ADD is often diagnosed as secondary to other learning difficulties which may range from learning disabilities to emotional disturbance. The earlier the diagnosis can be made and remediation begun, the better the chances of avoiding these other complicating difficulties.

As indicated by the name of this disorder, attention skills will need extensive work. Attention is an important prerequisite for all learning and success in school. Students will need to learn to finish work once started. They will need to learn to listen and be helped to have as few distractions as possible. Additionally, they should be programmed to build up their length of attention span. Some sources of ideas for this attention building are listed at the end of this digest.

Impulsivity is also an area needing remediation. Students will need to stop and think before they answer or begin work. This will require much supervised remediation at first but this control must eventually become self-controlled on the student's part. Activities and plans for working with impulsivity are available.

Hyperactivity or an inability to control movement, if present, can interfere with attending and learning. Teaching students how to slow down and become aware can include activities such as "The Turtle Imagery Procedure"; this activity teaches children to say they will go slow, like a slow turtle, in a structured program that includes more inclusive exercises. Other helpful methods include modeling of appropriate behavior by adults, self-confrontation with videotape, role playing, biofeedback, and relaxation.

One major problem students with ADD will encounter is in the area of effective socialization with peers. It is part of a cycle that when students fail to make friends and get along with others, the students then also have negative feelings about themselves.

Other specific skill deficits in perceptual and conceptual areas will also need attention. Much of the work in this area focuses on the task to be taught and uses a strong behavioral approach emphasizing incremental learning steps.

ADD seems to affect reinforcement response. But for any remediation program to succeed, parents and teachers will need to find out what would be potentially reinforcing for a student, and then a reinforcement schedule can begin to be planned. Success for those students is crucial.

ERIC Identifier: ED287261
Publication Date: 1987-00-00
Author: Scott, Mary E.
Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.