Study skills guide for students with ADD and ADHD

¶ … Add/Adhd

Study Skills Guide for ADD/ADHD Students

This paper provides a study skills guide for the subject of psychology in the high school setting for students with ADD/ADHD. Specifically, the subject students study will be Applied Psychology, which focuses on applying psychological principles for psychologists working as social, sports, developmental, organizational or clinical psychologists. The nature of the skills and people each would serve are diverse and unique, so there is much information the student will have to remember about each different type of psychology specialty. An in-depth understanding of each form of psychology and the skills needed to perform it correctly is needed.

Study Skills for Remembering Basic Information on Topic

The best way to remember basic information on a topic is to outline the key points of each topic and provide a summary paragraph of each subject a student can refer back to when needed. Under each paragraph, a bulleted list describing the key elements of each subject can help the student with ADD/ADHD learn and remember information easily (Mercer & Mercer, 2001, p. 165).

Edelen-Smith et al., (1999) suggest self-recording of subject matter and understanding of subdivisions in topics including each category of applied psychology studied may be helpful for students interested in learning basic information about each subdivision they encounter during their study and in the classroom.

Study Skills for Graphically Organizing Information

Many students with special needs including students with ADD and ADHD require visual aids to enhance learning. The use of charts in the classroom can help students organize information about each subtopic within the field of applied psychology (Mercer & Mercer, 2001). Flow charts are also helpful for enhancing learning and organizing information about the key features of each subspecialty the student learns about.

Edelen-Smith et al., (1999) suggests general academic improvements and consistent performance improvements often come to fruition when students engage in "self-graphing" or graphing of their own understanding of each subject presented to them (p. 397). The authors hypothesize that visual stimulants such as the use of graphing of performance and subject material proves more motivating for students with ADD/ADHD than other methods of learning for many.

Physical Changes Student Can Make to Improve Outcomes

Students can make many physical changes at home to improve the learning environment. These include studying in a quiet area that is set apart from other areas in the home and dedicated to studying courses. This area should include a task list and a board or notebook where the student can record key information about each style of psychology. A member of the student's family can help enhance learning by offering to quiz the student on selected divisions within the field of applied psychology by using note cards or a similar method.

Dennison, Schwiebert & Sealander (2002) suggest school counselor's work with students and parents in the home to identify ways the student can learn more efficiently, and identify areas where the student can work proactively with their teacher and peers (p.3).

Study Skills to Organize Time and Maximize Learning

ADD/ADHD students often find it difficult to organize time efficiently to complete tasks. One way to assist them so learning is maximized is by creating a calendar, and on each day of the calendar outlining what skills and information the student should study or learn on those dates (Dennison, Schwiebert & Sealander, 2002). The authors note it is important that teachers work with students in multiple classes to help them learn a teacher's unique learning style so the student can better track materials, "course content and assignments" and even work with students to "modify tasks and instructions to help a student stay focused" (Dennison, Schwiebert & Sealander, 2002, p. 3).

Edelen-Smith et al., (1999) suggest gains in productivity are accomplished through student self-monitoring of their performance in the classroom. While this skill did not improve accuracy, it did improve student behavior and student ability to organize information and time in the classroom (Edelen-Smith, et al., 1999, p. 397).

Study Hints and Information on Topic