Early Signs No Parent Should Ignore

Common symptoms of learning and attention issues.

I. ADHD Symptoms

ADHD symptoms have been divided into hyperactive/impulsive and inattentive (formerly ADD). Children with hyperactive/impulsive ADHD are difficult to ignore, they are the ones bouncing around in their chairs, clowning around in the classroom and are the first to be identified with ADHD.

However, children with inattentive ADHD are quietly staring out the window while their work lays unfinished. According to the National Institute of Mental Health, inattentive symptoms are far less likely to be recognized by parents, teachers, and medical professionals. As a result, individuals with inattentive ADHD rarely get the services they need. This leads to academic frustration, apathy, and undue shame that can last a lifetime. Keep in mind the behaviors in the following lists must persist over time to be considered warning signs. Any child may occasionally exhibit one or two of these behaviors in the course of normal development.

A. Symptoms of Inattentive ADHD (formerly ADD)

A person with Inattentive ADHD will exhibit:

1. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, turns in inaccurate work).
2. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading).
3. Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction).
4. Often does not follow through on instructions and fails to finish schoolwork or chores (e.g., starts tasks but quickly loses focus and is easily sidetracked).
5. Often has difficulty organizing tasks and activities (e.g., struggle to manage sequential tasks, keep materials and belongings in order, organize work, manage time, and meet deadlines).
6. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork, homework, reading).
7. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, keys, paperwork, eyeglasses).
8. Is often easily distracted by extraneous stimuli.
9. Is often forgetful in daily activities (e.g., doing chores, homework, running errands).

B. Symptoms of Hyperactive/Impulsive ADHD

A person with Hyperactive/Impulsive ADHD will exhibit:

10. Often fidgets with or taps hands, feet or squirms in seat.
11. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, church, restaurant).
12. Often runs about or climbs in situations where it is inappropriate.
13. Often unable to play or engage in leisure activities quietly.
14. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to remain still, in restaurants or meetings, for example, for any extended time without significant discomfort; others may say he or she is restless, fidgety, or difficult to keep up with).
15. Often talks excessively.
16. Often blurts out answers before a question has been completed (e.g., completes people’s sentences).
17. Often has difficulty waiting his or her turn (e.g., while waiting in line, while speaking).
18. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people’s things without asking or receiving permission).

II. Learning Differences

A. Warning Signs in Preschool Children

Although children’s growth patterns vary among individuals and within individuals, uneven development or significant delays in development can signal the presence of a learning difference. Once again, keep in mind that the behaviors in the following lists must persist over time to be considered warning signs. Any child may occasionally exhibit one or two of these behaviors in the course of normal development.

Language

19. Slow development in speaking words or sentences
20. Pronunciation problems
21. Difficulty learning new words
22. Difficulty following simple directions
23. Difficulty understanding questions
24. Difficulty expressing wants and desires
25. Difficulty rhyming words
26. Lack of interest in storytelling

Motor Skills

27. Clumsiness
28. Poor balance
29. Difficulty manipulating small objects
30. Awkwardness with running, jumping, or climbing
31. Trouble learning to tie shoes, button shirts, or perform other self-help activities
32. Avoidance of drawing or tracing

Cognition

33. Trouble memorizing the alphabet or day of the week
34. Poor memory for what should be routine everyday procedures
35. Difficulty with cause and effect, sequencing, and counting
36. Difficulty with basic concepts such as size, shape, color

Attention

37. High distractibility
38. Impulsive behavior
39. Unusual restlessness, hyperactivity
40. Difficulty staying on task
41. Difficulty changing activities
42. Constant repetition of an idea, inability to move on to a new idea

Social Behavior

43. Trouble interacting with others, playing alone
44. Prone to sudden and extreme mood changes
45. Easily frustrated
46. Hard to manage, has temper tantrums

B. Warning Signs in Elementary School Children

Language/Math

47. Slow learning of the correspondence of sound to letter
48. Consistent errors in reading or spelling
49. Difficulty remembering basic sight words
50. Inability to retell a story in sequence
51. Trouble learning to tell time or count money
52. Confusion of math symbols (+, -, x, /, =)
53. Transposition of number sequences
54. Trouble memorizing math facts
55. Trouble with place value
56. Difficulty remembering the steps of mathematical operations such as long division

Motor Skills

57. Poor coordination or awkwardness
58. Difficulty copying from chalkboard
59. Difficulty aligning columns
60. Poor handwriting

Attention/Organization

61. Difficulty concentrating or focusing on a task
62. Difficulty finishing work on time
63. Inability to follow multiple directions
64. Unusual sloppiness, carelessness
65. Poor concept of direction
66. Rejection of new concepts, or changes in routine

Social Behavior

67. Difficulty understanding facial expressions or gestures
68. Difficulty understanding social situations
69. Tendency to misinterpret behavior of peers and adults
70. Apparent lack of common sense. 

C. Warning Signs in Middle School Children

Language/Math/Social Studies

71. Avoidance of reading and writing
72. Tendency to misread information
73. Difficulty summarizing
74. Poor reading comprehension
75. Difficulty understanding subject area textbooks
76. Trouble with open-ended questions
77. Continued poor spelling
78. Poor grasp of abstract concepts
79. Poor skills in writing essays
80. Difficulty in learning a foreign language
81. Poor ability to apply math skills

Attention/Organization

82. Difficulty staying organized
83. Trouble with test formats such as multiple choice
84. Slow work pace in class and in testing situations
85. Poor note taking skills
86. Poor ability to proofread or double check work
87. Social Behavior
88. Difficulty accepting criticism
89. Difficulty seeking or giving feedback
90. Problems negotiating or advocating for oneself
91. Difficulty resisting peer pressure
92. Difficulty understanding another person’s perspectives

Because early intervention is so important, federal and state law requires that school districts provide early identification and intervention services. If teachers have not discussed the possibility of an evaluation, you should request that the school conduct a formal evaluation. A request submitted to the school principal must be honored by the school in a timely manner.