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Page 1 of 8 by Arthur L. Robin, Ph.D. Wayne State University, Detroit, MI
This paper is reproduced in whole at this site with the kind permission of Dr. Robin. I find it a very comprehensive picture of what can be done to help adolescents be successful in the school setting. Perhaps you, as a parent, can look at those items that could be most helpful to you at the present time, and try to concentrate on just a few at a time. Sometimes the big picture can be overwhelming, but you'll find great ideas in this paper.
There is also a great deal of information for professionals to use in helping these children.
Tables for this paper and their locations are:
Table 1- Classroom Performance Survey
Table 2- Diagnostic Checklist for School Success
Table 3- The Homework Plan for Michael Adams
Table 4- Memorization Techniques for Different Learning Styles
Hope you enjoy this wonderful paper!
1. Developmental Demands of Secondary Education
(Mercer & Mercer, 1993):
A. Becoming a more independent learner
B. Gaining information from printed materials
C. Gaining information from lectures
D. Demonstrating knowledge through tests
E. Expressing information in writing
F. Working independently
G. Demonstrating a broad set of cognitive and metacognitive strategies
H. Interacting appropriately with same and opposite-sexed peers and adults
I. Demonstrating motivation to learn
II. How do the Core Symptoms of ADHD interfere with meeting these developmental demands? Many ways, but here are a few examples:
A. Distractible, inattentive youngster may not pay attention to printed materials or lectures long enough to obtain useful information
B. Will certainly have difficulty becoming an independent learner and demonstrating knowledge through testing.
C. Impulsive youngsters may have major handwriting problems and make many careless mistakes
D. Impairments in prolongation, separation of affect, internalization, and reconstitution (4 abilities impaired according to Barkley) may interfere with development of higher order cognitive skills
E. Impulsivity and poor attention to social skills may retard development of peer relationships
III. As a Result, What Specific Problems do ADHD Teens Have In School?
F. Failure to complete homework and in-class assignments
G. Low test grades and failing report cards
H. Poor comprehension of what they read
I. Poor study habits and memorization skills
J. Coming to class unprepared
K. Poor classroom participation and poor note-taking, listening
L. Illegible handwriting
M. Failing to ask for help when needed
N. Disruptive behavior
O. Truancy
P. Associated learning disabilities
IV. Many of these problems did not occur much prior to middle or high school because:
A. High intellectual ability
B. Lack of challenge of average school curriculum
C. Close parental/teacher monitoring
D. Mild to moderate severity of ADHD symptoms
E. No real conduct problems or hyperactivity (especially in girls)
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