Expert: Christine D. DeLoatch, MA CCC-SLP - 10/3/2009

Question
Hi
I am trying to learn about teaching with ADHD student and I was wondering if these methods listed would work. I know that each child might be different but I was just wondering whether if twicking some of these methods would work or maybe they don't work at all.
I read that ADHD students because of poor working memory, visuals are not good for them but in other places on internet say that they visuals should be incorporated and that it works for them.
If you can help me that would be great.
Thanks
Emma


Use multi-modalities to teach the same concept.
Teach vocabulary in context
Use cues and prompts
Use peer tutor
Teach mnemonics as a memory tool
Teach visual imagery
Use graphic organizers
Use frequent repetition of key points
Break down instructional units into smaller steps
Show relationship among concepts through graphs, outlines and webbing
Hightlight important information
Use color coding to show concepts and relationships
Use music and movement
Use list
Use pictographs

Answer
Dear Emma,

Thanks so much for asking me your question.  First I want to let you know that I changed the status of you question from private to public, so that other teachers who are in the same situation that come across this site might be able to gain some insight, and because there was no personal information contained within your question, such as the name of the child or children, maybe your last name  or e-mail address.  Usually that is the type of question we label as private.  I hope you don't mind.  

I apologize for my late reply.  I was in an auto accident on Sept 25th.  

It has been my experience that visuals work very well with children and adults with ADHD.  I liken them to a stop sign.  It provides information.  Some people will remember to always stop at corners, but most need to be reminded.  It doesn't hurt anything, so long as the visuals are clear and don't contain too much information or to much 'background noise.'  If there are too many things, then the child can get or feel overwhelmed or overstimulated - not good.  So keep it simple, only the bare necessities.  

Now about the list of techniques you mentioned, I will address them each, one by one.

Use multi-modalities to teach the same concept if they seem to be having trouble with the concept. I'd love for you to give me an example of what you mean.  If I were talking about 'planting a seed' in terms of figurative language - I don't think that bringing in a mustard seed and planting it would be helpful.  Abstract language doesn't really apply in that situation.  But since you didn't tell me what age-range we were talking about it is hard for me to fine tune your answer just now, but I am more than willing to, if you would like to write back to me with that information.

Teach vocabulary in context - excellent! (I think this is the best way for anyone, personally.)

Use cues and prompts - I'm not sure what you mean here as well.  There are tons of kinds of cues and prompts, visual (like a reminder stop sign on the door to remind kids to take the pass), auditory (like saying the first sound of a word), tactile (like touching the child's shoulder to get her attention), others (tapping on the correct answer) - depending on the child and needs, any of these would be appropriate.  You only have to keep looking for signs of frustration.  If the signs of frustration decrease, then the cue or prompt is working - if not then you'll need to try a different approach.  Many kids have some insight in to works well for them, don't think you shouldn't ask him/her, because he or she is only a kid.  The only other thing I want to warn you about is verbal prompting.  I recommend question prompts over verbal command prompts.  What do you need to do next?, rather than telling the child what to do next.  Many children get 'prompt dependent' and will not initiate tasks or the next step in a task because they are waiting for a prompt.  That means that we have made them less independent - not a goal of education.  

Use peer tutor - this can be good if again the peer tutor doesn't just tell the child what to do, or really not push the child to do what they are capable of.  As a teacher you really need to monitor those sessions, and then make suggestions about how the child is to prompt the other child.  

Teach mnemonics as a memory tool - again it depends on the child.  This may or may not work.  Many of us have some auditory processing and memory issues.  Is it because we were only 1/2 listening in the first place(attentional), or because it was hard to hear in noise (auditory), who knows.  Just keep in mind that mnemonics may or may not work if there are often memory problems.  You have to 'remember' to use your mnemonic device - if you get too distracted, you might not remember to use your tools (any of them, whether they are cognitive like a mnemonic or physical like a timer).

Teach visual imagery- Sure.  I wish someone had taught it to me.  I have just radio in my head.  No video.  When people talk to me on the phone, I don't visualize them in their cars or at home on the couch, like my mom does.  It really is baffling to me how others can do that. If you can teach it, by all means do.

Use graphic organizers - Yes! Yes! and Yes!   I love these.  I use them a lot and do mind-mapping also.  Kid's aren't too young to do mind mapping.  You can use stickers and cut out pictures too, for the little ones.

Use frequent repetition of key points - not too frequent.  Also, get them to use things like highlighters, underlining and filling in the blank to check if they are remembering the material.

Break down instructional units into smaller steps
Show relationship among concepts through graphs, outlines and webbing
Hightlight important information-
Use color coding to show concepts and relationships
Use music and movement
Use lists
Use pictographs

Yes! Yes! and Yes! for all the rest of these.  

You have given these things considerable thought.  You have a wealth of knowledge.  I hope that my comments have been helpful.

Many blessings to you.

Christine