This paper presents a structured study skills guide designed for high school students with ADD/ADHD enrolled in an Applied Psychology course. Because applied psychology spans diverse specialties — including social, sports, developmental, organizational, and clinical psychology — students must retain and organize substantial amounts of varied information. The guide draws on peer-reviewed research to recommend evidence-based strategies for remembering basic information, graphically organizing content, creating a productive home study environment, managing time effectively, and receiving tailored instructional support. Practical techniques such as self-monitoring, self-graphing, visual aids, and teacher-counselor collaboration are highlighted throughout.
This guide provides study skills support for high school students with ADD/ADHD who are enrolled in an Applied Psychology course. Applied Psychology focuses on the practical application of psychological principles across specialties such as social, sports, developmental, organizational, and clinical psychology. Because the nature of the skills and the populations each specialty serves are diverse and unique, students must retain and understand a substantial amount of varied information. An in-depth understanding of each form of psychology and the skills required to practice it correctly is therefore essential.
The best way to remember basic information on a topic is to outline the key points and provide a summary paragraph for each subject that a student can refer back to when needed. Under each paragraph, a bulleted list describing the key elements of the subject can help the student with ADD/ADHD learn and retain information more easily (Mercer & Mercer, 2001, p. 165).
Edelen-Smith et al. (1999) suggest that self-recording of subject matter and an understanding of subdivisions within topics — including each category of applied psychology — may be helpful for students seeking to learn basic information about each subdivision they encounter during independent study and in the classroom.
Many students with special needs, including those 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 organizing and reinforcing key features of each subspecialty the student studies.
Edelen-Smith et al. (1999) suggest that general academic improvements and consistent performance gains often result when students engage in "self-graphing" — that is, graphing their own understanding of each subject presented to them (p. 397). The authors hypothesize that visual stimuli, such as graphing one's own performance and subject material, prove more motivating for students with ADD/ADHD than many other methods of learning.
"Home study space setup and family involvement"
"Calendar planning and self-monitoring productivity"
"Teacher tips, tutoring, and note-taking services"
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