ADHD Tools: complete guide for speech therapists and parents
ADHD (Attention Deficit Hyperactivity Disorder) affects 5 to 7% of children and often persists into adulthood. This complete guide presents the three dimensions of the disorder, scientifically validated support strategies, and free practical tools to download for structuring the environment and supporting attention.
🎯 Download our free ADHD tools
Visual timer, active breaks, organizational supports and attention exercises
Access the tools →📋 Table of contents
Understanding ADHD
ADHD is a neurodevelopmental disorder that affects executive functions, those cognitive processes that allow us to plan, organize, initiate and control our actions. It is characterized by a triad of symptoms: inattention, hyperactivity and impulsivity, present to varying degrees depending on the individual.
It is not a lack of willpower, motivation or education. The brains of people with ADHD function differently, particularly in dopaminergic circuits and frontal lobes. The difficulties are real and neurological, not behavioral or moral.
The three dimensions of ADHD
| Dimension | Manifestations | Daily impact |
|---|---|---|
| Inattention | Difficulty maintaining attention, distractibility, frequent forgetfulness, difficulty organizing | School difficulties, losing objects, not finishing tasks |
| Hyperactivity | Motor restlessness, difficulty staying seated, talks a lot, always "on the go" | Classroom difficulties, exhaustion of those around them, accidents |
| Impulsivity | Acts without thinking, interrupts, doesn't wait their turn, takes risks | Social conflicts, relationship difficulties, risky behaviors |
There are three presentations of ADHD: predominantly inattentive (formerly ADD), predominantly hyperactive-impulsive, and combined (the most common).
Diagnosis and comorbidities
The diagnosis is made by a specialist physician (neuropediatrician, child psychiatrist) after a complete evaluation including interviews, questionnaires and often a neuropsychological assessment. ADHD is frequently associated with other disorders:
- Learning disorders: dyslexia (30-50%), dyscalculia, dysgraphia
- Developmental Coordination Disorder (DCD/dyspraxia): 30-50%
- Language disorders: language delay, pragmatic disorders
- Anxiety disorders and mood disorders
- Oppositional Defiant Disorder (ODD)
⚠️ ADHD is not...
- A problem with education or boundaries
- A lack of willpower or motivation
- A trend or recent invention
- Something that disappears in adolescence (persists in 60% of cases)
Support strategies
🎯 Structure time
Use a visual timer to make task duration tangible. Alternate work and short breaks. Clearly announce the schedule and transitions. People with ADHD have altered time perception: making it visible helps considerably.
📋 Break down tasks
Divide large tasks into small concrete and achievable steps. Give one instruction at a time. Check understanding before moving on. "Chunking" reduces cognitive overload.
🏃 Integrate movement
Allow movement: regular active breaks, fidgets, dynamic seating cushion. Movement paradoxically helps maintain attention in people with ADHD. Don't demand immobility.
⭐ Positive reinforcement
Value efforts and achievements, even partial ones. Immediate and frequent feedback. People with ADHD need more reinforcement than others to maintain their motivation. Avoid repeated criticism.
📝 Externalize information
Use lists, checklists, visual reminders. What is written doesn't need to be held in working memory. Multiply visual supports and memory aids.
Adapting the environment
- Reduce distractions: clean desk, seat away from windows and door, noise-cancelling headphones
- Organize space: a place for everything, visible storage, color coding
- Structure visually: visible schedule, routine sequences, timer
- Plan for the unexpected: announce changes in advance, prepared transitions
Our ADHD tools to download
⏱️ Visual timer
Essential tool to make the passage of time tangible. Helps structure work periods and breaks. Multiple formats.
Download🏃 Active break cards
Short movement activities (1-3 min) to insert between concentration periods. Illustrated and easy to implement.
Download👁️ Visual attention exercises
Search and find, differences, mazes, cancellation tasks. Multiple difficulty levels to work on selective attention.
Download📅 Visual schedule
Support to structure the day with pictograms. Helps with predictability and transitions.
Download🧠 Working memory games
Activities to challenge working memory, often impaired in ADHD. Different levels.
Download⭐ Positive tracking chart
System for recognizing positive behaviors. Points, stars, rewards to motivate.
DownloadSchool accommodations
Students with ADHD may benefit from a PAP (Personalized Support Plan) or a PPS (if MDPH) formalizing accommodations:
| Area | Possible accommodations |
|---|---|
| Classroom seating | Front, near the teacher, away from distractions |
| Time | Extended time, authorized breaks, fragmented tasks |
| Supports | Written instructions, photocopies, spaced documents |
| Method | Short instructions, comprehension checks, frequent feedback |
| Movement | Allow fidgets, "standing" tasks, movement breaks |
Frequently asked questions
No, in most cases. About 60% of children with ADHD retain significant symptoms in adulthood. Motor hyperactivity tends to decrease but inattention and impulsivity often persist. Adults with ADHD can benefit from diagnosis and treatment.
No. Drug treatment (methylphenidate) is not systematic and depends on the severity of symptoms and their impact. Environmental accommodations and educational strategies are always the first line of intervention. Medication, when prescribed, comes as a complement.
Yes, it's possible. Video games are designed to capture attention: intense stimulation, immediate rewards, constant feedback. ADHD is characterized by difficulty with voluntary attention, not attention captured by stimuli. Hyper-focus on highly stimulating activities is actually typical of ADHD.
The diagnosis is made by a physician: neuropediatrician, child psychiatrist, or physician trained in ADHD. It often relies on a neuropsychological assessment performed by a psychologist/neuropsychologist. Speech therapists can identify signs but do not make the diagnosis.
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