I think that a meeting needs to be held with parent and teachers. Parent needs to understand that the child must have his medication daily. All of those concerns need to be address in the meeting. In addition, parent may need to have the child evaluated by a doctor. I have worked with a number of students with ADHD and the doctor likes to receive feedback from teachers about behaviors they are seeing. His assignments need to chunk and give him a checklist daily so that he can check off items as they are completed.

I have been in a similar situation with a student before. I would recommend putting this student on some kind of behavior contract and/or behavior chart. You and his other teachers could give him daily ratings based on his behavior in each class. He could be fully aware of the points that he earns each day, and at the end of the week (or day) he could earn a small reward of his choosing. This would push him to be constantly aware of his behavior in the classroom regardless of the medication.

The parent obviously does something with the student 50% of the time if their behavior is good one day and bad the next. You could try a reward system. Each week the student takes their medication every day they get to pick a reward. The reward will vary depending on the grade level. This solution may motivate the student to take their medication daily.

I have a student in my class this year who has similarities with your student. My student has a problem with authority, no matter who is giving her the command to do something. This student has had anger problems since she started pre-k (she is now in 2nd grade). Some of her behaviors are balling up papers when she does not want to complete them, throwing things, growling, knocking things over, and slamming things down- all because she refuses to to do what you have asked her to do. When you try to talk to her after she has a meltdown, she will not talk. She completely shuts down. So, this year, my school's counselor has started a program called Check-In/Check-Out with students who have been identified has behavioral students from the past. The counselor has come up with two specific goals for my student, and she has to meet those two goals daily with a passing percentage. She goes to another teacher/educator to check-in and check-out every day, and this educator talks about the two goals she has to work on meeting. My student can earn a 2 (meets the goal), and 1 (halfway meets the goal), or a 0 (does not meet the goal). If she meets those goals with 80% for two weeks straight, then she is rewarded (sweet tea on a Friday, eating lunch with her teacher, eating lunch in the classroom with a friend, being the teacher's helper for the day, etc.). Since the counselor has started this program (my student has been participating in it for a little over a month now), her behaviors and meltdowns have almost completely disappeared. She went from having one or two meltdowns a day to only having two in a span of 6 weeks. This Check-In/Check-Out system has been my saving grace with this particular student because it makes her accountable for her very own actions, and she has something to work towards. I have come to realize that this student is a sweet student, and a very smart student. I enjoy listening to her solve problems and answer questions.

If the student has medications in the front office or with the nurse, the child needs to go each morning to take his medications. I have several students that avoid taking their medications because of the way it makes them feel. I ask them each day if they have taken their medicine prior to entering my class. They are usually truthful. If their answer is no, they immediately go to the front office to do so. I teach physical education, so these students are usually less of a distraction in my class, but the academic teachers sure appreciate it because the medicine has usually kicked in by the time they go back into the classroom.