Telehealth & Understanding ADHD: Olivia’s Journey

Oliva’s story illustrates the importance of cooperation, understanding, effective strategies, and support in overcoming the challenges associated with Attention Deficit Hyperactivity Disorder (ADHD). From the early diagnosis and initial fears for her future to her great achievements, Oliva’s journey highlights the positive impact that a team of telehealth therapists, parents, and teachers can have on a child with ADHD.

Diagnosis and Early Concerns
When Oliva’s parents first noticed her difficulties with focus, making friends, and academic performance, they were understandably concerned. They struggled to understand the complexities of ADHD and the implications it could have on Oliva’s future. What scared them was how their daughter would make friends, how she would manage school, how she would get a job someday. They were overwhelmed with fear, uncertainty, anxiety, and confusion. Oliva, too, faced challenges in blending in both academically and socially, making friends, and succeeding in school.

Challenges and Struggles
Oliva had a hard time paying attention in class. She had trouble sitting still, following multiple directions, and staying on task for a prolonged period. Oftentimes, she would lash out at her teachers or peers for no apparent reason, or she would disregard tasks and just draw abstract shapes on her worksheets.Finding friends was difficult, and keeping them was even harder. Oliva would forget about the plans they made together, she would often talk over her peers and had a hard time listening to her friends and staying on topic.

Seeking help and Support
Recognizing the need for assistance, Oliva’s teachers intervened and recommended her parents to a telehealth clinic specializing in ADHD management. This referral proved to be a big moment in Oliva’s journey. Through interactive telehealth sessions, Oliva’s parents gained invaluable knowledge about managing their child’s ADHD from the comfort and safety of their home. Armed with this understanding, they actively participated in Oliva’s therapy, implementing strategies suggested by the telehealth therapist.

Implementing Effective ADHD Treatment Strategies:

Online telehealth interaction and cooperation between the therapist, teachers, and parents led to the successful application of various techniques. Timers, visual schedules, and using Oliva’s hyperfocus abilities for drawing proved to be effective.

Timers: The use of timers helped Oliva learn to break down tasks into manageable segments. Also, these timers signaled how she should engage in one activity, and when to move on to the next one. The timer gave Oliva a predictable structure and a sense of control over tasks and schedules. It supported planning, organization, and self-regulation.

Written reminders: Written reminders and color-coded organizing system helped Oliva stay organized throughout the day. The colors helped in maintaining order and clarity. Different colors were used to signal priorities and the written reminders were kept simple. This way, navigating through daily responsibilities was easier and more efficient.

Visual schedules: Visual schedules were used on charts, and they were made out of pictures and written reminders that symbolized activities or tasks. The visual representation of the daily routines helped with understanding and following schedules more effectively. It gave her a clear view of what to expect during the day and improved her time management skills.

Fidget tools: Fidget tools were also used by Oliva. She had a slime toy she would press and stretch when she felt out of focus. The motor activity and the sensory input she was receiving helped her focus both in an academic environment as well as in social. Also, her peers found the slime very cool and would approach her to try it!

Supportive Learning Environment
At school, a proactive approach was adopted, recognizing the benefits and importance of movement for Oliva. Her telehealth therapist proposed using fun games for the entire classroom that would benefit Oliva’s concentration, working memory, and focus.

Motor activity breaks: Breaks were also actively integrated into her classroom routine, allowing her to move during class which increased her concentration and engagement. The small break got her to stretch and move her legs, providing her a chance to release the energy that accumulated while she was seated.

Shorter tasks: Shorter tasks were followed by breaks were also used to help Oliva achieve her academic potential. Completing a series of shorter tasks followed by a brief break where she would either stretch, squeeze the slime toy, or just squat several times, helped her maintain her attention, and motivation and reduced overwhelm.

Token system: was also used during school hours. Oliva would collect the tokens (stars, stickers, or points) for every task she did. After she collected a designated number of tokens, she would exchange them for a small reward. Those rewards were a few extra minutes of recess time or her favorite gumball.

Positive reinforcement: followed every task competition and appropriate behavior. The teachers would praise Oliva for her hard work and her efforts to approach her peers.
There were several games that both the teachers and Oliva’s parents used. Those games were recommended by their telehealth therapist and were designed to be beneficial for children with ADHD.

Telehealth and ADHD Games
Memory games: that included words, cards, and patterns helped enhance working memory and concentration.

Musical chairs: promoted focus, coordination, and mindfulness while allowing Oliva to release excess energy and have fun with her classmates.

Board games: were a big thing during recess! Strategy-based games encouraged planning, organization, patience, and impulse control. Also, they promoted cooperation and perspective-taking with peers.

Physical games: “Simon says” is a classic game that is not just fun but amazing for improving attention and impulse control. It required Oliva to listen carefully, follow instructions, and build up her cognitive flexibility.

The Power of Collaboration
As the network of supporters worked together, Oliva began to thrive and gain confidence. Her grades improved, and she discovered her passion for drawing, which allowed her to channel her hyper-focus constructively. All of the strategies her telehealth therapist provided, were a great asset both at home and in school.

Oliva’s journey serves as a reminder of the value of teamwork and the use of telehealth services. The collaboration between her telehealth therapist, parents, and teachers created a nurturing environment that supported her development. Oliva’s story demonstrates that with the right assistance and learning techniques, individuals with ADHD can thrive and succeed. It highlights the importance of presenting a united front to create an inclusive atmosphere where every person can flourish despite the challenges they may face.