ADHD and Learning at Home

ADHD at Home

Why is working at home so difficult for students with ADHD?

Students with ADHD benefit from the routine and structure of school. Specifically, these routines help to ‘outsource’ some of the executive functions and free up cognitive resource that can now be allocated to Selective and Sustained Attention.

How can I help?

Adults at home can help by replicating as much of the school routine as possible including;

Getting up at the same time as would be the case for school - avoid getting up at the ‘last minute’ before Period 1 begins. Allowing plenty of time to eat, shower and organise workspace. Ensuring they eat a good breakfast –the brain needs glycogen to fuel attention. Ensuring they are ready to enter the ‘virtual classroom’ for Period 1. Regularly checking in, either in person or text if you’re not at home. Ensuring sleep pattern remains regular. Continuing to follow whatever treatment plan has been provided by your clinician.

What about the work environment?

The bedroom is probably not the best place to work, it will usually be full of potential distractions. If working in the bedroom is unavoidable then students should be sitting at a desk rather than working on laptop on the bed. Work environment should be quiet, uncluttered and all equipment should be within easy reach - a timer is useful additional piece of equipment. See the Pomodoro Technique.

He seems to need more breaks at home.

Working at home in most cases will be more cognitively effortful, particularly as students and teachers adapt to this process and lessons become a more consistent balance of video and online platforms.

Regular beaks are an important opportunity to ‘recharge’ cognitively. The danger for students with ADHD is that returning to work after a break is also cognitively effortful and requires some structured support.

Program short breaks into the day in advance –ideally after periods of sustained attention. Do NOT use breaks to engage in a favoured activity such as gaming, this makes it much harder to return to work.

Eat and drink during the break to restore glycogen levels Time all breaks and physically rehearse the process of getting back to desk and starting work, this helps to build muscle memory and automaticity.

Accountability –I feel like I’m nagging her all day during this difficult time

Students with ADHD benefit from being held accountable for their work. Teachers should not lower their expectations because students are working at home, but the immediacy of this follow up will obviously be impacted in the online context. Adults at home can help by;

Clarifying exactly what work is due each day/week. Helping to break longer tasks down into smaller, timebound sub-tasks. Using the same high level of specific performance-based praise that occurs at school. Agreeing in advance on expected work behaviours and attitudes. Agreeing in advance on rewards and sanctions. Rewarding work completion and independent organisation as appropriate. Implementing consequences for non-completion of work.

He has an IAP at School – what could this look like at home?

In most cases the individual adjustments within each student’s plan will be variations on those described above. However, I can also offer support by;

Discussing ways your child’s IEP/IAP can be implemented at home. Discussing additional adjustments to communication, environment and curriculum that may be relevant at home. Discussing specific scenarios that may be causing concern.

Tim Connell

www.timconnellaustralia.com

tconnellspeced@gmail.com

info@timconnellaustralia.com

(+61) 0403473328