ADHD

They fidget, squirm, blurt out answers, bug their neighbors and they often appear as if they are not listening. Their minds are anywhere but on the lesson, or at least that’s what it seems (think Calvin & Hobbs). Many children who are diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have difficulty transitioning from one activity to another, challenges with impulsiveness, maintaining their attention span, and hyperactivity. Additionally, many of these children lack critical social skills to interact with their classmates successfully. What can we help children with ADHD in Sunday school and church related activities?

On average, 3-8% of the children in your class will have a diagnosis of ADHD. We need a basic understand of what the symptoms are in order to better address their needs in the church setting. There are three categories for symptoms: Inattention, Hyperactivity, and Impulsivity. For some children, the only symptoms may be found in the inattention category or hyperactivity-impulsive but for others it maybe be a combination of both types. Children that are diagnosed with the inattentive type tend to be less disruptive than those with the hyperactive-impulsive or combination type.

1. Inattentive Type:
   Easily bored in class
   Appears as if he or she is not hearing what is being spoken to him or her directly
   Often misplaces things for class or tasks
   Difficulty with multiple sets of directions given at one time
   Dislikes to engage in task or projects that needs sustained metal effort
   Easily distracted
2. Hyperactivity:
   In constant motion, fidgety with hands or feet, as if driven by an internal motor
   Talking constantly
   Difficulty staying seated and/or climbing inappropriately
3. Impulsivity:
   Blurts outs the answers without waiting for their turn
   Does things without thinking about the consequences before hand, lacking forethought
   Difficulty waiting for their turn, interrupting conversations or games
   May get aggressive or act out in frustration and/or anger
   May exhibit symptoms of anxiety or low self-worth

What can we do to balance needs of the entire classroom while still meeting the needs of the child with ADHD? Let's take a look at eight suggestions that I have found to be very successful in working with children with ADHD.

Here are some suggestions for how to balance needs of the entire classroom while still meeting the needs of the child with ADHD.

1. Be flexible! Be Creative! Engage all their senses! Skits and game lessons can enhance their learning. Understanding their learning style will also assist you in bringing the Bible to life for them. For some children, movement is critical for learning.
2. Develop a genuine and caring bond with the child. Sending hand written notes about what a great kid they are or for their birthday speaks volume into their lives. I have witnessed the changes in children who were disruptive and/or squirmy in class. However, after they have received a note that is mailed to them they feel valued and it shows in classroom behavior. Your words are powerful. Kids that “fall in love” with their teachers are far more cooperative.
3. Positive reinforcement. Try starting the compliment with “I noticed….”. The compliment MUST be true and not necessarily based on their behavior or activites at church. For example “I noticed Tom, that you have been participating in our class discussion. I really appreciate your viewpoint” or “Sally, I noticed that you went over and helped the younger children without being asked! Thank you!” To really make an impact on the child, let them hear you brag to their parents what they are doing right! Their parents will appreciate it (most of the time they only hear about the negative things their child is doing or not doing). A pat on the back, a kind smile, a high five, etc… are meaningful in any child’s life.
4. Have clear and consistent rules. Make sure the discipline is fair and fits the misbehavior. Be sure that you separate a child’s misbehavior from a deficit in social skills. Don’t assume that a child understands the unwritten social cues. You may have to help them through this process so they can learn what they did wrong and what their options are to ensure that they do not repeat the error
5. Come up with simple signs between you and the child that are decided on them before hand. My favorite signal is to make eye contact with the child and tap my nose to let them know I need their attention. This does not single them out or drawing undue attention to them. Another one of my other signals is to let the child they need to quiet down. I do this by bringing my hands from an open position, slowly bringing finger tips towards my thumbs simultaneously. Very subtle and easy to do without disrupting the class and leaving the child in question with thier dignity.
6. Give them a piece of clay, a squishy toy or sensory ball for them to fidget with during lesson time. Some kids can concentrate better if their hands are in motion. I have found the squishy toys for $1 at Target, Walmart or a party supply store. If they like to draw in order to process the lesson, ask them to sketch a picture of the lesson that they are hearing.
7. In my classroom all the kids sit on the floor with their legs crossed or laying on their belly. For some children this makes it easier to squirm when they feel the need and is less disruptive to the rest of the class. My goal is for them to learn, so if laying on their bellies with their Bibles open and participating helps them, then I have achieved my goal (additionally this feels less like school).
8. Above all have patience, warmth and a sense of humor!

ADHD doesn’t “go away” but we can help these youngsters to learn, to problem solve, help them develop a healthy sense of self, and with the love of Jesus they can be all that God has called them to be. You might not see how you impact a child’s life;but since you are the hands and feet of Jesus for these children, you make a big difference in their lives.