Girls with ADD (Attention Deficit) in the Classroom Bursting Barriers in Education www.burstingbarriers.com
Girls with Attention Deficit Disorder present differently than boys in the classroom. Girls' ADD symptoms are internalized and more subtle while boys' ADD symptoms are externalized and obvious. The struggles Girls with ADD face are often overlooked because their signs are not as noticeable.
Characteristics |
Supportive Teacher Response |
Accommodations |
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inattentiveness, daydreaming, spacey, easily distracted, highly sensitive to noise, fabrics, emotions appears unmotivated, lazy, forgetful, missing assignments |
redirect in discrete ways. Walk by and put hand on shoulder. remember this is a struggle and not being lazy. check in often |
preferential seating - close to area of instruction near positive peer role models (facing board) comprehension checks - to make sure student knows task expectations in class support for attention to task and work completion longer projects broken into chunks with checkpoints extension on work completion, able to turn in assignments online |
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Fidgety with hair, nails... |
Fidgets or drawing may help but quietly check to ensure she is paying attention to the lesson and not just the fidget. |
allow movement and ability to stand - provide flexible seating options |
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Hyperverbal, talking excessively, interrupting others, verbally impulsive |
Focus on the positive “that is a great idea, let’s chat about that when we are done with the lesson.” quietly explain about interrupting in a 1 to 1 setting provide a “parking lot” where students can post questions or comments without interrupting |
visual cue system to notify student when interrupting check in/check out for behavioral monitoring Positive behavioral supports to introduce and reinforce positive behavioral expectations |
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struggle with executive functioning, disorganized, difficulty finding things |
keep supplies in a special place in the classroom help with organization during transitions provide extra writing utensils in an easily accessible area. |
check out system to monitor agenda/assignments assist in organizing and packing up at the end of the day. directions and tasks broken down into steps |
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may compensate by over focusing on certain things or being a perfectionist |
teach study and test-taking strategies to relieve stress |
allow student to test across multiple days double time for tests/quizzes |
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easily overwhelmed, worrier, Irritability or mood swings low self-esteem, self critical, withdrawn, prone to anxiety or depression, may present as headaches or stomach aches |
teach strategies to relieve stress and anxiety Shoot for 5 positives for every negative when giving feedback |
modification in amount of work focusing on mastery of content allow work completion in a quiet environment tests taken in alternate setting |
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unleash frustrations at home instead of at school |
Check in with girls often May not express anxieties at school |
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try hard to please teachers and parents |
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less likely to be diagnosed have mastered flying under the radar to cover up difficulties |
can be coached to advocate for themselves may include asking a teacher or peer for clarification when do not understand an assignment |
break card for when get overwhelmed |
