| The Inattentive ADHD (ADHD-I) school child looks | | | | Tuesday, etc. |
| absent minded, disorganized, spacey, in their own | | | | Weekly assignments should be given on Monday or |
| world, out too lunch, uninterested, un-engaged, | | | | on the Friday before they are due. |
| occasionally brilliant but usually uninvolved in the | | | | Set up a system of rewards and privileges for goal |
| classroom. Teachers and parents are easily frustrated | | | | accomplishment. |
| with individuals with Inattentive ADHD. Though these | | | | Discipline with loss of privileges. |
| children are often very smart, they are dismissed by | | | | Give feedback quickly for both positive and negative |
| teachers who see them as lazy, immature, and | | | | behavior. |
| disrespectful. | | | | Keeping a regular schedule for meals, homework, |
| The symptoms described above are of a school child | | | | screen time, etc. |
| with ADHD-I. With a few parent and classroom | | | | Limit assumptions regarding appropriate behavior. Spell |
| interventions, Inattentive ADHD can be managed. For | | | | out what is expected. |
| the disorganization and distractibility of ADHD-I to be | | | | Make a habit of putting belonging in the same location |
| kept to a minimum, the parent, teacher and child | | | | so they are easy to find. |
| must understand the diagnosis and form a team to | | | | Keep subject assignments in a designated folder or |
| battle the symptoms head on and with the goal | | | | on a calendar. |
| being, the child's success. | | | | Keep all necessary school supplies in one place. |
| The following is a list of interventions that have been | | | | Use color coding or folder tabs to keep assignments |
| proven to work and that are designed to minimize | | | | in order of subject and priority. |
| the poor outcomes that occur as a result of the | | | | Check the assignment book or calendar weekly to |
| symptoms of Inattentive ADHD. | | | | make sure that assignments are completed and are |
| Ensure that parents and child all know of all due | | | | on time. |
| assignments. | | | | Establish a child, parent, teacher team approach of |
| Have the child sit in the front of the class. | | | | 'United we stand, divided we fall', so that everyone is |
| Establish good eye contact with the child frequently. | | | | working together towards the same goal. |
| Watch that the child stays engaged. | | | | Individuals with Inattentive ADHD can perform |
| Give directions concisely and positively. "Bring the | | | | incredibly well when these home and classroom |
| book here, instead of "Why are you walking around | | | | interventions are in place. The structure, |
| with that book." | | | | reinforcements, and feedback that these |
| Teach and Practice how to take notes. | | | | interventions provide for individuals with Inattentive |
| Inform parents about regular classroom schedule | | | | ADHD result in greater school happiness and success. |
| such as math quiz on Fridays, book report due every | | | | |