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[quote=Anonymous][quote=Anonymous][quote=Anonymous]My two 2Es both have ADHD, one inattentive, one combined type.

Their ADHD was not diagnosed until HS, mostly because the giftedness helped cover for it until the academic demands ramped up. Also, both did not have social problems, they always had tight groups of friends and, in fact, now in college are still close friends with kids they've known since elementary school.

Early signs --
Combined type kid: very impulsive, couldn't wait to be called on in class, makes careless mistakes in homework, lying about dumb stuff, hated school, later told us he always felt like the "bad kid" in school. We did discuss ADHD with the ES counselor in 3rd grade but she advised that the impulse control was that he was young for grade (not-redshrited-summer birthday). Evaluated in 9th grade when he started failing classes. I really regret believing the school counselor.

Inattentive kid: Always got good grades but major procrastinator, hyperfocus on things like drawing/painting would distract from homework. Or she'd turn a small homework assignment into a major art project. Had a ton of anxiety about school in MS that wasn't obvious to us. Room was always a disaster. ADHD diagnosed in 9th grade when we initially had her evaluated for anxiety. Her ADHD looked very different than DS's.

Also, both did not want to do organized activities after school. School exhausted them. Extrovert DS just wanted to play with friends while introvert DD liked to be with 1-2 friends and/or draw to recharge.[/quote]

I just got an ADHD dx for a very similar sounding 8th grader. School has been easy for her so far (social not so much, but she is also introverted and feels accepted at school even if she does not have a big friend group). I am also waiting on an anxiety dx (I think that is an even bigger issue for her.) I don't think she needs an IEP or 504 at this time but I'm wondering what type of supports or interventions or just parenting strategies have been helpful upon getting a diagnosis, and how those may have changed with increased demands in HS. [/quote]

Medication has been somewhat helpful (although not as helpful as it was for my DS) plus executive function coaching. The main thing school offered was additional time but that is a double-edged sword since she has a strong tendency to procrastinate and let things pile up without a firm deadline. Her 504 was later adjusted to a more specific few days grace period for late work. Wearing noise-cancelling headphones most of the day (except during lectures) was also helpful to screen out the school chaos. She's in college now, still on medication and using an executive function coach provided by the college.

For parenting, I think it helped to give her permission to tone down the academic schedule. That it was OK to not take as many APs as her friends, to step down a level in math. Early on, she had a clear academic/career interest so I showed her colleges with strong programs for that which didn't require HS perfection to be admitted and that seemed to help bring down the stress. For chores and things like cleaning her room we had a visual system with cards to remind her of each thing that had to be done. Encourage use of timers and calendar reminders.

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