Tutoring Students with ADHD

1. Tutoring Students with ADHD Rebecca Daly Cofer& Carol Scott Texas Tech University

2. Agenda • About ADHD • Stats • Characteristics • Myth vs. Truth • Challenges of Tutoring • Benefits of Tutoring • Training • During the Session • Tips • Helpful Technology • Contact Info

3. About ADHD • According to the DSM IV-TR, “the essential feature of Attention Deficit/Hyperactivity Disorder is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development.”

4. About ADHD • May be sub typed as • Predominately Inattentive • Predominately Hyperactive • Combined Type

5. Statistics • AD/HD is present in 4-6% of the population • AD/HD is more frequent in males than females • 60% of children with AD/HD will have symptoms in adulthood • Changes in diagnostic criteria have increased diagnosis of AD/HD

6. Statistics at Texas Tech • TTU has an estimated student enrollment of 28,000. • 804 students are currently enrolled with Student Disability Services (SDS). • 74% of our overall SDS population is diagnosed as either LD or AD/HD. • Students are enrolled in all 10 undergraduate colleges as well as the graduate and law schools.

7. Characteristics • Students with ADHD may show significant difficulties in the following: • Listening skills • Concentration • Memory • Reading speed and comprehension • Starting, organizing, and completing tasks • Students may suffer from depression and/or low self-esteem.

8. Myth vs. Truth - ADHD Myth Truth • Students are lazy and unmotivated • Students do less work for the same credit • Most faculty/staff will not come into contact with students with ADHD • All ADHD students are hyperactive • These characteristics may be true of any student • Accommodations cannot alter the integrity of the course • ADHD effects 3-7% of the population • Some are only inattentive

9. Myth vs. Truth - Tutoring Myth Truth • Students are “slow” • Tutors need to do everything for the student • Students will always be unorganized • Students will forget upcoming deadlines • Students have the same IQ as the university population • Students are responsible for their own work • This is not a weakness for everyone • Some students are excellent at time management

10. Challenges of tutoring this population • Students may need one-on-one tutoring instead of group sessions. • Sessions may need to be kept short (one hour or less). • Sessions may need to be structured by tutor – not the student. • Students may need more assistance with time management and organization than course content. • Students may be ashamed to admit they are struggling.

11. Benefits of tutoring this population • Add a new aspect of diversity to your center. • Tutors learn to appreciate strengths rather than seeing weaknesses. • Skills used in working with this population may be applied with other students as well. • Helps tutors “think outside the box”. • Rewarding experience for tutors to see the difference they make.

12. Training your tutors • Include ADHD content in your tutor training – regardless of your learning center’s focus. • Provide relevant ADHD information in tutor binder/manual. • Prep tutors on how to spot ADHD characteristics in students. • Incorporate simulations/activities to give tutors a better understanding of ADHD.

13. Training your tutors • Allow tutors to ask questions specific to this population during training. • Start off assertive – it can be hard to be tough later in the semester. • Stay professional – tutors are paid employees of the center and not “study buddies”. • Invite a guest speaker to share his/her story as a student with ADHD.

14. Sample scenario • Tutor trainer reads a sample passage aloud (in a normal speaking voice) and asks tutors to take notes and be prepared to answer a short quiz. • While the passage is being read, other trainers try to create as many distractions as possible (talking loudly, making noise, playing with objects in the room, etc.).

15. During the session • Tutor may want to spend time helping the student with organization and time-management (planners, syllabi, alarms, binders, etc.). • A set, regular session is helpful (same day and time each week). • It may be helpful for students to meet with the same tutor each session. • Students may need to take a break in the middle of the session if they are losing focus.

16. During the session • Tutors may wish to assign short, specific homework assignments. • Tutors will want to hold students accountable to their goals and preparation for upcoming sessions. • Tutors may serve as readers and/or scribes during the session.

17. Tips for tutors • Smaller, quieter rooms may be best • Student should face away from windows and doors • Student may focus better if he/she can play with stress balls during the session • Use of large dry erase boards may help engage the student • Stay positive and motivating

18. Advice from our tutors • “You are not their teacher. Your job is only to an aid in their studying and preparation for courses.” • “Set deadlines.” • “Calendars are a godsend.” • “Assertiveness is not the same as meanness, so don’t feel bad about it.”

19. Advice from our tutors • “Sometimes my students focus better if they can play with a stressball.” • “When my student has taken his medication, I can’t even tell he has ADHD.” • “One guy I work with gets grouchy the day he takes his Adderall.” • “It’s okay to disagree with your students about tutoring techniques – as long as you find another way to help them.”

20. Helpful technology • Although some technology is not designed for ADHD, these programs may help students stay engaged and focus during a tutoring session. • Inspiration: helps in creating mind-maps and paper outlines; helps students focus their ideas and express them creatively. • Text readers: these programs help across various learning styles; students can take in information visually and auditorally at the same time.

21. Questions? Contact us at: Rebecca.Daly@ttu.edu Carol.Scott@ttu.edu