Supports for school-aged children with ADHD & developmental language disorder (DLD)

Children with both ADHD and DLD may have difficulties with memory, understanding emotions, recognising others’ feelings, controlling their behaviours, and sustaining or changing their focus. These challenges affect their daily life.

How can we help these children in therapy, using evidence-based supports?

1. Adopt a strength-based approach

Recognise that:

• children with ADHD are often more creative, curious, and present with strengths in their social skills; and
• children with DLD show strengths in their daily-living skills, and are often described by their caregivers as kind, helpful, and determined.

Drawing on children’s strengths and interests lead to better therapy outcomes.

2. Increase motivation and engagement

• Build goals with the child, not just for them.
• Give them a say: let the child choose the order of activities.
• Follow their lead: incorporate the child’s interests when you teach new skills.
• Consider the ‘PINCH’ factor: include elements of play, interest, novelty, competition, collaboration, connection, and hurry-up.
• Be their cheerleader: celebrate success with the child and be authentic.

3. Help children regulate their behaviour

• Build in movement breaks: physical movement and exercise helps manage stress and increase focus.
• Consider using fidget toys as tools, not distractions. Switch between fidget time and active movement.
• Change up the environment: consider reducing the noise level and getting rid of visual distractions in the room to help the child focus.

4. Help children regulate their emotions

• Teach children to name their feelings: build their emotional ‘word bank’ so they can identify and talk about their feelings.
• Guide children through tough moments by talking about how to handle big feelings.
• Increase children’s body awareness, so they can tune in to signs that their stress levels are rising.
• Include social communication goals around perspective taking, communication repair, conflict resolution, negotiations, and setting boundaries.

Reference: Manley, N. R., & Wilder, A. (2025). Clinical accommodations for children with co-occurring developmental language disorder and attention-deficit/hyperactivity disorder. Perspectives of the ASHA Special Interest Groups, 10(1), 18–28. https://doi.org/10.1044/2024_PERSP-24-00076 (Abstract)