TeachADHD Table 1-1: Manifestation of ADHD Symptoms in the Classroom
Reference:
Tannock, R., Hum, M., Masellis, M., et al. (2000). Teacher Telephone Interview Basic Training Manual © 2000. Toronto: Unpublished Manuscript, The Hospital for Sick Children, Department of Psychiatry, Toronto, Canada
Inattentive Symptom Presentations in the Classroom
- Distracted very easily
- Constantly looking around, head on a swivel, watching what others are doing
- Pulled away from task at hand by other events or noises going on in-class, in the hallway, outside the window
- Difficulty concentrating on tasks for a reasonable length of time
- Starts on an assignment but then loses focus
May look day-dreamy or lost in thought and needs prompt to get back to work - Stares into space, at others, or at materials, but unfocused and does not get self back on task
- Difficulty paying close attention to detail (often makes careless mistakes)
- Rarely includes required details, such as name and date
- Rarely checks, edits, or proofreads own work before handing it in
- Problems following instructions and completing activities
- May leave things half done, rush through work and not have followed instructions, or need constant supervision to continue and complete work
- Difficulty keeping track of their personal belongings and materials
- Constantly looking for materials (such as pencils, books, or personal belongings)
- Doesn’t get started on work because he or she can’t find needed materials: “Where’s my…”
- Struggles to remember routines and organize tasks, activities and things required for school (for example, writing assignments in homework book)
- Forgets to jot assignments down in agenda book and forgets to hand in homework
- Has materials but they are disorganized
- Has difficulty completing independent projects with multiple steps
- Difficulty getting started on activities, particularly those that are challenging
- Engages in active avoidance (for example, does something else, wanders around)
- May need active supervision or prompting to get started
- Difficulty organizing work and leisure activities
- Coat-hooks, cubby-holes, locker, desk, and backpack in constant disarray; materials spilling out everywhere
- Papers misfiled or simply pushed into bag or other container
- Toys, sports equipment, and other leisure materials mixed with clothes and school work
- Does not seem to be listening when spoken to directly
- Has difficulty keeping focused on the conversation
- May be able to repeat none or only some of the instructions just given in direct face-to-face conversation
Hyperactive-Impulsive Symptom Presentation in the Classroom
- Often fidgets, squirms, and turns around in the seat constantly during a lesson
- May frequently drum fingers or tap a pencil on desk, repeatedly shift body positions on chair, and swing legs back and forth
- Seems like they are constantly on the go in the classroom
- Rocks chair, constantly stands up or leans over desk, sits on one leg then the other, twirls on the seat or carpet
- Continually touches, grabs, or plays with objects in close reach
- Makes a lot of noise even during play or leisure activities
- Loud singing or talking during play or quiet time activities
- Loud conversations
- Fails to modulate volume of voice in class or use an “indoor voice”
Bangs things on the desk
- Talks incessantly when not supposed to talk (but doesn’t say enough when called upon to respond to a question)
- Very chatty and talks to others when supposed to be getting ready or working
- May also ramble on about something that is not focus of discussion
- Blurts out answers before hearing the whole question
- Starts talking or responding before the teacher finishes his or her question or comment
- May shout out comment or question before instructions are finished
- Interrupts other’s conversations or activities
- Talks over or cuts off the person who is talking
Interrupts peers’ games or activities - Grabs toys or objects from others without permission
- Becomes easily frustrated waiting in line or when asked to take turns
- Does not wait to be called upon during question/answer or discussion activities but rather calls out their answer or comment
- Wants to be first in line
- Gets upset, restless, or disruptive when waiting in line
- Leaves seat in classroom or other situation in which student is expected to stay in seat
- Frequently stands instead of sitting at desk
- Wanders around the classroom
- Gets up during seat work to talk or go sharpen pencil
- Moves from place to place on carpet during circle time (for younger students)
- Runs about in the classroom or is climbing excessively when it is not appropriate
- Slides or runs down hallways
- Runs from one activity to another when supposed to walk
- Climbs over desks