Attention Deficit Hyperactivity Disorder (ADHD)

Attention Deficit Hyperactivity Disorder (ADHD) is a condition that affects behaviour. It is characterised by inattentiveness, impulsiveness and over-activity.

It is the medical term used when a person’s development, behaviour, family relationships or social interaction are impacted. ADHD is not a learning disability but it can affect other areas which can have an impact on performance. 

Medication can alleviate the symptoms of ADHD, but it does not provide a cure. It can also have unwanted side-affects. A multi-faceted approach, including various talking therapies is the most effective way to manage the condition.

The signs and symptoms

A person with ADHD may have difficulties with the following areas: 

• Performing certain tasks (executive functioning) e.g. organisation, planning, maintaining attention, focusing, concentration, making sound decisions, impulse control, learning and recalling what has been learned
• Acting on impulse (inhibitory mechanisms) e.g. being hyperactive, saying things ‘out of turn’, self-regulating emotional responses 
• Concentration and recalling information (limbic system) e.g. emotional changes, energy levels, sleep routines, memory and coping with stress

ADHD can impact on a person’s personal and social life too, leading to poor self-esteem, high levels of frustration and limited social skills. Negative patterns of behaviour can build up leading to some people also developing mood and conduct disorders.

Ideas to support inclusion

Small adjustments in approach can provide significant support and help produce positive long-term learning outcomes of an employee with ADHD:

• Try to use clear and consistently applied rules
• Give the employee frequent and immediate positive feedback to help build confidence
• Provide constructive feedback on behaviours to work on and their consequences – always supplement these with clear, consistent examples of “ideal” behaviours to help the employee work towards tangible targets
• Try not to react to ‘unwanted’ behaviour. Where possible ignore the behaviour to disempower it and divert the conversation. All behaviour is the employee communicating a feeling, try to look and react to the feeling not the behaviour (bored, frustrated, anxious, trying to make friends etc). 
• If an employee regularly interrupts, you could agree a discreet gesture or word to let them know they are interrupting and support them to self-manage
• If an employee cannot be motivated to concentrate for the length of the meetings allow them a break so that they have an agreed exit process and return time. They will diffuse the tension and minimise opportunities for confrontation, supporting the employee to improve self-management.
• Allow some restlessness at work area. Sensory distractions like tactile manipulations (stress ball) and physical breaks to move around can help maintain focus
• Give clear step-by-step instructions with visual organisational aids, breaking down tasks into manageable pieces
• Encourage the employee to write down important information in a designated place
• Encourage the employee to use visual strategies, including planners, organisers, timers, “to do” lists, visual calendars or wall planners and assistive technology such as smart phone planning applications.