SpeechPathology.com Phone: 800-242-5183


EDU Healthcare Opportunities

Sleep Hygiene and ADHD

Lauren Radtke-Rounds, PhD

April 25, 2016

Share:

Question

"What is sleep hygiene and how does that help ADHD?"

Answer

Sleep hygiene is very important for individuals with ADHD. It helps structure the person’s sleep schedule to make it as “clean” as possible. If an adolescent goes to bed with their phone and they are texting and facetiming their friends until the fall asleep, that's going to impact sleep. Kids with ADHD, because they struggle with inhibition, are more likely to do that.

Doing homework late at night and doing it in bed is another habit that I like to clean up. Get the student out of their bed. Their bed should be for sleeping only. Homework should be done in a different space. In fact, getting them out of the bedroom is actually really important because that's where they're more likely to get distracted (e.g., opening up various screens on their computer, except for the one that they should be utilizing).

Cutting off caffeine at the end of the school day is a good rule of thumb. If they are drinking caffeine, that should be cut off at the end of the school day so that is not impacting sleep. Another example is not sleeping with the TV on.

All of those strategies are going to be incredibly important for decreasing sleep problems that individuals with ADHD are more likely to experience. Sleep hygiene is really about cleaning up the sleep routine. 

Dr. Radtke-Rounds is a fully licensed clinical psychologist, practicing in Brighton, Michigan.  She provides comprehensive psychological evaluations, with a focus on diagnosis and treatment of a variety of neurodevelopmental disorders including ADHD, dyslexia, nonverbal learning disorder, anxiety, and autism spectrum disorder.  


lauren radtke rounds

Lauren Radtke-Rounds, PhD

Dr. Radtke-Rounds is a fully licensed clinical psychologist, practicing in Brighton, Michigan.  She provides comprehensive psychological evaluations, with a focus on diagnosis and treatment of a variety of neurodevelopmental disorders.  These may include ADHD, Dyslexia, Nonverbal Learning Disorder, Anxiety, and Autism Spectrum Disorder.  Dr. Radtke-Rounds provides follow-up treatment for individuals and families struggling with the challenging behaviors that may be associated with neurodevelopmental disorders.  She has worked in a variety of professional settings, including assessment clinics at Beaumont Hospital, Riley Children’s Hospital, and University of Illinois at Chicago. 


Related Courses

Dyslexia and Developmental Language Disorder: School-Based Screenings, Assessments, Interventions, and Implementation Science
Presented by Tiffany Hogan, PhD, CCC-SLP, FASHA
Video

Presenter

Tiffany Hogan, PhD, CCC-SLP, FASHA
Course: #11016Level: Intermediate1 Hour
  'Would love a follow up course on “how to implement better screeners and awareness”'   Read Reviews
Developmental language disorder (DLD) – a neurodiversity that occurs in 10% of the population and that makes learning vocabulary and grammar difficult - is the most commonly co-occurring learning disability associated with dyslexia, a word reading difficulty. DLD and dyslexia are described in this course with a focus on how they are the same and different. Actionable, practice solutions for improving educational outcomes for those with DLD and dyslexia through response to intervention and implementation science are discussed.

Reading Comprehension and the SLP: Foundational Understanding
Presented by Angie Neal, MS, CCC-SLP
Audio

Presenter

Angie Neal, MS, CCC-SLP
Course: #10763Level: Intermediate1 Hour
  'Excellent presentation by an excellent presenter'   Read Reviews
This is Part 1 of a two-part series. This course provides SLPs with foundational knowledge needed to directly address and collaboratively support reading comprehension across all grade levels. Models of language and reading comprehension, comprehension processes vs. products, instruction in comprehension skills vs. strategies, factors in reading comprehension difficulties, and connections to general education are discussed.

Assessment of School-Age Clients through Telepractice
Presented by William Bolden, MA III, CCC-SLP
Video

Presenter

William Bolden, MA III, CCC-SLP
Course: #9740Level: Introductory1.5 Hours
  'So organized, flowed smoothly from one idea to another'   Read Reviews
This is Part 1 of a two-part series. Many SLPs may feel uneasy when beginning to assess clients remotely. This course provides practical information on how to ethically and reliably assess school-age clients via telepractice, accommodate/modify assessments as needed, and report assessment results.

Reading Comprehension and the SLP: Contributions of Language
Presented by Angie Neal, MS, CCC-SLP
Video

Presenter

Angie Neal, MS, CCC-SLP
Course: #10764Level: Intermediate1 Hour
  'Instructor was engaging'   Read Reviews
This is Part 2 of a two-part series. The connections between reading comprehension and areas of language such as vocabulary, morphosyntax and social communication are described in this course. Implications for intervention/instruction and collaboration with educators are also discussed.

Executive Functioning: Beyond the Basics for School-based SLPs
Presented by Victoria Bondurant, MS, CCC-SLP, Joseph Walsh, MS, MEd, CCC-SLP
Video

Presenters

Victoria Bondurant, MS, CCC-SLPJoseph Walsh, MS, MEd, CCC-SLP
Course: #10765Level: Intermediate1 Hour
  'This course was very informative'   Read Reviews
This course builds on course 10193, “Executive Functioning: Intervention Principles and Strategies for School-Based SLPs,” and extends participants' knowledge base to encompass more advanced concepts and approaches for scaffolding executive function (EF). Specifically, behaviors that signal a need for intervention and strategies that target social and academic impacts of EF difficulties are described.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.