could have a neat desk like their classmates. The problem is that the executive functioning skills required for organization are underdeveloped, making it almost impossible for them to maintain an organized desk and work area on their own.
Transitioning smoothly from one activity or setting to another can be very challenging for students with ADHD. Somewhat surprisingly, difficulty managing transitions is actually one of the least talked about problems associated with ADHD, yet it is at these times of the day that students with ADHD are typically the most disruptive or emotional.