Attention deficit hyperactivity disorder: implications for the classroom teacher

Journal of Instructional Psychology, Sept, 2002 by Elizabeth M. Reis

Strategy #3: To provide opportunity for students to apply concepts they have studied to the reality of their daily lives

This strategy addresses the observation that many students with ADHD tended to be very egocentric, as if their personal reality is the only one to exist. Upon meeting with the three classroom teachers, it was noted that their students with ADHD tended not to read very much outside of school, and far too often they appeared to lack an awareness of important world events, as well as information in the arts and sciences. To address these concerns, the classroom teachers drew upon the research based technique of using focus journals as a vehicle for providing opportunity for students to apply concepts that they have studied to the reality of their daily lives. For example the technique of a focus journal would be implemented by having students write a brief comment in

response to a teacher's daily "Journal Focus" question, including support for their opinion or response. One such "Journal Focus" question might be to call attention to a modernistic work of art in their textbooks and ask them to support why they feel the piece should or should not be considered art.

Current Research Findings

When students with ADHD attach personal meaning to information, they tend to understand and recall it far better. Therefore providing opportunities for students to express their opinions and to utilize their textbook enables students to apply what they are learning to broader experiences (Fulk, 2000).

Strategy #4: To incorporate various cueing systems

This strategy addresses the observation that for many students with ADHD it was difficult to sustain attention on what the teacher was saying in the classroom. After meeting with the classroom teachers, it was decided that the three teachers would try to incorporate visual cueing through the use of ordinal words like first, second etc.. Teachers also tried to use overhead transparencies to reinforce the presentation of ideas with graphic organizers that displayed the various steps the student would later be asked to carry out on his or her own. Lastly, the teachers felt that it was important to be aware of not always standing in the same place when delivering instruction.

Current Research Practice

Awareness of the importance of using a cueing system when working with students with ADHD needs is just one important way of motivating students to learn. The cueing system speaks to the importance of personally involving students in the learning process (Klumb, 1992).Teachers who take the opportunity to actively involve learners through the use of prepared transparencies are attempting to actively involve the learner beyond listening and reading to the actual articulation of ideas based on the material that is being presented. In addition the transparency serves as a visual organizer that the student can refer to at a later point when they are asked to complete some assignment or task based on this learning.

Strategy #5: To use contingency-based self-management techniques