Understanding ADHD
Sneha Krishnan
Consultant Psychologist
Adolescent Counsellor/L.D Remediator
Sakhi-Mindwellness
Introduction
• ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental
disorder that affects a person’s ability to regulate attention, control impulses, and
manage activity levels in a way that is appropriate for their age.
• In simple terms, ADHD means the brain’s systems for focus, self-control, and
planning work differently, making it harder for a child to sit still, concentrate, and
think before acting.
• Symptoms fall into three main areas:
• 1. Inattention - difficulty sustaining focus, organizing tasks, following
instructions.
• 2. Hyperactivity - excessive movement, difficulty staying seated,
restlessness.
• 3. Impulsivity - acting quickly without thinking, interrupting, trouble
waiting.
Inattention
• Easily distracted by noises, movement, or other stimuli
• Difficulty staying on one activity - may abandon puzzles, coloring, or building
after a few seconds
• Does not seem to listen when spoken to directly
• Struggles to follow simple instructions (even if they understand the words)
• Frequently loses or misplaces items (toys, crayons, shoes)
• Trouble organizing play -may jump from activity to activity without finishing
Hyperactivity
• Constant movement - running, climbing, or jumping even in
inappropriate settings (classroom, story time)
• Fidgets or squirms when seated
• Has difficulty playing quietly
• Often “on the go” or acts as if “driven by a motor”
• Talks excessively, even during quiet activities
Impulsivity
• Blurts out answers or interrupts without waiting for questions to finish
• Difficulty taking turns in games or group activities
• Grabs toys or materials from others
• Acts without thinking - may dart into the street or climb unsafe structures
• Overreacts emotionally (e.g., quick frustration, tantrums)
Core Classroom Principles
• The 3 C’s:
• Clear rules (visual + verbal cues).
• Consistent routines (predictability lowers anxiety).
• Compassionate redirection (correct without shaming).Use of positive
framing instead of constant “don’t” statements.
Physical Environment Adjustments
• Seating near teacher but away from high-
traffic areas.
• Visual schedules on wall at child’s eye level.
• "Movement corners" for quick, structured
energy breaks.
Instructional Strategies
• Break tasks into 2–3 minute chunks with clear end points.
• Give multi-sensory instructions: say it, show it, act it.
• Use peer buddies for model behavior.
• Short Instruction Chunks
• Break tasks into 1–3 minute steps.
• Instead of “Draw a house,” say:
• Step 1: Draw a big square.
• Step 2: Add a triangle roof.
• Why: Keeps attention focused and gives frequent chances for success
Behavior & Engagement Tools
• Token boards for instant reinforcement
(stickers, stars).
• "First–Then" cards (e.g., First finish puzzle,
then play in block area).Transition songs to
help shift activities.
• First–Then Cards
• Show “First [task], Then [reward]” using pictures.
• “First clean up blocks, then you can play with puzzles.” Hold card
while giving instruction.
• Why: Links effort to reward clearly, motivating follow-through.
• Token Boards or Sticker Charts
• Give immediate visual rewards for desired
behaviors.
• Each time the child completes a task or follows a
rule, add a sticker. After 5 stickers, give a small
privilege.
• Why: Provides instant feedback and builds
motivation.
Star card
• Each child has a personal card (laminated, with their name & fun theme —
animals, cars, flowers).
• Stars/Stickers given instantly for specific behaviors (e.g., “You sat for 2
minutes during story time!”).
• Small goal = earn 3–5 stars to get a mini reward (high-five from the teacher,
choosing a song, extra playtime, special helper role).
• Reset daily or weekly depending on the child’s attention span and memory.
• Rocket to the Moon :
• Child moves a rocket sticker up the “moon ladder”
each time they follow a rule.
• Reach the moon = reward
• Gives a visual journey, exciting progress.
• Flower Bloom Chart
• Each correct behavior earns a petal.
• Full flower = prize.
• Shows completion in a clear, colorful way.
• Animal Parade
• Add one animal sticker to the parade each time they
complete a task.
• Full parade = celebration.
• Works well for kids who love themes/stories.
• Treasure Map :
• Each star is a step on the map.
• Reaching the “treasure” gives a reward (e.g., class leader
for a day).
• Story element keeps them engaged
• Role Assignments
• Give ADHD students purposeful classroom jobs.
• “Today you’re our line leader” or “You’ll hand
out crayons.” Rotate so they feel valued.
• Why: Channels energy into responsibility,
boosting self-esteem.
• Quiet Fidget Tools
• Provide small, non-distracting objects for hands.
• Soft stress balls, textured fabric squares, or
Velcro strips stuck under desk.
• Why: Keeps hands busy, helping focus during
listening tasks.
• Positive Phrasing
• Tell the child what to do instead of what not to do.
• Say “Feet on the floor” instead of “Don’t climb the chair.”
• Why: Clear, actionable instructions are easier for ADHD brains to
follow.
• Micro Praise
• Catch and acknowledge good behavior
instantly.
• A quick thumbs-up, smile, or “Great sitting!”
within 2–3 seconds of the action.
• Why: ADHD children respond better to
immediate feedback than delayed praise.
Points to remember
• Recognize: ADHD is a different way of processing, not laziness or “bad
behavior.”
• Respond: Use school-based interventions that are simple, visual, and
structured.
• Include: Adapt techniques so the whole class benefits — fairness over
sameness.
“Fair doesn’t mean everyone gets the same thing. Fair means everyone
gets what they need to succeed.”
SAKHI MINDWELLNESS
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