<\/p>\n
Diagnosis<\/u><\/strong><\/h4>\nThe diagnosis is based on:<\/p>\n
\n- An interview with the parents<\/u><\/li>\n<\/ul>\n
Symptoms assessed: difficulty concentrating, impulsivity, psychomotor agitation, poor self-esteem, emotional lability, anger, irritability, family history of hyperactivity.<\/p>\n
\n- An interview with the child<\/u><\/li>\n<\/ul>\n
Assessment of the impact of the disorder (distress, a child in a pattern of failure, feeling like a victim?), and observation in real situations, which helps professionals learn to listen and to watch, is a major aid to diagnosis.<\/p>\n
\n- Information from third parties<\/u><\/li>\n<\/ul>\n
Various examination reports, health record book<\/p>\n
\n- Various assessments<\/u><\/li>\n<\/ul>\n
Psychological assessment<\/strong> (WISC, etc.): to highlight the child’s abilities as well as their areas of difficulty<\/p>\nSpeech and language assessment<\/strong>: to explore the different aspects of communication and language (expressive and receptive), phonology, vocabulary, oro-facial praxis, morphosyntax, as well as auditory-verbal memory<\/p>\nOrthoptic assessment<\/strong>: to evaluate visuo-spatial coordination, and eye pursuit and saccade movements<\/p>\nNeuropsychological assessment<\/strong>: to explore specific cognitive functions (executive functions, working memory, attention, inhibition, etc.)<\/p>\n <\/p>\n
Symptoms<\/u><\/h4>\n
\u2192<\/u> Inattention![\"\"](\"https:\/\/ora-visio.com\/wordpress\/wp-content\/uploads\/2019\/09\/tdah-inattention-300x168.jpg\")
<\/u><\/p>\n\n- Fails to pay attention to details, makes careless mistakes in schoolwork<\/li>\n
- Difficulty sustaining attention during work or play<\/li>\n
- Seems not to be listening when spoken to<\/li>\n
- Does not follow through on instructions or fails to finish schoolwork (not due to oppositional behaviour)<\/li>\n
- Difficulty organising tasks and activities<\/li>\n
- Often loses things necessary for tasks or activities<\/li>\n
- Is easily distracted by outside stimuli<\/li>\n
- Frequently forgetful in daily activities<\/li>\n<\/ul>\n
\u2192<\/u> Impulsivity![\"\"](\"https:\/\/ora-visio.com\/wordpress\/wp-content\/uploads\/2019\/09\/tdah-impulsivite-300x221.jpg\")
<\/u><\/p>\n\n- Difficulty waiting their turn<\/li>\n
- Often interrupts others<\/li>\n
- Blurts out an answer before a question has been completed<\/li>\n<\/ul>\n
\u2192<\/u> Hyperactivity<\/u><\/p>\n\n- Often acts as if “driven by a motor”<\/li>\n
- Often leaves their seat in class or in other situations where the child is expected to remain seated<\/li>\n
- Often fidgets with hands or feet, or squirms in their seat<\/li>\n<\/ul>\n
<\/p>\n
The child with ADHD and school<\/u><\/strong><\/h4>\nSuccessfully integrating a child with ADHD is entirely achievable through a differentiated teaching approach that involves the parents in the regular monitoring of schoolwork and behaviour management. This requires close collaboration between the teacher, the child and the parents.<\/p>\n
It’s important to involve the school in recognising and taking into account the specific needs of a child with ADHD. This means it’s necessary to convince, inform and support the teacher in implementing a differentiated teaching approach suited to the child.<\/p>\n
The relationship needs to be based on mutual trust and constructive communication.<\/p>\n
Within this parent-child-teacher triangle, the child with ADHD will find the support and reference points needed to build their identity as a fully-fledged pupil, despite their difficulties and sometimes their struggles. They will find the resources needed to engage with and take an active role in their own learning.<\/p>\n
Involving the school’s leadership to recognise and sustain the specific needs of a child with ADHD is essential. Indeed, the head teacher is institutionally responsible for taking pupils with specific needs into account. To do this, they have the authority to organise educational support teams (which they chair) and to invite any professionals who could help the child with ADHD in their schooling.<\/p>\n
<\/p>\n
Practical teaching approaches for everyday life<\/u><\/h4>\n
G<\/strong>uide-P<\/strong>ositivize-S<\/strong>tructure (the GPS method)<\/p>\nDuring outbursts of anger, if they occur: move the child to a calm environment, and hold them gently but firmly in your arms.<\/p>\n
If possible, learn to prevent outbursts, and learn to defuse the mechanism that triggers them. Gradually take a step back to look at the events that lead up to an outburst, and identify the likely trigger, so as to work around or prevent it. Help the child become aware of what puts them in that state.<\/p>\n
Stay positive and focus on positive behaviours. Give compliments and positive feedback, add humour to how you speak with them, and teach them self-deprecating humour (being able to laugh at their own excesses).<\/p>\n
Structure their day and put routines in place. Break time and tasks down into manageable chunks (one request at a time).<\/p>\n
Teach them to think before acting, give clear instructions, and set boundaries. Be consistent and clear.<\/p>\n
Present a united front as a couple.<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
Attention deficit disorder, with or without hyperactivity, is a multifactorial […]<\/p>\n","protected":false},"author":7,"featured_media":344604,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[341],"tags":[],"class_list":["post-344603","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-psychology"],"_links":{"self":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/344603","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/comments?post=344603"}],"version-history":[{"count":0,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/344603\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media\/344604"}],"wp:attachment":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media?parent=344603"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/categories?post=344603"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/tags?post=344603"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Symptoms assessed: difficulty concentrating, impulsivity, psychomotor agitation, poor self-esteem, emotional lability, anger, irritability, family history of hyperactivity.<\/p>\n
- \n
- An interview with the child<\/u><\/li>\n<\/ul>\n
Assessment of the impact of the disorder (distress, a child in a pattern of failure, feeling like a victim?), and observation in real situations, which helps professionals learn to listen and to watch, is a major aid to diagnosis.<\/p>\n
- \n
- Information from third parties<\/u><\/li>\n<\/ul>\n
Various examination reports, health record book<\/p>\n
- \n
- Various assessments<\/u><\/li>\n<\/ul>\n
Psychological assessment<\/strong> (WISC, etc.): to highlight the child’s abilities as well as their areas of difficulty<\/p>\n
Speech and language assessment<\/strong>: to explore the different aspects of communication and language (expressive and receptive), phonology, vocabulary, oro-facial praxis, morphosyntax, as well as auditory-verbal memory<\/p>\n
Orthoptic assessment<\/strong>: to evaluate visuo-spatial coordination, and eye pursuit and saccade movements<\/p>\n
Neuropsychological assessment<\/strong>: to explore specific cognitive functions (executive functions, working memory, attention, inhibition, etc.)<\/p>\n
<\/p>\n
Symptoms<\/u><\/h4>\n
\u2192<\/u> Inattention
<\/u><\/p>\n- \n
- Fails to pay attention to details, makes careless mistakes in schoolwork<\/li>\n
- Difficulty sustaining attention during work or play<\/li>\n
- Seems not to be listening when spoken to<\/li>\n
- Does not follow through on instructions or fails to finish schoolwork (not due to oppositional behaviour)<\/li>\n
- Difficulty organising tasks and activities<\/li>\n
- Often loses things necessary for tasks or activities<\/li>\n
- Is easily distracted by outside stimuli<\/li>\n
- Frequently forgetful in daily activities<\/li>\n<\/ul>\n
\u2192<\/u> Impulsivity
<\/u><\/p>\n- \n
- Difficulty waiting their turn<\/li>\n
- Often interrupts others<\/li>\n
- Blurts out an answer before a question has been completed<\/li>\n<\/ul>\n
\u2192<\/u> Hyperactivity<\/u><\/p>\n
- \n
- Often acts as if “driven by a motor”<\/li>\n
- Often leaves their seat in class or in other situations where the child is expected to remain seated<\/li>\n
- Often fidgets with hands or feet, or squirms in their seat<\/li>\n<\/ul>\n
<\/p>\n
The child with ADHD and school<\/u><\/strong><\/h4>\n
Successfully integrating a child with ADHD is entirely achievable through a differentiated teaching approach that involves the parents in the regular monitoring of schoolwork and behaviour management. This requires close collaboration between the teacher, the child and the parents.<\/p>\n
It’s important to involve the school in recognising and taking into account the specific needs of a child with ADHD. This means it’s necessary to convince, inform and support the teacher in implementing a differentiated teaching approach suited to the child.<\/p>\n
The relationship needs to be based on mutual trust and constructive communication.<\/p>\n
Within this parent-child-teacher triangle, the child with ADHD will find the support and reference points needed to build their identity as a fully-fledged pupil, despite their difficulties and sometimes their struggles. They will find the resources needed to engage with and take an active role in their own learning.<\/p>\n
Involving the school’s leadership to recognise and sustain the specific needs of a child with ADHD is essential. Indeed, the head teacher is institutionally responsible for taking pupils with specific needs into account. To do this, they have the authority to organise educational support teams (which they chair) and to invite any professionals who could help the child with ADHD in their schooling.<\/p>\n
<\/p>\n
Practical teaching approaches for everyday life<\/u><\/h4>\n
G<\/strong>uide-P<\/strong>ositivize-S<\/strong>tructure (the GPS method)<\/p>\n
During outbursts of anger, if they occur: move the child to a calm environment, and hold them gently but firmly in your arms.<\/p>\n
If possible, learn to prevent outbursts, and learn to defuse the mechanism that triggers them. Gradually take a step back to look at the events that lead up to an outburst, and identify the likely trigger, so as to work around or prevent it. Help the child become aware of what puts them in that state.<\/p>\n
Stay positive and focus on positive behaviours. Give compliments and positive feedback, add humour to how you speak with them, and teach them self-deprecating humour (being able to laugh at their own excesses).<\/p>\n
Structure their day and put routines in place. Break time and tasks down into manageable chunks (one request at a time).<\/p>\n
Teach them to think before acting, give clear instructions, and set boundaries. Be consistent and clear.<\/p>\n
Present a united front as a couple.<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
Attention deficit disorder, with or without hyperactivity, is a multifactorial […]<\/p>\n","protected":false},"author":7,"featured_media":344604,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[341],"tags":[],"class_list":["post-344603","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-psychology"],"_links":{"self":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/344603","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/comments?post=344603"}],"version-history":[{"count":0,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/344603\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media\/344604"}],"wp:attachment":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media?parent=344603"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/categories?post=344603"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/tags?post=344603"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- Various assessments<\/u><\/li>\n<\/ul>\n
- Information from third parties<\/u><\/li>\n<\/ul>\n