Link to Part 1

Beyond general classroom behavioral difficulties, poor attention span, impulsivity, hyperactivity, and noncompliance create significant academic difficulties for an ADHD student. (Kemp, Fister, & McLaughlin, 1995). Implementing classroom management techniques helps ADHD students succeed, but this alone not is enough. Specific strategies that address academic deficits are also needed. Because ADHD is so complex addressing these needs is very difficult.

For instance, a student who's predominant symptom is impulsivity, requires different academic interventions than the student who is persistently inattentive (Rooney, 1995). In order to intervene properly, an academic plan should match symptoms with specific modes of instruction. If a student is predominantly hyperactive then a kinesthetic approach to an academic exercise may be beneficial. Also, if a student is unable to channel the needed amount of mental effort into a single task, then a tactile or group approach may help. One must caution that simple, blanket solutions to academic difficulties end up exhausting time, resources, and motivation. The suggestion is that teachers should spend time interpreting diagnostic ADHD evaluations so that academic interventions can target individual needs. Specifically, interventions here should address test-taking, reading, and math.

During reading exercises, Rooney (1995) suggests that ADHD students turn main ideas and details into a visual format. Before beginning a reading assignment the student draws a circle on a separate sheet of paper and puts the title above the circle. While reading, the student puts the first main idea inside the circle and attaches the details in a spoke-like manner around the wheel. Secondary details can also be added to the spokes here, different colors can further help ADHD students distinguish main ideas from details. When the next main idea is identified, the student draws a new circle and the process begins again. Textbook reading can also work with this approach. A student places the first subheading inside a circle then branches out details in a spoke-like fashion. This process can continue until all the subheadings in the reading assignment are complete.

Also encouraged are the use of manipulatives for students with ADHD when learning mathematics. Here the visual and tactile nature allows individuals with ADHD to conceptualize many of the processes in math and helps them focus on the task at hand. Manipulatives can be used to teach adding subtraction, division, multiplication, fractions, algebra, percentages, and geometry. For example when studying geometry, actual cubes, cylinders or triangles can be used to make geometric calculations. For younger students with ADHD manipulatives such as apples, poker chips and/or dry cereal (for young children) can be used to teach basic math concepts.

When taking tests, students should be encouraged to underline key words essay or short answer questions as this may help in focusing on critical pieces of a question. Additionally, it also provides a quick check as to the completeness of the answer.

Students with ADHD often have difficulty with multiple academic tasks. To remediate this, it is important to micro-unit lesson plans e.g., breaking down and presenting material in very small segments. For example, when asking a student to write a paper describing his/her favorite animal, one could ask the student to brainstorm the characteristics of this animal. Then, after the brainstorm, a follow-up response could be to identify the characteristics by grouping into distinct categories. Once categories are established, the topic sentences can be generated, and so on. Not only does this help the individual with ADHD students see big picture, but it also brings structure and organization to their work.

Approaches to algebra also illustrate this point: when asked to solve an algebraic expression, there may be difficulty following or recalling the sequential steps needed complete the task, even if he/she has successfully performed this operation many times. Teachers should micro-unit the steps needed to solve for x. Another example simply has the teacher hand out one worksheet instead of three, here the teacher then instructs the student to pick up subsequent worksheets at the teachers desk. Not only does this provide structure and micro-unit work, but it also increases student/teacher contact and gives the student a short time to move around (Rooney, 1995).

Students with ADHD are described as being disorganized, impulsive, inattentive, and distractible, therefore, ADHD students need help with essential academic protocol such as organizing time, materials, and ideas. Traditional approaches that do not take into consideration the complex aspects of ADHD only frustrate parents, teachers, and students. Approaches to ADHD need to be structured, simple, and reliable, and interventions must be organized, micro-united, and maintain a persistent focus on the process of learning.

Also, frequent contact between a student and teacher and a comfortable relationship based on respect is important in helping one thrive in school. As educators become more familiar with ADHD, many of the interventions outlined in this paper will further develop, and new interventions will emerge.

References:
Kemp, K., Fister, S., & McLaughlin, P. J. (1995). Academic strategies for children with ADD. Intervention in School and Clinic, 30, (4), 203-210.

Rooney, K. J., (1995). Teaching students with attention disorders. Intervention in School and Clinic, 30, (4), 221-225.

5/30/98

Richard R. Matte, an Instructor at Landmark College, is pursuing a Doctoral degree in Educational Psychology at American International College in Springfield, MA. Jon A. Bolaski, Ed.D., is Director of Counseling Services at Landmark College, Putney, Vermont. Landmark College, a private coeducational institution, addresses the educational needs of students with dyslexia, attention deficit disorders, and other specific learning disabilities.