A GUIDE

FOR PARENTS

A guide to
ADHD
for parents
and families

Provided by
 Heading
Contents

Introduction 3

About ADHD 4
Introduction 4
How common is ADHD? 4
What are the symptoms? 4
Is it definitely ADHD? 6
How is ADHD diagnosed? 6
What problems can ADHD cause? 7
Are there any problems overlapping
with ADHD? 7
What causes ADHD? 8
How do children with ADHD develop? 8
How may the family feel? 9
How may a child with ADHD feel? 9

Living with children who have ADHD

frequently asked questions 10
Home life 10
School life 23
ADHD Medication 23

Getting more information 27

Books for children 27
Books for parents/carers 27
ADHD websites 27
Patient family support groups 27

2
How this booklet can help

This booklet has been given to you Dr Chinnaiah Yemula, Consultant Community
because your child has Attention Paediatrician
Fintan O’Regan, Educational Consultant
Deficit Hyperactivity Disorder (ADHD).
Kymm Farmer, Behavioural Consultant
If this is the first time you have come Dr Val Harpin, Consultant Paediatrician.
across this condition, or even if your
child has had symptoms for a while, These experts have written widely on ADHD
finding out your child has a learning and the information which follows has been put
or behavioural challenge can be a together to help answer some of the questions
you might have and explain how everyone
worrying time for you and your family.
involved may be feeling - not just your child,
but brothers and sisters and you, the parents or
However, ADHD has been known about for many carers. You’ll also find advice on how to approach
years and is more common than you might think - ADHD and how to improve your child’s behaviour
which means there is lots of information available and skills.
and many children and their families have found
ways of coping with ADHD. We have recently updated the information to make
sure it is in line with the most current thinking and
‘A guide to ADHD - for parents and families’ practices. Of course, the team who are managing
- was originally published in January 2009 and your child will know what’s best in your individual
based on the combined experience of four circumstances, but we hope the information
experts who have been helping children and their which follows will help in that process.
families over many years;

Dr Chinnaiah Yemula Dr Val Harpin

Consultant Community Paediatrician Consultant Paediatrician

Fintan O’Regan
Educational Consultant

3
 About ADHD

ADHD - or Attention Deficit How common is ADHD?

Hyperactivity Disorder to give it its ADHD is quite common in the UK - affecting
full name - is a medical term. It is around 5% of children (1 in 20) in every school
used to describe a condition where class but not all will require treatment. Boys are
four times more likely to have the condition than
children are impulsive, hyperactive
girls.
and find it hard to pay attention.

It can often lead to problems in learning and

behaviour.

“Everyone tells me my child

is just badly behaved
but I know there’s
a problem.”

!"#$%&$'()*+,&"(#*,-*./&&*

ADHD affects children and teenagers in different

ways and to different degrees. Management of
ADHD will vary according to the child but usually
involves a range of approaches to help behaviour
and learning. These are mainly aimed at the child
but can involve parents, carers and teachers.
Sometimes medication is given - some of these
medications have been used in the treatment of
ADHD for many years. However, medication is not
recommended until children are at school.

4
What are the symptoms? It is important to recognise that not all children
ADHD can take different forms in different children with ADHD have all the symptoms. There are three
but there are three common themes, any of which types of ADHD according to DSM IV classification.
you may recognise in your child.

Inattention The 3 types of ADHD

• Difficulty following instructions or completing 1. ADHD (Inattentive Type) is a term used to
tasks describe children who mainly have problems with
concentration and attention span but who are not
• Short attention span and difficulty ‘sticking
usually impulsive or overactive.
to’ an activity
• Difficulty organising tasks and activities 2. ADHD (Hyperactive/impulsive type) describes
children who predominantly have problems with
• Easily distracted and forgetful overactive and impulsive behaviour.
• Often doesn’t listen when spoken to
3. ADHD (Combined Type) as the name
suggests combines symptoms from the
Hyperactivity ADHD Hyperactive/impulsive and ADHD
• Fidgets, is restless and constantly moves Inattentive Type and is the most severe form of
about (as if ‘driven by a motor’) and can’t sit the condition.
still in class
• Can’t stop talking, noisy The term ‘Hyperkinetic Disorder’ is used to
• Runs about when it is inappropriate describe children with most severe ADHD, who
have significant problems in all the core features:

Impulsiveness
• Hyperactivity
Children with ADHD can act before thinking -
sometimes this behaviour can seem reckless to • Impulsiveness
others. • Inattention

• Interrupts others
resulting in serious disruption to the child’s life
• Blurts out answers without waiting for the
both at home and school.
question to be finished
• Difficulty in waiting or taking turns

5
 Is it definitely ADHD? In addition the ADHD symptoms must have been
It is not always easy to diagnose ADHD. There • Present before the age of 7 years
isn’t one simple test which will confirm that a child • For the duration of at least 6 months
has ADHD and there is a process to go through • Occurring in more than one place (for
before it is agreed that your child has ADHD. example both at home and school)
• Not appropriate to the child’s developmental
This process will involve specialist doctors who
age
are trained in children’s conditions and they
• Must be seriously disruptive to the child’s
may work in a paediatric department or a child
performance
psychiatry department.

In order to be sure it is ADHD, there will be *The doctors use criteria which are known
a thorough assessment of your child with as ICD10 or DSM IV (The reference for them
discussions about behaviour and learning in is International Classification of Mental and
different settings. Behavioural Disorders 10th edition, 1993 and
Diagnostic and Statistical Manual of Mental
A ‘history’ will need to be taken, what has Disorders, 4th edition American Psychiatric Press
happened in the past and sometimes other people 1994).
(such as teachers) will be asked to comment.
Once the doctors are sure it is ADHD, there will be
lots of other professionals who work in education
and in the community who will help you and your
child.

How is ADHD diagnosed?

From the doctor’s point of view, the diagnosis
of ADHD can only be confirmed upon meeting
specific criteria (ICD10 / DSM IV)*.

“I do things I don’t
mean to do...
and it makes me
stick out.”

0/1,2)*3

6
What problems can ADHD cause? Are there any problems overlapping
The challenges facing children with ADHD will with ADHD?
vary from child to child. It can go beyond simply ADHD affects children and adolescents in different
being naughty and restless and can affect other ways and can often exist with other conditions.
aspects of their life. These are some of the kinds Children with ADHD often have other problems.
of problems that others have reported: Conditions which can co-exist or overlap with
ADHD:
Some reported problems: • Oppositional Defiant Disorder
(the child is often defiant, oppositional,
• not doing well at school
argumentative, angry, losing temper etc)
• low self esteem
• Conduct Disorder (there are problems such
• not doing as they are told as persistent and repetitive lying, stealing,
• poor sleeping truancy, bullying, vandalism, setting fire etc)
• being aggressive • Learning Disorders
• throwing tantrums • Developmental Co-ordination Disorder
• difficulties with reading (co-ordination difficulties)
• Autism Spectrum Disorder/Asperger’s
syndrome (social and communication
All of this can make being a Mum, Dad or carer
difficulties)
even more challenging and put pressure on the
• Anxiety
family.
• Depression
You may find you need support. Those who help • Tic Disorders (Tics are involuntary movement
your child will be able to help you too - so don’t of muscles)
be afraid to ask! • Tourette’s Syndrome
(the person has tics, involuntary and
“I make friends then uncontrollable movements and sounds)
I break up with them easily.
I keep getting into fights
• Sleep Problems
with them, sometimes
because of my ADHD”

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/'9*=>>,%$&$,'/8*2("/?$,@#

7
 What causes ADHD? There will be challenges along the way. For
ADHD is a well recognised behavioural disorder example, children with ADHD can be more likely
that could result from a number of risk factors. to smoke or try drugs and alcohol. But getting the
ADHD tends to run in families and there is an right treatment makes a big difference and can
Increased frequency of ADHD in relatives of improve performance at school. There are many
children with ADHD. It is often inherited and examples of people who have had symptoms of
genetic factors are important in the cause for the ADHD who have gone on to be successful and
majority of children with ADHD. even household names.

There is a chemical imbalance with certain natural “We all want to help him
chemicals (chemical messengers called dopamine reach his potential.”

and noradrenaline) in the front part of the brain of A"$88$>/)*+,&"(#*,-*B$+,'*

children with ADHD being reduced.

Other risk factors include low birth weight,

smoking or drinking alcohol during pregnancy,
brain injury and brain diseases.

How do children with ADHD develop?

Some children with ADHD can be very bright, but
often these children will not do as well at school
as their classmates. As children grow up, their
symptoms may change. Their hyperactivity may
be replaced by inner restlessness when they
become teenagers. For some, the symptoms of
ADHD can carry on into adulthood.

8
Children with ADHD can: How may a child with ADHD feel?
• be clumsy
“I get picked on every day.
• have problems making friends I just get treated weird,
like an alien.”
• answer back
0/1C)*D*
• have excess energy or be very active
• be seen as ‘different’ or ‘difficult’ Picture this:
• disrupt family life
The brain of a child with ADHD is like a
• be left out of group activities
TV set that isn’t receiving a perfect signal.
For the child it’s as if the channel keeps
How may the family feel? changing, too. Imagine you are watching the
When a child has ADHD it affects the whole news on BBC1. Suddenly, somebody picks
family. It’s confusing for the child, stressful for the up the remote control and flicks over to ITV.
parents and difficult for brothers and sisters. We’ll A second later the programme changes to
share other people’s experiences and offer you Channel 4 and then back to BBC1. Then it
some tips for feeling less alone. switches to BBC2. If you were asked about
the news on BBC1, you might find it hard to
remember.

For a child with ADHD the world is a constant

stream of changing images and messages.
It’s difficult to focus on any one thing at
a time because something new is always
coming along. It’s all rather bewildering and
it’s hard to keep pace.

9
 Living with children who have ADHD
Frequently Asked Questions

It’s an alien universe How can parents feel?

From the child’s point of view, nobody seems to It’s often an ordeal being the parent or carer of a
understand: child with ADHD. It can be exhausting, frustrating,
embarrassing and depressing. Remember that
• Adults are always annoyed because you’ve
you are not alone and what you are feeling is
forgotten something or done something silly.
normal.
They spend ages telling you off and making
you feel stupid
Below are some very common feelings
• It’s hard making and keeping friends. At
school other kids wind you up because experienced by people who are, like you, parents
you’re different of children with ADHD. You’ll probably recognize a
few shared emotions.
• You seem to get the blame for everything.
It’s pretty miserable and unfair
• If you had something wrong that people Some parents of children with ADHD feel they
could see, they’d understand, but as they are being blamed by others for poor parenting;
can’t see that your brain isn’t receiving a some blame themselves. Many feel angry and
perfect signal, you don’t get any sympathy disappointed and always on edge, because they
at all never know what’s going to happen next.

Many dread going to school in case there’s been

some incident involving their child; and worry
themselves silly when their child is out of sight,
and of course, they look at other people and
wonder why their children are always so perfect.

“He’s never invited

to parties;
it breaks
my heart.”

!"#$%&$'()*+,&"(#*,-*0,(*

Pages 11-25 contain advice about how to manage

ADHD-talk to your child’s doctor to see which
techniques might work best for you.

10
How can you feel more in control/ • Try to keep the home as calm and happy as
manage? possible – as you know, children with ADHD
It’s not your fault that your child has ADHD. But can be distracted by almost everything
it’s not your child’s fault either. Looking to find • If there are other relationship problems at
someone to blame is not helpful. home, try to keep them away from your child
wherever possible
But it’s crucial to recognise and accept that • Often, of course, your child is the source
children with ADHD are different. So, you have to of the problem. If you’ve been trying ‘iron
manage them in a slightly different way. Key to discipline’, it’s time to change direction
this is: • Focus on major misbehaviour and let the
petty things pass
Management of children with ADHD: • With constant reprimanding, there’s a big
danger that children may grow to feel
Structure – a clear pattern of how things
unloved and unaccepted. You will all find it
are done
easier if you draw up a new set of rules so
that you all know where you stand
Consistency – keeping information and
• Your child will come to recognise the rules
expectations the same
and live by them
over time

Routines – regular sequence of activities

Rituals – doing things in the same way

each time

Rules – standards and guidelines

clearly laid out

Rapport – relationship and

understanding between you
and the child

11
 How can brothers and sisters feel? Some new rules may protect brothers and sisters.
For the brothers and sisters of children with They can also help children with ADHD to help
ADHD, life is rarely easy. They suffer constant themselves by setting boundaries.
interruptions and teasing which can create • Set restrictions on whether your child can
friction. They probably feel that their brother or enter his or her brothers’ and sisters’ rooms
sister seems to hijack everything, from doing
• Lay down rules about playing with other
homework to watching TV or playing with friends.
children’s toys
They may resent the fact that the child with ADHD
gets much more time and attention from their • Be specific and name items that are out of
parents and seems to get away with all sorts of bounds
things for which they would be punished. • To compensate for the extra time you spend
on your child with ADHD, you, your partner
and other relatives should try to spend
Having a brother or sister with ADHD can be
some quality time with the other children
embarrassing at school. It can be difficult if
individually
teachers or other pupils keep on complaining
about his or her inappropriate behaviour. • Write down the house rules and put a copy of
Life for older children studying for exams can them where everyone can see them,
be tough, it can be particularly annoying and for example, on the fridge
frustrating being interrupted while trying to study.

How can you support brothers and

sisters?
Brothers and sisters need to know that their
sibling with ADHD can be fun to live with but has
difficulty controlling his or her behaviour; and
because of this, the whole family needs to make
allowances.

12
How can you approach ADHD and Draw these rules up before there’s trouble.
typical problems? Parent(s) and/or carers should sit down with the
You need to set reasonable and consistent rules. child and agree key rules.
Be firm but fair.
Set some key rules over which there is little or no
Inevitably, there will be times when your child compromise. Be firm about these rules, but more
behaves badly, does things wrong, forgets things flexible over smaller issues. ‘No compromise’
and drives you to despair. Be proactive not reac- areas could include hitting, biting, slapping or
tive. Try to think ahead rather than waiting until any other aggressive behaviour. Areas where you
things go wrong. After all, always remember it’s might be more flexible could include calling out or
the inappropriate behaviour you dislike, not your knocking things over.
child.
Choices and consequences
Be practical: Explain to your child clearly what will happen if he
or she misbehaves and breaks the rules.
You may find certain things always cause
problems. Maybe your child creates havoc Create a sense of belonging
when you go shopping after school. If It’s easy for a child with ADHD to feel like
shopping is a problem, see if you can shop at an outcast if they are always being told off.
a time when the child is at school or shop on Remember, children with ADHD have fragile self-
the internet. esteem, so continue to let them know how much
you love them and they are an important part of
the family.
Set some key rules
Like all children, children with ADHD need
It can be helpful if someone in the extended family
boundaries - to know where they stand and how
can act as a real friend and confidante. Often a
far they can go. They need structure, routines,
grandparent, aunt or uncle can be an ideal choice.
rules and rituals.

13
 How can you deal with constant How can you deal with trouble
interrupting? during meals?
Children with ADHD are easily bored and Make discipline at mealtimes one of your key
highly impulsive. Often, when they want to say rules. Let your child know that rudeness and bad
something, they have to tell you immediately. In behaviour is not acceptable. Practice ‘rituals’
these situations be firm but fair; for example, say: in how to start, how to enjoy and how to finish
“Robin, I’m speaking to Laura now, and it will be mealtimes. Set simple rules such as no-one starts
your turn next.” until everyone has been served.

Children with ADHD have difficulty waiting, so How can you deal with rude
if the interruption continues, ask the child to tell comments?
you in two or three words what they want to talk Children with ADHD may make rude, offensive or
about. It’s good to get them thinking in terms silly comments. Children tend to copy adults so
of key words or headlines. Then, when you’ve they will use the language you use. Make it clear
finished your conversation, you can remind them that rude remarks are not acceptable at any time.
of what they wanted to tell you.
How can you deal with social
awkwardness?

Sometimes children with ADHD can find

social settings most difficult. They may seem
rude, interrupt and be tactless. If they’ve
upset somebody, take them to one side,
explain what they have done (don’t ask
why). When your child behaves well socially,
remember your praise is worth a great deal.

14
What is a good way to cope with Tantrums are likely to happen and over time come
long journeys? to recognize the phases:
Travelling can be difficult. Before you set out, • rumble (before it happens)
draw up some rules. Explain where you’re going
• rage
and how you are getting there. Try to include
• recovery (when the child calms down)
some stops along the way. Use a reward system
for good behaviour. Every 10 minutes without • repair (a chance to talk)
trouble wins a point that can be used towards
a special treat. Provide entertainment such as Try not to criticise or remind them of what they’ve
music, portable DVD or pocket games. done. And once you have given a punishment,
move on.

How can you stop your child breaking How can you get your child to school on
other people’s property? time?
If you have other children, make it a rule that their In the morning it can be difficult to get your child
property is strictly out of bounds to the child with prepared to go to school on time. As a result the
ADHD. If things still get broken, consider making a following suggestions may be useful.
small deduction from your child’s pocket money.
• Set alarms at least 15 minutes before the
Praise your child when respect is shown for other
child needs to get up
people’s property.
• Have bag packed the night before with books
How can you deal with tantrums? and materials

Children with ADHD can have an explosive • Make sure clothes and shoes are laid out
temperament. When things go wrong they may also the night before
feel very frustrated and take it out on the people • Have specific rituals regarding breakfast,
and things dearest to them. Favourite toys may dressing, cleaning teeth etc…
get smashed and when the rage subsides they • Leave the house 5 mins before you need to
feel even more cross with themselves.
• Make sure the child keeps to bedtime
routines strictly Sunday through Thursday

15
 How can you get your child to keep Helpful tips:
the bedroom tidy?
Sometimes it seems easier to do it yourself • Try and make sure everyone in the
then persuade your child to tidy their bedroom. house follows the rules
But in the long term it’s good if everyone takes • Reward your child for following the rules
responsibility for their own room. Below are some
• Split up big tasks to make the rules
tips to help make this happen.
easier to follow - ‘put your discs on the
shelf’ is more specific than ‘tidy your
Breaking down a difficult task and making the bedroom’
rules simple and easy to follow will help. But at
first, why not do the task together?

Play your part

Then, with time and encouragement, your child
should be able to do this job themselves. • If a child doesn’t look after toys or other
things properly, limit the number of new ones
Establish some rules you buy
• After getting dressed, make the bed before • Give your child colour-coded containers and
breakfast enough shelves to pack away their things
• Dirty clothes go in the wash basket after more easily
taking them off • Point out that if things aren’t put away, they
• Put toys, discs and other stuff back into their get broken and dirty clothes aren’t washed or
boxes replaced

• Put sports kit away when you get back from

school
• Take plates and cups back to the kitchen
• Put towels back in the bathroom after you
get dressed

16
How can you avoid accidents? • The homework should be done in chunks,
It can be dangerous if your child is reckless, with a short break between periods of work
impulsive and wants to show off. Be vigilant and • Offer help and supervise them and check the
reasonable over the activities your child does. work
If at all possible, see if homework can be done
Try to avoid those activities where your child can
at school. As a rule of thumb it can take children
damage themselves or others. For example;
three times as long at home as it might at school.
• When your child is riding a bike, be firm
and set rules about wearing helmets and
road safety (of course this also applies to all
children). If possible, try to keep an eye on
them
• Get your child in the habit of putting bikes
and toys away at night
• If the rules are broken, ground your child for
a few days

How can you get your child to do

homework?

• Make homework part of the daily routine

• Try to set up a system with the school, to
remind them to help your child remember to
bring the right books home. It may help if you
have a set of text books that always stays at
home
• Have a special homework place that is not
his or her bedroom
• Fix a regular time, ideally late afternoon,
after there’s been a little time to unwind from
school

17
 How can you deal with challenging How can you get the message over
behaviour and improve it? loud and clear?
Children with ADHD have difficulty remembering You need to address children with ADHD in the
what to do. The clearer your directions, the better clearest possible way. Tell them what to do, not
they’ll respond. At the same time, they need lots what not to do.
of praise and encouragement. Visual aids and Here are some tips when giving instructions:
prompts which outline rewards and consequences
• Turn off any television, radio or electronic
can help.
distractions

Task
• Address your child by name, repeating their
Mon Tues Wed Thur Fri Sat Sun
name several times throughout
Get
dressed
! " " ! ! " "
• With young children, encourage them to look
before
coming at you
to
breakfast
• With older children, approach them from
the front and tap them lightly on the arm or
Sit at
table for
" ! " ! " ! " shoulder
Breakfast
• Look them straight in the eye
Take
plate
" " ! " " ! " • Speak clearly without mumbling, nagging or
to sink shouting
when
finished • Tell them the end objective
Clean
teeth
! ! " " ! " ! • Then give your instructions in a simple step-
by-step way
Put
pyjamas
! " " " " ! " • KISS: Keep it Short and Simple
under
your
pillow

18
 • If your child behaved well when out with you,
So you might say:
say how pleased you were at the way he or
“Freddy, I want you to bring your homework she spoke to the person involved
downstairs. (PAUSE) First, please go Directive praise works best-
upstairs to your bedroom. (PAUSE) Next,
• Be specific to the task such as ‘Thank you for
find your homework. Then, come downstairs
putting your bike away’
and give it to me. Thank you.”
Inappropriate behaviour is seldom pre-meditated
Children with ADHD get lots of criticism. Praise is but your child still needs to be responsible for
much more effective – try to work with five times their actions.
as much praise as criticism.

• When your child does something well, say How can you discipline in the right
how pleased you are that he or she has way?
done it Here are some key things to remember when
• Praise in specific terms rather than generally disciplining a child with ADHD:

• Try not to show too much emotion

• Be specific
• Don’t say too much
• Remember KISS – keep it short and simple

Be clear it is the behaviour you disliked; separate

the behaviour from the child. Let your child know
that you disliked the bad behaviour. Instead of
saying: “Chris, you behaved very badly today and
thanks to you we had to cut short the trip.” You
could say: “You shouted in the cinema, so we had
to leave early. I am disappointed with the way you
behaved”.

19
 How can you avoid being drawn into One method of dealing with confrontation is to
arguments? count slowly up to 3. Show visually using fingers.
• Remember you are in charge and not all Tell your child what will happen when you reach 3.
decisions can be democratic Leave a 5-second pause between each number.

• Remind your child that these are rules that

you have both agreed on Take time out or take a break
• Keep calm The idea of taking time out or a break is to let
both you and your child cool down. This ‘respite’
• Be firm but fair
enables the process of recovery and repair to
• Stay on the subject and don’t get distracted begin.
by other topics
• For younger children, have a special area –
• Don’t get into arguments
a chair, a corner, a step or a sofa that your
• If necessary, keep repeating yourself until the child goes to when things are getting out of
message finally sinks in hand (not their bedroom but another room)
• Your child should be encouraged to ask to go
there if he or she feels the need
• Your child stays in this place for a fixed
length of time, such as 1 minute for every
year of their age
• Use a kitchen timer to fix the time
• Allow no conversation during this period
• When the time has passed, you do not refer
to the problem. The sentence has been
served

If your child simply refuses to go, you can try the

carrot-and-stick approach.

20
The carrot and stick approach Types of reward scheme:
If time out doesn’t work, the carrot-and-stick
approach may. • Design a sticker chart or card or
‘contract’ for older children
• Think of something your child likes to do.
It could be watching TV, playing on the • Award a sticker or a point every time
computer or whatever your child does something positive

• Say, for example: “Nathan, I want you to • Look out for the good things and ask
go to the chair now. If you go now, you can your child to tell you when they have
watch TV tonight. If you don’t go now, there done something they are pleased with
will be no TV tonight. It’s your choice”

How can we set up a reward It is important to be specific and name the good
scheme? behaviour you are rewarding. Don’t offer stickers
or points too easily.
Just as supermarkets reward their customers for
loyalty, you can set up your own good-behaviour
scheme. You can do it on a short-term basis –
Build on success
to deal with particular events such as long car Usually there is something that a child with ADHD
journeys or days out. You can do it on a long-term will do very well. Your child may be good at
basis for a really big prize like a new bike or painting, singing, swimming or playing computer
new trainers. games. When you discover what it is, emphasise
that your child has a real talent. If you can create a
feeling of success, it will be a real confidence
booster, and of course, nothing succeeds like
success.

21
 How can you keep to routines? How can you help them to get things
Children with ADHD are happier and calmer if they done safely?
know what to expect. With a regular routine with Your child needs to understand that things are
consistent structure, they become more familiar meant to happen in a certain order.
with what they need to do.
• Always begin with a simple overview of what
• So, try to get your child into the routines of you want him or her to achieve
starting each day in the same way and doing • Then create a framework with simple steps so
things in the same sequence; for example, that your child knows what is meant to happen
wake up, get washed, have breakfast, clean next
teeth, pack school bag and lunch, and then
• For some children it helps them to say out
go to school
loud what they are about to do next
• The more you can keep to routines the better,
because any change creates distraction,
Make reminders and lists:
uncertainty and chaos. One of the biggest
problems facing children with ADHD is that Useful memory prompts include visual
they are easily distracted. This often leads to reminders, sticky notes, student diaries
difficulty expressing themselves. They may and taping instructions to your child’s book
also do things in the wrong order bags. With older children it’s a good idea to
plan things ahead with them. You can also
So use visual aids: post reminders in places help draw up a checklist of things to do.
where they will be seen – this avoids you having As children with ADHD grow older, lists can
to endlessly nag and helps your child take make their lives much easier.
responsibility.

Helping your child to put events in the correct

order will help. If your child is trying to explain
something that happened, ask what happened
first, then what happened next and so on.

22
How can you improve your child’s You may want to arrange with your child’s teacher
memory? to have regular meetings about progress at
school. It could also help if they let you know
• Encourage your child to use imagination to about any particular problems.
remember information or ideas; it’s easier to
remember someone is called David if you can How is ADHD treated?
imagine David Beckham for example when
Management of children and young people with
you think of him. Rhymes are also useful
ADHD may involve the following:
• Mnemonics (words or groups of words that
• Parent training / education programme
help memory) are also worth trying. It’s
– a structured training programme with
a good idea to get your child to make
behavioural strategies to improve parenting
up original mnemonics, like SCOT (Switch
skills in order to manage your child’s
Computer Off Tonight)
challenging behaviour.
• Repeat directions individually
• Educational interventions and support at
• Use visual reminders
school
• Colour-code the homework diary
• Psychological treatment to help your child
cope with his/her feelings and behaviour
How can you involve the school? • Social skills training – teaching people to be
ADHD can have its greatest effects when a child more socially aware in their relationships with
is at school. Lack of attention, hyperactivity and other people
impulsiveness can all have a huge impact on
• Medication is available to treat ADHD
learning and behaviour.

Teachers are important in the development of

your child and will have to deal with the day-to-
day effects of ADHD. It is important that they are
aware of why your child acts the way he or she
does and how they can help your child to achieve
full potential.

23
 NICE is the National Institute for Health and
ADHD medication:
Clinical Excellence an independent organisation
responsible for providing national guidance on the Methylphenidate: is available as a short
promotion of good health and the prevention and acting tablet and long acting tablet or
treatment of ill health. They have produced national capsule. The short acting tablet needs to
guidelines which recommend medication to be be taken two or three times a day. The long
used in severe ADHD or moderate ADHD where acting tablet or capsule is taken once a day
behavioural or other approaches have not proved in the morning.
effective.
Atomoxetine: is available as a capsule that
is taken once or twice a day.
Medication is not a cure but it could be a valuable
means of helping children concentrate, learn and Dexamfetamine: is available as a short
behave more effectively. Most children with ADHD acting tablet taken daily in divided doses.
respond well to medication but it should only be
used as part of a wide range of psychological,
behavioural and educational advice and The dose of medication should be tailored to the
interventions. child’s needs and depends on their response and
any side effects.
How does the medication work?
Research has shown that the medication works What are the side effects of
by increasing the amounts of chemicals naturally medications?
in the brain (doctors call these natural chemicals Some common side effects of stimulant
dopamine and noradrenaline). medications (methylphenidate) include: reduced
appetite, stomach ache, feeling sick, headaches
What kinds of medication are and trouble sleeping. Side effects of atomoxetine
available to treat ADHD? include: reduced appetite, feeling sick, stomach
There are two types of medications - stimulant ache, sleepiness and mood swings. Stimulant
(methylphenidate, dexamfetamine) and non- and other medications used to treat ADHD do
stimulant (atomoxetine) that are recommended as not cause a ‘high’. The ADHD symptoms can
options for the treatment of ADHD. reappear when the effect of medication wears
off but there is no evidence that children start to
depend on these medications.

24
Your child’s doctor will monitor the medication It is recommended that treatment with medication
carefully. It is important that you discuss with is continued as long as it is effective and that
your child’s doctor if your child develops any side the doctor reviews, at least annually, the clinical
effects or if you have any other concerns. need, benefits and side effects of medication,
your views and those of your child, teacher and
Is monitoring important? the need for other behavioural and psychological
therapies.
It is important that your child’s progress is
monitored when he or she starts treatment for
ADHD. Your child’s doctor will want to monitor It is important to follow the doctor’s instructions
not only your child’s behaviour and whether the exactly. Don’t increase the dose by more than
treatment is working, but also whether they are advised or suddenly stop your child’s medication.
having any side effects from the medication.
You may have received a monitoring booklet Should you let the school know?
from the doctor. You and your child’s teacher It is vital that the school knows your child is being
will probably need to complete the booklet once treated for ADHD. They can help you monitor your
a week. The doctor will want to see this so that child’s progress and help in the process.
treatment can be adjusted if necessary.
An information booklet on ADHD for teachers is
Any medication that the doctor recommends also available. Similar in style to this booklet, it
could cause side effects. These can be different in contains special advice on coping with ADHD in
each child. It is important that the doctor knows the classroom. Please ask your doctor for a copy
about any changes that occur, once your child and give it to your child’s teacher.
starts taking the medication. So try to record
anything you notice in your child.

How long should your child continue

the medication?
Encourage your child to take the medication
regularly. While your child stays on the
medication, the doctor will check his or her
progress periodically. In due course, the doctor
may advise you to see if your child can cope
without it.

25
 Taking medication at school What about diet and should I make
Your child may need to take their ADHD any changes?
medication during the day. Some food colourants and preservatives can
worsen the child’s behaviour. Avoiding foods
• You should let the school know how much
and drinks that contain artificial colours and / or
your child needs to take and when
preservatives may help some children with ADHD.
• It would be helpful if your child is monitored
when treatment starts, so if it is during term
It is important that your child has a healthy and
time, school could help by completing a
balanced diet with regular exercise. Dietary fatty
monitoring booklet. You will need to show
acids supplements are not recommended for the
this to your child’s doctor
treatment of ADHD.

Will my child grow out of ADHD?

As they get older, some children show
improvement in ADHD symptoms. About two
thirds of children continue to have problems as
teenagers and some may have problems into
adulthood.

This booklet was produced with the

help of the following people:
Dr Chinnaiah Yemula,
Consultant Community Paediatrician

Fintan O’Regan,
Educational Consultant

Dr Val Harpin,
Consultant Paediatrician

26
Getting more information

Books for children ADHD websites

Everything a child needs to know about ADHD www.addiss.co.uk
by Dr C R Yemula, www.adders.org
published by ADDISS, UK, 2nd edition 2007
Patient family support groups
My Doctor Says I Have ADHD -
To find a support group in your local area, get in
A Child’s Journey
touch with ADDISS:
by Dr C R Yemula,
published by Health Insights 4U Ltd, UK, 2008 ADDISS is the National Attention Deficit
Disorder Information and Support Service that
Learning to Slow Down and Pay Attention: provides information, training and support for
A Book for Kids About ADHD parents, sufferers and professionals in the fields
by Kathleen G. Nadeau, Ellen B. Dixon, of ADHD and related learning and behavioural
published by Magination Press difficulties.

ADDISS,
Putting on the Brakes: Understanding and
Premier House
Taking Control of Your ADD/ADHD
112 Station Road
by Patricia O. Quinn, Judith M. Stern,
Edgware
published by Magination Press
Middlesex HA8 7BJ
Attention Girls!
A Guide to Learn All About AD/HD Phone: 020 8952 2800 Fax: 020 8952 2909
by Patricia O. Quinn, Email: info@addiss.co.uk
published by Magination Press (American
Psychological Association), 2009

Books for parents/carers

Understanding ADHD
by Christopher Green and Kit Chee, Shire are not responsible for the content of external websites.
Please note the information presented in the booklet is intended as
published by Vermillion, 1997 a support to professional advice and care, it is not a substitute to
medical advice and treatment.

1-2-3 Magic: This booklet may not be copied in whole or in part, without the
Effective Discipline for Children 2-12 written permission of Shire.
by Thomas Phelan,
All patient quotes are fictitious but are based on market research of
published by Parentmagic.inc, 2003 those affected by ADHD.

27
Shire
Hampshire International Business Park,
Chineham,
Basingstoke,
Hampshire RG24 8EP

Date of preparation: April 2010

Code No: UK/CORP/10/0122
For further information
©2010 Shire www.adhdandyou.co.uk