Learning Diversity 

CELEBRATING OUR STRENGTHS AND DIFFERENCES 

What is ADHD?

ADHD is a neurodifference that affects an estimated 5-10% of children and 3-4% of adults worldwide. It is characterised by persistent inattention and/or hyperactivity-impulsivity that interferes with daily functioning.

Research suggests that males are more likely to be diagnosed with ADHD than females, although some studies suggest that this may be due to differences in how ADHD is presented rather than actual prevalence rates.

It is important to note that many individuals with ADHD possess a unique range of strengths and talents.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodifference that affects both children and adults. It is characterised by inattention, hyperactivity, and impulsivity traits that can impact daily life and a person’s ability to focus. About 4% of the population have ADHD.  People with ADHD can be some of the most creative members of a team, bringing energy and new approaches to their projects. Several studies have shown that adults with ADHD tend to be out-of-the-box thinkers and calm under pressure.

ADHS is a complex neurodifference that can present differently in each individual, making diagnosis and treatment challenging. The exact causes of ADHD are not fully understood, but research suggests that a combination of genetic and environmental factors may contribute to its development. While ADHD is often diagnosed in childhood, it can also persist into adulthood and may go undiagnosed in many individuals. The impact of ADHD on academic, social, and professional life can be significant, highlighting the need for early identification and appropriate support.

Common Strengths Associated with ADHD

Many people with ADHD possess unique skills. These skills vary from person to person but commonly include the ability to hyperfocus, adapt to different situations, have a great sense of humour, and be enthusiastic. 

Managing Traits of ADHD

There are several strategies we can use to manage traits associated with ADHD. Ultimately, it is down to the individual’s decision on how they choose to manage their ADHD. Still, some common examples include:

• Medication: Medication can effectively manage traits such as impulsivity, hyperactivity, and inattention. Working with a healthcare professional, such as your local GP, is essential to find the proper medication and dosage.
• Routine: Establishing a routine can help you stay organised and reduce stress. Creating a schedule for daily tasks and activities and using reminders and alarms to stay on track can be helpful.
• Exercise: Regular exercise can help reduce hyperactivity and improve focus. You can incorporate physical activity into your daily routine, such as going for a walk or doing yoga.
• Healthy diet: A healthy and balanced diet can help improve brain function and reduce the prevalence of certain behaviours. 

As a continuation of understanding Nueorversity, we will look at Autism Spectrum Condition (ASC) next week.  

Welcome to another SPS Speech Box for 2024.  This Speech Box discusses visual schedules and how they can be used at home to support your child’s development.  Feel free to include it in your next school newsletter. 

Using visual schedules at home

Visual schedules can be incredibly beneficial for children, especially when it comes to supporting their daily routines. A visual schedule is made up of pictures or words showing a sequence of events to be completed. It could be a schedule for getting ready for school in the morning, completing after-school activities, like homework and swimming lessons, or a weekly schedule showing what will happen across the week. There are several advantages to using a visual schedule in your home:

Independence:

• Visuals schedules provide a clear, predicable structure for children. If a child uses a visual schedule, then they know what is required of them. A child who can see that they need to get dressed, eat breakfast and brush their teeth is more likely to start to do these things independently.
• Visual schedules may provide children with a sense of autonomy and responsibility. They can start to follow the sequence of events without you having to keep reminding them.

Predictability

• Children are more settled if they know what is going to happen and when it will happen. A visual schedule allows a child to know what to expect during the timeframe and what will happen next.

Flexibility

• The advantage of visual schedules is that they can change each day. For example, if a child has swimming on a Tuesday afternoon, or a playdate on a Friday, then these can be added to the schedule so that the child can mentally prepare for the event. 

Language and literacy development

• Children will learn concepts such as ‘later, first, next, last’ during your discussions about the visual schedule. If you add words to the pictures you use on your schedule, children may begin to recognise these words and start to use them independently. 

Visual schedules can be created at home by:

• Using pictures, drawings, or electronic devices to represent each step of a routine or activity.
• Placing visuals in a particular order to show the entire routine or the order in which steps/tasks need to be completed.
• Supporting your child to use and understand the visual schedule, before gradually reducing your assistance so they can independently use and follow their visual schedule.

Visual schedules can be as complex or as simple as your child and your family needs them to be. They can add stability to your everyday life, even when you feel like you are rushing around!

If you would like further information, please contact the SPS Speech Pathologist at your school.

Kind regards,

Mala Ferdinando

Speech Pathology for Schools

www.speech.edu.au