Activity 3b
Attention Deficit/Hyperactivity Disorder
Figure Drawing Exercise
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Supply List:
Markers
Scratch paper (half sheet or bigger) to put on tables
Sticky wall or masking tape to hang paper
Blank paper for each participant
Pen/Pencil for each participant
Say:
This activity is designed to give you some insight into how Attention Deficit/Hyperactivity Disorder
affects young people. Everyone needs a blank piece of paper and a pen or pencil. You are going to follow
the directions exactly as I read them to you. You must remain silent during the exercise and may not ask
to have directions repeated nor may you discuss them with each other.
[Facilitator: Make sure to read the directions in a rapid manner.]
Say:
1. On the left hand side of your paper, about halfway down from the top, draw a vertical line about
two inches long, which is parallel to the side of the paper and at the base of the line, draw a
second line at a right angle to the first, making it twice as long as the first line.
2. Draw a third line at the end of the second, two inches long, parallel to the first and connected to
the second at a right angle. Connect lines one and three at the top, and at the mid-point of line
four put a dot.
3. On the bottom line, place a dot one third of the length in from both ends, then connect these
dots to mid dot on line four.
4. Place a dot at mid-point on the bottom line, and draw a line from the upper left-hand corner of
the figure to the mid-point dot on the bottom line. Then, do the same from the upper right hand
corner.
5. Using the left half of the top line of the figure as a base, complete an equilateral triangle, and
using the remaining right half of the top line of the figure as a base, draw another equilateral
triangle next to the first.
6. Draw a circle inside each of the upper triangles of the figure, then draw a smaller circle inside
each of the larger circles. Fill the small circle in solidly with your pen or pencil.
[Facilitator: After you have finished reading the directions, ask participants to share the figure they have
drawn from the directions provided. Show the picture of the completed figure you described (owl or fox).
Ask: What made this task difficult?
Fall 2014
Say:
Many youth with disabilities, regardless of the type of disability, have a difficult time remembering
multi-step directions. They often get confused if more than one direction is given at a time. The exercise
we just completed forced you to draw an unknown object strictly by listening and remembering every
detail given in PERFECT order. Frustrations may arise when adults are giving instructions to youth. Often,
adults think the youth is not listening or paying attention when in reality, some may be suffering from
Attention Deficit/Hyperactivity Disorder (ADHD).
Attention Deficit/Hyperactivity Disorder is one of the most common childhood disorders and can
continue into adolescence and adulthood. Individuals with ADHD have difficulty staying focused and
paying attention, difficulty controlling behavior, and hyperactivity. ADHD has three subtypes. The first
one is predominately hyperactive/impulsive. Youth with this subtype may display the following
behaviors:
 Fidget and squirm in their seat
 Talk nonstop
 Running around, touching and playing with everything in sight
 Have trouble sitting still and are constantly in motion
 Have difficulty doing quiet tasks and activities
 Impatience
 Blurt out inappropriate comments
 Have difficulty taking their turn
 Often interrupt conversations and/or activities
The second subtype is predominately inattentive. Youth with this subtype are less likely to act out or
have difficulties getting along with other children. They may sit quietly, but are not paying attention to
what they are doing and are often overlooked. They may display these behaviors:
 Easily distracted, miss details, forget things, and frequently switch from one activity to another.
 Have difficulty focusing on one thing
 Quickly become bored
 Have difficulty organizing and completing a task
 Do not seem to be listening when spoken to
 Daydream
 Have trouble processing information as quickly and accurately as others
 Struggle to follow instructions
The third subtype of ADHD is a combination of the other two.
Take a minute to discuss with your neighbor the following questions:
Ask:
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What similar behaviors have you seen youth display during club meetings?
How do they affect your club meeting?
What are other youth doing? Do they notice these behaviors? How do you see them
responding?
Do you think all youth that exhibit these characteristics have ADHD? Why or why not?
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Say:
Many youth display these or similar characteristics during club meetings. It is only when they become
frequent and extreme that youth may have ADHD. However, many of the strategies that may help when
working with youth with ADHD can also be applied to your entire 4-H club.
Take the next two minutes to discuss with your neighbor strategies you could implement in your club
meetings when working with youth with ADHD. Refer to the Hot Sheet for reference. Write your ideas
on the paper at your table and post on the wall. (2 minutes)
Facilitator: Briefly go through suggestions as a large group. Share some ideas below if not mentioned in
share back]
Inattentive:
 Have youth sit in the front of the room where there are fewer distractions.
 Surround youth with good role models.
 Allow youth to move around the room at appropriate and assigned times.
 Incorporate physical movement into the meeting whenever possible.
 Have visual displays of the agenda for the meeting.
 Divide bigger tasks into smaller ones
 Position yourself close to the child
 Give simple concrete instructions
Hyperactivity:
 When you notice the child is getting fidgety, have them run an errand or do a job for you
 Allow the youth to use a stress ball or small toy when seated
 Schedule times for physical activity; take breaks during long and tedious tasks.
Impulsivity:
 Reinforce good behavior
 Give consequences immediately following misbehavior
 Establish a club meeting behavior expectation as a group and make sure all youth understand it
Say: Please be cautious: just because youth often display some of these characteristics does not mean
they have been diagnosed with ADHD. A diagnosis can only come from a professional and we do not
expect that you as leaders diagnose or suggest to parents that a diagnosis may be needed. With a bit of
understanding and some planning, you as leaders may be better equipped to work through these
challenges with your club members.
Remember we are trying to create an environment where all youth and leaders can feel safe, included
and enjoy time together.
Fall 2014
Iowa State University Extension programs are available to all without regard to race, color, age, religion, national origin, sexual orientation,
gender identity, genetic information, sex, marital status, disability, or status as a U.S. veteran. Inquiries can be directed to the Director of Equal
Opportunity and Compliance, 3280 Beardshear Hall, (515) 294-7612.
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture.
Cathann A. Kress, director, Cooperative Extension Service, Iowa State University of Science and Technology, Ames, Iowa.
Fall 2014