Metacognition and ADHD
- 1. Cynthia Garza & Toni Harper Metacognitive Strategies for the ADHD CHILD ECE 6753 Dr. Thornton
- 2. Defining Metacognition Knowledge Being aware of one’s strengths and weaknesses in a given topic Monitoring, or self-regulating, an ongoing learning process animatedthinkingcap.gif AND Regulation Being aware of our thinking as we perform a specific task to guide what we do during problem solving
- 3. Why is ADHD an important topic? (ADHD) is one of the most common behavioral disorders among children of elementary school age (Barkley, 1997) Evidence suggests that children with ADHD typically experience chronic underachievement and have high rates of school failure and grade retention (Barkley, 2006). “ It is suggested that current interventions for children with ADHD that focus on decreasing disruptive behavior and increasing simple attention to tasks may not address deficits in story comprehension skills such as those required for many school tasks” (Berthiaume, K, 2006)
- 4. The three types of ADHD ADHD : Attention- Deficit/ Hyperactivity Disorder Inattentive Type: have trouble sustaining attention. Cannot concentrate, easily distractible, disorganized, forgetful, daydreamer. Hyperactivity: a child is continually on-the-go. Excessive talking, leaving one’s seat during class, running about, impulsive, interrupt. Combination
- 5. The DSM Diagnosis Criteria Careless mistakes Listening skills during instructions Finishing schoolwork Organization Try to understand the criteri a in terms of the classroom setting. How do these symptoms affect learning? Daydreaming Girl
- 6. Story Comprehension Methods for ADHD Berthiaume, K., 2007 SQ4R S urvey Q uestion R ead W rite R ecite
- 7. Organization Tool for the ADHD Child Meyer, K. & Kelly, M. Children who used the self-monitoring checklist were more likely to finish there homework and less likely to have classroom problems. (Meyer, K. & Kelly, M., 2009)
- 8. References American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (Revised 4th ed.). Washington, DC: Author. Barkley, R. A. (1998). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65–94. Berthiaume, K. (2007). Story comprehension and academic deficits in children with attention deficit hyperactivity disorder: what is the connection? School Psychology Review, 35(2), 309-323. Meyer, K, & Kelly, M. (2009). A qualitative study of families and children possessing diagnoses of adhd. Journal of Family Issues, 30(9), 1155-1174. Vesely, P. & Gryder, N. (2009). Word of the day improves and redirects student attention while supporting vocabulary development. Intervention in School and Clinic, 44(5), 282-7
Editor's Notes
- #3: Being aware of our thinking as we perform a specific task to guide what we do during problem solving