Blog | Students First ADHD Coaching

ADHD Working Memory Issues

Posted by Ann Imrie-Howlett on November 22, 2011 Leave a comment

‘He seems to be constantly day-dreaming. And when he’s not day-dreaming, he’s being distracted by something. He never listens!’

This is a common complaint from school teachers as they attempt to explain how a normally bright child in their classroom behaves during a typical school day. The child’s poor attention may be caused by working memory problems.

Is working memory a better predictor of academic success than IQ?

Recent research studies suggest it is because memory is closely linked to learning. Forgetfulness is a characteristic that makes students look like they’re lazy or they lack motivation, or they simply just don’t care but the reality is, it is a classic characteristic of poor executive function skills. Delayed executive function skills often accompany a diagnosis of ADHD and or LD. Dr. Russell Barkley states that these students are 3 to 5 years delayed in the development of their executive skills. Academic tasks influenced by executive functions can include organizing materials, getting started on school work, remembering homework and text books, memorizing facts, writing essays, solving complex math problems, being on time, controlling emotions and planning for the future. This has a huge negative impact on learning and behaviour when you consider a 14 year old beginning secondary school student may have the executive skills similar to an average 11 year old in grade 6! These students require much more direct supervision and monitoring than is normally provided for their age group.

Remembering is a far more complex task than we often realize. In order to successfully remember, students must:

pay attention
ignore distracting interruptions
store information
find information
quickly retrieve it
act upon the information

Working memory is only one portion of the executive skills but a highly critical piece for academic success regardless of IQ potential. It is a student’s ability to hear the teacher’s instruction, go into their long term memory and retrieve what they already know about the subject, connect the new information to the old, keep out distractions from the environment and then manipulate the problem and respond appropriately. Working memory can only hold a certain amount of information; when this is overloaded it is extremely difficult to ignore distractions. Imagine the ADHD student reading quietly to herself, struggling with mechanics of decoding the words, processing lengthy sentences, retrieving vocabulary meanings and applying appropriate meaning to the passage when the PA announces band practice — all of a sudden, she finds herself thinking of music and all memory of the reading has vanished!

Working memory is linked to reading comprehension and written expression as both are very complex processes. Working memory enables the processing and recording of information here and now. Long-term memory in turn is a theoretically unlimited memory store that holds and organizes everything we know and can do. Consequently, writing essays, drafting book reports or answering questions on tests or homework is often very challenging for these students. For example, when writing essays, students often have difficulty holding ideas in mind, acting upon and organizing ideas, quickly retrieving grammar, spelling and punctuation rules from long-term memory, manipulating all this information, remembering ideas to write down, organizing the material in a logical sequence, and then reviewing and correcting errors.

Abilities that are affected by poor working memory are:

remembering and following instructions
memorizing math facts and spelling words
performing mental computations
completing complex math problems such as algebra
remembering one part of an assignment while working on another portion
paraphrasing or summarizing
organizing and writing essays
learning from past behaviours
judging the passage of time accurately
examining or changing their own behaviour
preparing for the future

Ideas that may be helpful are

Create checklists and “to do’ lists (externalize memory)
Estimate and keep track of exactly how long tasks take to complete
Break long assignments into small chunks and assign time frames for completion
Use visual calendars (4 months at a view) to track long term projects and assignments
Write the due date on the top of every assignment
Ask for written directions
Organize the study space so all materials are easily accessible
Minimize distracting clutter
Schedule time to review and organize
Prepare for upcoming changes in routine and activities
Keep to routines as much as possible – automatic behaviours do not over load memory

When you understand these unseen disabilities, you are in a position of strength and have compassion to support and assist your child.

Remember “Your child’s experiences in school will have a lasting impact upon their future. School success is very therapeutic!”

ADHD Education, Living with ADHDDistractibility, Memory

Myths About Distractibility and Solutions That WORK

Posted by Ann Imrie-Howlett on May 24, 2011 Leave a comment

Myth: Tapping pencils, doodling, and rocking back and forth in the chair equals distraction.

Truth: We now know that children attend better when they move around or are given something to hold or touch. Provide sensory input to help the child to focus. Stress balls, chewing gum, and weighted lap pads provide an outlet for the ‘fidgeter’. In addition, a recent study found the twistable Tangle Toy Jr. (tanglecreations.com) helped students to sustain effort and complete assignments accurately. Movement is also essential. Allow work to be done while standing up or pacing the room.

Myth: Students should quietly study in their room.

Truth: Distractible students do best when an adult checks in periodically. Choose a place away from the household action but close enough for you to monitor, such as the dining room. Assist your child with getting started on the task at hand. Have him set a timer for a short period of time with the goal of working consistently. By checking in when the timer rings, you’ll be allowing him independence and creating accountability at the same time. A portable ‘study zone’ with all materials (paper, pens, highlighters) in one place, is also helpful for students who always seem to be searching for supplies.

Myth: If a student wanted to pay attention, he could.

Truth: Kids that struggle to focus are consistently inconsistent. One day they can concentrate perfectly, and the next day is a battle. Their distractibility can be neurobiological in nature and they must be taught effective coping mechanisms.

Rather than nagging, use positive reinforcement and effective rewards. Try a ‘mystery motivator’ – after your child is on task for an allotted period of time, he can choose a reward card from an envelope (15 minutes extra on Wii, 10 minute later bedtime, etc.). The suspense of working towards an unknown prize is quite powerful for many.

Additionally, research shows that placing a mirror in your child’s work space will help him monitor his own attention. Your child is likely to refocus if he looks up and sees that he’s off task. As an added benefit, keeping a mirror in the workspace was found to improve the accuracy of assignments.

ADHD EducationDistractibility, Tips and Strategies

Motivation: Lessons From the Olympians

Posted by Ann Imrie-Howlett on April 23, 2011 Leave a comment

The following note was written by a youngster with a learning disability.

The Way I Learn and What I Think About It

By: Jason, Age 12

I would like to express my thoughts and feelings about learning differences. I’m learning disabled. I learn best by using my body, saying what I need to learn verbally, and making songs to help me. Sometimes it is hard for me not to doubt myself. Some of my strengths are I am strong in English. I’m good with other people. Also I am good in many physical activities. One of the downsides of learning differently is that it takes me a lot longer to do or learn things. I think being LD means that it takes someone a little longer to learn some things than another person. Also I think it means the teacher needs to find other ways to teach you. People with learning differences are the same as everyone else, but when it is time to take a pencil, paper and do their work they may need help from a teacher, and someone else may not. If you are LD, you can reach your goals; you just may need to try a little harder.

Jason’s story could be repeated by all of your children I am sure. If anyone ever says a learning disabled child is lazy then they have never attempted to understand what it is like to hold focus while their mind is racing off at super speeds, or following a twisted path such that at the end you can’t remember where you began or listening to the teacher talk and not understanding what she has said, or starting off down the hall on an errand and remembering only the last instruction, or having to think if the letter b is the one that has the stick that goes up & ball to the right or the ball that goes down or the stick that goes down or … or….. This is why it takes longer! Your children try harder and experience fewer successes than their non learning-disabled peers. When you ask them what they like about school they often have to think. We all must play to their strengths and give them credit for their successes.

How far would our Olympians have gone if we constantly pointed out their shortcomings? Imagine the lessons that these athletes could teach us all:

Alex Bilodeau: It’s about inclusion and being totally inspired by his brother Frederic, who has cerebral palsy.
Joannie Rochette: The courage to keep chasing your dream amid great adversity.
Jenny Ciochetti and Ryan Blais, the bobsledder and aerialist who both fell painstakingly short of making the Olympic team but still came to support their teammates.
Clara Hughes: How finding your passion can rescue you from a dead end path.
Jasey-Jay Anderson: Never give up. Stay true to yourself.
Brian McKeever: Refusing to let a disability define you. Handling a setback with class.
Jon Montgomery: ADHD perseverance, dedication and focus despite impulsivity.

In this last term of the year, we have to encourage every student to find their own personal, inner Olympian so they are able to successfully reach the finish line of the academic marathon.

“We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to big differences that we often cannot foresee”— Marian Wright Edelman

Learning Disabilities, Living with ADHDGoal Setting, Motivation

What to Do If You or Your Child Is a Perfectionist

Posted by Ann Imrie-Howlett on March 11, 2011 Leave a comment

Make a Schedule and Time Limit for Homework Completion

Many perfectionists are also procrastinators. Why? They fear failure and put off starting until they are “in the right frame of mind”. Help your child by setting a beginning time as well as an ending time in sufficient advance of deadlines so that they are able to chunk their work into small pieces. This reduces the fear of failure and gives ample time for those perfect ideas to percolate. Teaching routines is important but help them to understand that their habits should not be so rigid that they can’t be changed.

Allow for Down Time – Do Not Over Schedule

Having no down time can overwhelm children. Feeling overwhelmed can spiral perfectionism out of control. Many kids with perfectionist tendencies can cope on their own while others only need a few events to trigger great anxiety. Having too much on their plate can instigate these feelings.

Respond to Worst Case Thinking

Perfectionists are color blind: they see the outcomes in black and white. Their attitude is all or nothing. Help them to consider alternative outcomes such as: “What would happen if the teacher didn’t agree with the points in your essay?” Discuss the possible outcomes from varying perspectives. They will see that imminent disaster will not occur.

De-emphasize all A’s

Instead of only focusing on the mark, comment on the amount of effort that went into achieving the grade. Help kids to understand that they can feel satisfied when they feel they’ve done their best, not necessarily the best! We all know good marks are necessary for the competitive admission policies to university and college but study habits, perseverance and work ethic are more important life skills than the number of A’s.

Mistakes are Learning Opportunities

If work is perfect all the time, kids are not challenged. Explain that there is usually more than one way to do most things. Give specific praise.

Model Healthy Excellence as well as Coping Skills when Dealing with Disappointment

Take pride in the quality of your work but don’t hide your mistakes or be constantly self-critical. Model the lessons you learn from mistakes. Humour always helps. Congratulate yourself when you’ve done a good job by letting your children know that your own accomplishments give you satisfaction.

ADHD Education, Learning DisabilitiesPerfectionism, Procrastination, Tips and Strategies

Good, Better, Best – Trouble With Perfectionism

Posted by Ann Imrie-Howlett on February 15, 2011 Leave a comment

Good, better, best
Never let it rest,
’til your good is better and your better best

Excellence is OK! We all want our children to strive for excellence. Quality work is a reasonable goal but perfectionism goes beyond excellence. It leaves no room for error. Since mistakes are unacceptable, perfectionism leads to unrealistic goal setting, feelings of inadequacy, sensitivity to criticism, persistent anxiety as well as procrastination.

What’s the Trouble with Being Perfect?

Perfectionism is an interesting conundrum. On the one hand, what could be wrong with someone wanting to do the very best job possible? However, the trouble with perfectionism is that it often leads to procrastination.

Take the writing of this article as an example. It has been on my “TO DO” list since early January. A newsletter on the topic of perfectionism, after all had to be perfect! Self-doubt crept in… Was I up to writing the perfect newsletter?? I didn’t think so. The more I thought about it, the more I worried about writing perfect sentences. I was seeking the perfect punctuation and prose in perfect sequence while also ensuring that everything was spelled perfectly. Eventually, I became aware that my inability to find the right words was impeding my ability to gain any writing momentum. I was so busy worrying about writing the right thing that I never got to write anything.

So here it is – days before I leave on holiday, I no longer have time to worry about perfection, I just have to do it! The cost of perfection to me was anxiety, self-doubt and certainly stress! Wouldn’t it have been better for me to capture the main thrust of my ideas and just written the newsletter?

This dilemma exists for students as well. Parents sometimes ask me about perfectionism while several others wished they had the problem! However, perfectionism is a double-edged sword. Grades and homework might be stellar but at what cost – anxiety for the student, stress for the parent and disruption everywhere.

If we do nothing and then pull out all the stops at the last minute and then think oh well we could have done better if we had more time. What a dangerous loop!

ADHD EducationPerfectionism, Procrastination

Classroom Modification Teaching Strategies

Posted by Ann Imrie-Howlett on November 20, 2010 Leave a comment

	When you see this behaviour	Try this solution
Classroom setup	Easily distracted by classroom activity or by activity through the door or windows	Seat student front and centre away from distractions
	Is unaware of personal space, reaches across desks to talk to or touch other students	Increase distance between desks
	Acts out in class to gain negative attention	Seat student near good role model
Assignments	Is unable to complete work within given time	Allow extra time to complete assigned work
	Does well at the beginning of an assignment but quality of work decreases toward the end	Break long assignments into smaller parts; shorten assignments or work periods
	Has difficulty following instructions	Pair written instructions with oral instructions
Distractibility	Is unable to complete work within given time	Allow extra time to complete assigned work
	Complains that lessons are boring	Seek to involve student in lesson presentations
	Is easily distracted	Cue student to stay on task with a private signal
	Turns in work with careless errors	Schedule 5 minute period to check over work before turning in homework or tests; Teach students how to proof read and edit
Behaviours	Fails to see point of lesson or activity	Increase immediacy of rewards and consequences
	Blurts out answers or interrupts others	Acknowledge correct answers only when hand is raised and student is called upon
	Needs reinforcement	Send daily/weekly progress reports home
	Needs long-term help with improving behaviour	Set up behaviour contract
Organization & Planning	Can’t keep track of papers	Color code each subject then buy binders, books etc that match each subject. Buy accordion folder labeled for each subject for loose pages if child is in rotary subjects and can’t carry binders.
	Has trouble remembering homework assignments	Provide student with assignment book; supervise writing down of assignments’
	Loses books	Extra set of texts at home
Restlessness	Needs to move around	Allow student to run errands or stand ay time while working
Restlessness	Has difficulty focusing for long periods of time	Provide short breaks between assignments; Thinking object in pocket to fiddle when needed; Quiet timer (hour glass)
Moods/socialization	Is unclear as to appropriate social behaviours	Set up social behavior goals with student and implement reward program
	Does not work well with others	Encourage cooperate learning tasks
	Is not respected by peers	Assign special responsibilities in presence of peer group
	Has low self confidence	Compliment positive behavior and work; give student opportunity to act in leadership role
	Appears lonely or with drawn	Encourage social interactions with classmates; plan teacher-directed group activities
	Is easily frustrated	Acknowledge appropriate behaviour and good work frequently
	Is easily angered	Encourage student to walk away from angering situations; spend time talking to student

ADHD Education, ADHD TutoringTips and Strategies

Why Study Habits Are Important

Posted by Ann Imrie-Howlett on October 20, 2010 Leave a comment

Our son started to struggle at school in grade 2. The local public school felt that his struggles at reading and writing were the result of pressuring high achieving parents and perhaps if we relaxed, his learning would come along just fine. However, the academic timeline puts children into grades. Achievement and self-esteem do matter. Therefore we took matters into our own hands and had a private psychological assessment done. The conclusion was he had several learning disabilities as well as attention deficit. According to the assessment, not the teacher, at the end of grade 2 he was already 2 grades behind, and the school had no plan to help him catch up in the missing skills; all they could provide was a 40 minute group remedial class a few times a week.

We decided to send him to private school where he would have a small class, no behavioral distractions and a structured curriculum. Reasonable daily homework was part of the daily expectations from grade 3 to grade 8. The teacher marked it, and it was always accounted for. Assignments were corrected, and corrections mattered, so incorrect ways of doing things were never allowed to continue.

What was the value of this structure you may wonder? The resounding answer is discipline, the ability to set priorities and complete tasks; the old-fashioned notion that work comes before play and that true success is earned at the end of a job done well.

These steady work habits slipped somewhat when he reentered public high school at grade 9 due to the inconsistency of the public school homework pattern. There was either no homework or too much. My observation is that over worked teachers frequently, do not return the assignments in a timely manner, so the students miss out on the essential feedback necessary to learning. As a result, these students are unable to manage their time, set priorities or even realize the value of education in their life.

Our son is now in first year of University, and in conversation last night he told how his residence was emptying out already, with kids who could not cope with the work load of university. They were not prepared for the work load and independence. They had not been taught how to set priorities, manage time and work independently. A recent news report suggested that only 25% of those who enroll in university or college complete their courses. Whether or not that statistic is totally true I don’t know, but, I do know the drop out rate is very high! That is scary! Good study habits lay the groundwork for successful work habits as an adult.

ADHD Education, Learning DisabilitiesGoal Setting, Tips and Strategies

Procrastination – What, Why & How

Posted by Ann Imrie-Howlett on September 21, 2010 Leave a comment

Procrastination Assessment

Sure, we all put off a few unpleasant tasks, but psychologists say that some of us poison our success with chronic procrastination. Is your child a chronic procrastinator? Try this simple quiz to find out…

They procrastinate excessively if you agree with five or more of the following statements:

They often put off starting a task they find difficult.
They often give up on a task as soon as they start to find it difficult.
They often wonder why they should be bothered doing a task.
They often have difficulty getting started on a task.
They often try to do so many tasks at once that they don’t finish any.
They often put off a task in which they have little or no interest.
They often try to come up with reasons to do something else.
They often ignore a task when they are not certain about how to start it.
They often start a task but stop before completing it.
They often think that if they ignore a task, it will go away.
They often cannot decide which to begin first.
They often find their minds wandering off to other things.

Why Do Students Procrastinate?

There are many reasons why students procrastinate. Here are the most common reasons:

Perfectionism: A student’s standard of performance may be so high for a task that it does not seem possible to meet that standard.
Fear of Failure: A student may lack confidence and fear that he/she will be unable to accomplish a task successfully.
Confusion: A student may be unsure about how to start a task or how it should be completed.
Task Difficulty: A student may lack the skills and abilities needed to accomplish a task.
Poor Motivation: A student may have little or no interest in completing a task because he/she finds the task boring or lacking in relevance.
Difficulty Concentrating: A student may have too many things around that distract him/her from doing a task.
Task Unpleasantness: A student may dislike doing what a task requires.
Lack of Priorities: A student may have little or no sense about which tasks are most important to do.

How Can I Help My Child Overcome Procrastination?

Here are some things you can do to control excessive procrastination.

Motivation and Positive Self-Talk. “There is no time like the present,” or “Nobody’s perfect.” “The sooner I get at it the sooner I’m free” etc.
Make a schedule of the tasks you have to do and stick to it.
Prioritize the tasks you have to do.
Set clear goals and be specific with time. Set a timer.
Work on tasks at the times they are most alert and positive.
Break large tasks into small manageable parts.
Work on difficult and/or unpleasant tasks first.
Work on a task you find easier after you complete a difficult task.
Work on tasks as part of a study group.
Get help from teachers and other students when you find a task difficult.
Find a good place to work on tasks.
Eliminate distractions that interfere with working on tasks.
Set reasonable expectations that you can meet for a task. Don’t be a perfectionist!!!
Take breaks when working on a task so that you do not wear down.
Rewards when the task is done.

ADHD Tutoring, Learning DisabilitiesProcrastination, Tips and Strategies

Using Your Best Style to Learn

Posted by Ann Imrie-Howlett on August 20, 2010 Leave a comment

What Is Important About Learning Styles?

Simply put, using your learning style is your best method of learning. It is important to know and understand your personal learning style in order to develop effective study methods. Matching your style to specific study techniques will help to make sense of the information and help it be stored in memory more effectively. There are three main learning preferences:

Auditory (hearing)
Visual (seeing)
Kinesthetic (doing)

The ideas that follow are by no means absolute, but the intent is to help you assist your child when they are doing homework or studying.

Strategies for Auditory Learners

Read instructions out loud or sub-vocalize if in class
Make up a rhyme or a song with information in it
Say the words in syllables
Read the text into a tape recorder and listen to it as review
Join a study group where you can discuss main ideas
Make up mnemonics
Sit towards the front of the classroom so you can hear well
Stay away from doors, windows etc to cut out distracting noise
Listen to soft music with no lyrics

Strategies for Visual Learners

Take notes
Use colour coded highlighting
Use graph paper to help make charts and diagrams to illustrate key concepts
Use mind maps and visual chains
Use a computer to help with organization
Think in pictures
Use photographs and clip to illustrate
Underline key words
Use Cornell note taking method
Use flash cards to help rehearse (questions on 1 side; answers on the other)
Remember important terms by looking for a part of the word your know & make connections

Strategies for Kinesthetic/Tactile Learners

Participate in class discussions
Ask questions and look for the answers when studying
Highlight, underline and take notes
Do something physical before studying
Take regular, brief breaks
Move a body part or walk around if it helps you concentrate
Use your hands when studying and explaining concepts to yourself
Write list repeatedly
Sit near the front of the classroom and always take notes
Purchase a ball seat
Make models
Tape your study notes and listen to them while exercising
Read on a stationary bike

ADHD TutoringTips and Strategies

Back to School

Posted by Ann Imrie-Howlett on July 20, 2010 Leave a comment

It’s the beginning of the school year, and time to get our children ready for reading, writing and arithmetic. But now, more than ever, larger skills are the key to academic success.

Organization, time management and study skills are important for children of all ages, and a lack of these skills is a real problem. In fact, “chronic disorganization is a real disability, just as much as a problem with reading, math or spelling might be.” (Mel Levine, Professor of Pediatrics at the University of North Carolina)

Whether your child is impacted significantly or just has trouble remembering homework from time to time, here are some helpful tips:

Research shows more is accomplished if homework is begun right after school and when the hardest assignment is done first. Having a set ‘homework zone’ with necessary materials out and ready alleviates the “I need to find a pencil!” problem.
Before homework starts, give a short break and help prioritize assignments. (What will be done first, second, third, etc.?) Check to see if there are any long-term assignments.
Always utilize a daily, weekly and monthly calendar.
For children who underestimate the amount of time it takes to complete an assignment, use a timer.
For those who overestimate the time remaining to complete a task, set a designated start and end time. Reward completion with a privilege.
Students of all ages need to have a binder system that works for them and their teachers, and “binder maintenance” should occur at least weekly. Label and file away old materials in a reserve accordion notebook that can be easily accessed in the future (i.e., for a final exam).

Remember that time spent organizing today will be time saved tomorrow! Helping your child gear up for the school year by setting up effective systems early, will help everyone in the long run.

ADHD TutoringBack to School, Tips and Strategies

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ADHD Working Memory Issues

Is working memory a better predictor of academic success than IQ?