Many young children show hyperactive and impulsive behaviors at times. However, some have significant difficulty controlling their actions and impulses.
Hyperactivity can be excessive physical activities, constant restlessness, being fidgety, moving around a lot, talking too much, running or climbing when it is not appropriate, and being unable to remain still and perform activities or play quietly.
Impulsivity refers to difficulty delaying an action or response that can lead to negative consequences. Students who are impulsive may have preference for immediate rewards, even when the rewards are smaller, over rewards that come later and are larger. This results in challenges with waiting, for example, when they are speaking, playing, and crossing streets. They tend to act without thinking and answer questions hastily, without considering appropriateness or accuracy.
How to differentiate normal hyperactivity and impulsivity from those that are problematic?
- When elevated levels of hyperactive and impulsive behaviors are persistent across situations (school, at home, etc.) and over time (several months);
- When the behaviors/symptoms are not being triggered by a specific psychosocial event (e.g., parental separation);
- When the number of symptoms or their intensity cause significant impairment in the child’s life.
How can we help a student with hyperactivity/impulsivity issues?
- Be proactive and anticipate learning difficulties that may arise due to hyperactivity/impulsivity. Reduce triggers in the classroom.
- Use audio and visual cues to facilitate transitions or changes in activities. For example, speaking clearly and making hand signals to remind the student to change from one activity to another or to finish an activity.
- Allow the student to get up and move at regular intervals. Students who are hyperactive benefit more from activity breaks. For example, ask them to erase writings on the blackboard or go to the office to get some material, or allow them to go to the bathroom or to drink water quickly.
What are unhelpful?
- Ignoring the student’s condition, not acknowledging their difficulties;
- Talking about the student’s challenges in front of their classmates without their consent.