**ADHD in School Psychology** Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders diagnosed in school-aged children. In the context of school psychology, addressing ADHD is essential for academic success, behavioral adjustment, and social development. Below is a detailed summary of ADHD in school psychology: 1. Definition of ADHD According to the DSM-5, ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Symptoms typically appear before age 12 and can persist into adulthood. Types of ADHD: Predominantly Inattentive Type Predominantly Hyperactive-Impulsive Type Combined Type 2. Symptoms Observed in School Inattention: Difficulty sustaining attention in tasks Careless mistakes in schoolwork Easily distracted by irrelevant stimuli Frequently loses materials (books, pencils) Poor organizational skills Hyperactivity-Impulsivity: Fidgeting or tapping Leaving seat in class Interrupting or blurting out answers Difficulty waiting for their turn Talking excessively 3. Role of School Psychologists School psychologists play a critical role in supporting students with ADHD through: a. Assessment & Diagnosis Conduct psychoeducational evaluations Use standardized tools (e.g., Conners Rating Scales, Behavior Assessment System for Children) Interview teachers, parents, and observe the child in class b. Intervention Planning Design Individualized Education Plans (IEPs) or 504 Plans Recommend Behavioral Interventions and Classroom Accommodations Work with teachers on Positive Behavior Support (PBS) c. Counseling & Support Offer social skills training, emotional regulation strategies Support families and collaborate with outside professionals Address comorbid conditions (e.g., anxiety, learning disabilities) 4. Common Accommodations in Schools Preferential seating Extended time on tests Frequent breaks during tasks Use of graphic organizers or checklists Positive reinforcement and reward systems 5. Multi-Tiered System of Supports (MTSS) ADHD is often addressed within MTSS frameworks: Tier 1: Universal supports for all students (e.g., structured classrooms) Tier 2: Targeted small group interventions (e.g., behavior monitoring) Tier 3: Intensive individualized supports (e.g., functional behavioral assessments) 6. Importance of Collaboration Effective ADHD management in school settings involves: Collaboration between teachers, school psychologists, parents, and if needed, medical professionals Promoting consistency across home and school environments 7. Challenges and Ethical Considerations Over-identification or misdiagnosis Stigma and labeling Ensuring cultural and linguistic fairness in assessments Confidentiality and parental consent 8. Legal Frameworks Individuals with Disabilities Education Act (IDEA): Offers special education services under "Other Health Impairment" Section 504 of the Rehabilitation Act: Ensures accommodations for students with ADHD **Conclusion** ADHD in school settings requires a comprehensive, collaborative, and compassionate approach. School psychologists are pivotal in early identification, intervention, and advocacy to ensure students with ADHD reach their full academic and social potential.