If you decide to use the checklist below, ensure to see if it appears to 'fit' the child. Remember, you are not making a diagnosis, but simply trying to determine if it would be useful to refer the child onto professionals who are in a position to diagnose and prescribe medication if that is the approach you wish to take. In many respects, seeking a diagnosis of ADHD and then opting out of the medication route is counter-intuitive. It is a medical condition with a medical diagnosis. From an educators point of view, the behaviours would be identified, prioritised and targeted intervention would occur, for example, by developing a programme to develop on task behavior, or by rewarding an alternative behavior to wandering (time in seat). The medical route is very quick and relatively inexpensive. An educational approach would depend upon staff having skills, knowledge, and the time to put them into practice; this is a more expensive option, and probably has a lower success rate.
If you would rather try a conservative approach, without the use of medication, there is a package available via this site. If you wish to treat ADHD without medication, it is important that you seek advice from a psychologist.
The child is much less likely than the other children in class to pay attention to school work, and makes seemingly inexplicable mistakes.
The young person appears to have substantially more difficulty sustaining concentration when engaged in practical or play activities.
The child is described as failing to listen, even when spoken to directly.
When the child is given a task which they are motivated to engage with, they do not complete it.
The child does not seem able to get hold of themselves and the set task sufficiently to be able to organize their thoughts and plan a reasonable plan of action, yet they do understand what is expected of them when questioned about the task.
The young person will actively avoid, and clearly dislikes, tasks and activities that demand sustained concentration and thought.
Teachers and parents complain that the child always manages to lose things. This becomes particularly apparent with respect to school essentials like pens, pencils etc. but they will also be mislaying items precious to them such as toys.
The child is easily distracted; when observed, they appear to turn toward movement and noise. The child appears to be over alert.
Routine tasks are often forgotten, leading to frustration in those who have to manage the child, who may complain of the child deliberately avoiding routine tasks.
When observed, the child appears much more restless than peers. For instance, when on the carpet they may squirm from one side of the carpet to the other, seemingly oblivious to what they are doing.
There is a very clear pattern of wandering around the classroom when the task demands the children are seated. They appear to be on the look out for any reason to leave their seat.
The child will take any opportunity to engage in running around or climbing; this is particularly noticeable when it is an inappropriate activity and other children in the class are not engaging in these activities.
Quiet play is not something you would associate with the child.