Add/Adhd Study Skills Guide for Term Paper

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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.

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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

There are many hints and tips a teacher can provide to ADD/ADHD students on the topic to help them learn and study the subject carefully. Dennison, Schwiebert & Sealander (2002) suggest it is helpful for teachers to outline to students differences in their course materials and instruction styles, and provide students with ADD/ADHD help in modifying their approach to learning in an individual manner to promote greater success and achievement. A teacher may also recommend tutor services for a student having trouble with the subject matter that is complex, and provide the student with access to "note-taking services" that will allow the student to stay more focused while in class without missing out on important material following lecture (Dennison, Schwiebert & Sealander, 2002, p. 3)......

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