Students Diagnosed with Attention Deficit Hyperactivity Disorder: Collaborative Strategies for School Counselors

Abstract

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy

“…Children can be asked to paraphrase information and directions to ensure understanding (Shillingford‐Butler & Theodore, ). Additionally, it is important that the therapist allow the child time to think about a question and answer to allow for memory recall before assisting them.…”

The Experiences of School Counselors Who Collaborate With Clinical Mental Health Counselors

“…Mental health disorders associated with problems including planning, attention, and persistence make meeting curriculum demands such as organization, task completion, and recalling previously learned material challenging (Shillingford-Butler & Theodore, 2013). Poor sustained attention, somatic discomfort, and poor school attendance are just some of the effects of disorders including anxiety and Attention Deficit Hyperactivity Disorder (Shillingford-Butler & Theodore, 2013).…”

“…Mental health disorders associated with problems including planning, attention, and persistence make meeting curriculum demands such as organization, task completion, and recalling previously learned material challenging (Shillingford-Butler & Theodore, 2013). Poor sustained attention, somatic discomfort, and poor school attendance are just some of the effects of disorders including anxiety and Attention Deficit Hyperactivity Disorder (Shillingford-Butler & Theodore, 2013). Some behavior disorders and mood disorders can cause social issues in school, such as lack of peer acceptance, lack of social skills, and peer avoidance, thereby creating further barriers to school success (Grothaus, 2013;Kaffenberger & O'Rorke-Trigiani, 2013;Shillingford-Butler & Theodore, 2013).…”

“…Poor sustained attention, somatic discomfort, and poor school attendance are just some of the effects of disorders including anxiety and Attention Deficit Hyperactivity Disorder (Shillingford-Butler & Theodore, 2013). Some behavior disorders and mood disorders can cause social issues in school, such as lack of peer acceptance, lack of social skills, and peer avoidance, thereby creating further barriers to school success (Grothaus, 2013;Kaffenberger & O'Rorke-Trigiani, 2013;Shillingford-Butler & Theodore, 2013). School counselors need appropriate information, evidence-based interventions, and strategies to deal with the range of mental health issues seen in K-12 schools (DeKruyf et al, 2013;Kaffenberger & O'Rorke-Trigiani, 2013).…”