Summarize the behavioral and academic characteristics of students with ADHD.

Attention Deficit Hyperactivity Disorder (or ADHD) may be defined as a brain condition that affects an individual’s ability to pay attention or focus and is very common in school-aged children (American Speech Language Hearing Association, 2017). According to the U.S.Department of Education (2017), ADHD generates from a developmental failure in brain curcuitry that regulates inhibition and self-control; which results in self-regulation impairment in the individual. This condition severly impacts the child’s ability to take in and process academic information. The behaviors associated with ADHD include inattention, hyperactivity, and impusivity; which is generally more extreme than the average child of the same age (Miller, 2017). In most instances, the difference is quite noticable.

Behavioral characteristics of ADHD includes students having difficulty concentrating, having consistent unrelated thoughts, having difficulty maintaining attention, may appear to not listen, has problems learning new things, is unable to sit still, is restless, bounces from one activity to another, consistently does several things at once, does not think before acting, may not wait turn, and may outburst regularly (American Speech Language Hearing Association, 2017). ADHD is generally diagnosed after observation, interviewing, assessing, and evaluating the learner to verify that behavioral characteristics are consistent (American Speech Language Hearing Association, 2017). Further, subsequent assessments may be used to identify area of special needs

Describe three practical accommodations, not listed in the required reading that you might need to use in your classroom. Explain why you chose the three and how you would implement the accommodations.

Practical accommodations for students with ADHD should always include positive engagement. Motivating the learner towards desired outcomes helps to reduce or eliminate contention or power struggles. Other modifications may include planning ahead together with the learner, creating short-term and long-term classroom goals with the learner, and listening to and sharing information with learner towards classroom success (, n.d.). The instructor should pay attention to things that may trigger a behavioral or emotional outburst in ADHD learners, find ways to creatively coalesce ADHD learner’s input, and allow the ADHD student regular time-outs to re-focus or reset towards the task at hand. The previous 3 accommodations help mitigate against major classroom disruptions, clashes, or power struggles.


American Speech Language Hearing Association (2017). Attention deficit/hyperactivity disorder (adhd). Retrieved from (Links to an external site.)Links to an external site. (n.d.). Adhd and school. Retrieved from (Links to an external site.)Links to an external site.

Miller, C. (2017). What’s adhd (and what’s not) in the classroom. Retrieved from

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