MEMORY SKILLS CAN BE ENHANCED
NEWSLETTER APRIL 30, 2001
DIAGNOSIS ADD ADHD Now What?
Purpose: to present choices to consider
AFTER a diagnosis of ADD or ADHD.
Published 10th, 20th & 30th of each month (usually)
** PLEASE SEE DISCLAIMER AT THE END OF THIS DOCUMENT! **
“I forgot.”
“I don’t remember that.”
“What pages were we supposed to read?”
The ADDer probably utters the above statements more than others in a typical
classroom or home. It is FRUSTRATING for the adult to have to repeat directions,
chore requests and give constant reminders. However, you must realize that a
lack of memory skills is equally FRUSTRATING for the ADDer.
Thankfully,
there are some strategies to assist with memory problems.
The most beneficial strategy is probably to make sure you GET ENOUGH SLEEP and EAT NUTRITIOUS MEALS and DRINK ENOUGH WATER.. Your brain doesn’t function well without an adequate amount of rest, food and hydration!
HOW TO REMEMBER WHAT YOU HEAR
Train the ADDer to consistently take notes on what is said.
The adult should give a verbal clue such as “Write this down”. or “This is
important.” when working with a student.
Provide brightly colored note cards or notepaper for the ADDer to use. Monitoring of the actual note taking is essential in the training stages of implementation of this strategy.
Home example:
Upon coming home from school, you want your child to feed the dog, vacuum the living room and take out the trash.
Hand the child 3 note cards. Watch him/her write (or draw a picture for) the 3 chores – one on each card. Discuss a time frame to have the chores completed. Request the child give you each card upon completion of the chore. Give ample but not overly enthusiastic praise as each chore is completed. Have the child tear up the card as each chore is accomplished. As the card is torn up, have the child repeat a phrase such as, “I can remember to do my chores --- or Getting my chores done feels good.”
School example:
As you begin a lecture or lesson, hand the ADDer the same number of cards that coincide with the points of the lecture you want him/her to remember. As you proceed with the lesson, write the “points” on the board or an overhead. At the end of the lecture, have the student(s) show you the cards or require the cards be shared with a “study buddy.”
This skill takes practice. Once the skill is learned, however, it is a skill that will serve the student well throughout life. Discuss the need to take accurate phone messages, directions from bosses, and other appropriate life skills that pertain to the ability to REMEMBER WHAT YOU HEAR.
Students with an aversion to writing can be trained to use
a personal tape recorder to record the items to be remembered. The trick here is
to be sure the necessary information is LISTENED TO and reviewed at a later
date.
READING ALOUD
For the auditory learner trying to remember what is read, it is much easier if he is allowed to read the material aloud. Somehow, the actual vocalizing can help trigger the memory process for some people.
Reading aloud to a “study buddy” is preferable to a tape recorder but using the tape recorder is better than silent reading. Reading aloud enhances focus. If notes are taken while reading aloud, so much the better.
USE TECHNOLOGY
Have students e-mail themselves reminders.
Calling their answering machine at home can also be of great benefit in
helping people remember “stuff”.
DAY PLANNERS & ASSIGNMENT BOOKS
These are handy items but most adult ADDers I’ve worked with tend to stop using them after a few weeks without diligent monitoring (aka as nagging). In order to be useful, the planner must become permanently “attached” to the user and become a HABIT to use and review often.
For children, having a daily assignment book is helpful but
ONLY if it is actually filled in and checked at home and at school. Adults must carefully monitor the use of a planner with
students. It needs to become a
HABIT to use it and check it daily.
I personally, check out 4 students EVERY DAY to be sure they have their planners properly filled out and have a parent signature to indicate they shared the assignments and due dates with parents. In a classroom, consider assigning study buddies to “check each other’s assignment books”. The teacher must also do “spot checks” on students (randomly) to ensure compliance with properly using assignment books.
DEVELOP A SCHEDULE
A schedule can be very reassuring to the ADDer who is unable to “get it all done.” At a specific time each day (right before bed is best for many) ----- WRITE DOWN the important issues for the next day. Make it a “TO DO LIST”. Keep the list with your DAY PLANNER or ASSIGNMENT BOOK. Review this list first thing upon waking in the morning.
Have a general schedule of non-work or non-school time.
For instance:
4:00 arrive home from school
Have a nutritious snack
Check TO DO LIST
Set timer for 30 minutes.
Do as many of the TO DO LIST items as possible
Set timer for 30 minutes
Take a break – watch the news, go for a walk, play outside.
Set timer for 30 minutes
Continue with TO DO LIST
Set timer for 30 minutes
Take a break – watch the listen to music, draw a picture, pet your pet.
and so forth.
NOTE! Using a timer to schedule breaks is just as important as
using it to work.
MNEMONICS
Teach the ADDer to develop mnemonics to assist in remembering lists, dates and other “boring” items.
IT’S YOUR CHOICE
Eat and sleep right. Drink water.
Get in the habit of writing down anything that must be remembered - or tape recording it.
Call or email yourself with reminders
Day planners & assignment books – use them.
Become proficient in developing mnemonics.
PLEASE VISIT MY WEBSITE
www.addchoices.com
++++++++++++++++++++++++++
When the student is ready, the
teacher will appear.
THE FREE SPELLING AIDE IS POSTED
AT
http://groups.yahoo.com/group/ADDchoices/files/Freespbk.doc
DISCLAIMER
This information is for
educational purposes only. Much of the information is from classes and workshops
I’ve taken during my 28+ years of working with ADD & ADHD students –
sprinkled with my own comments, thoughts and insights.
Some information has been acquired from the INTERNET. Be aware that not all information on the WWW is accurate. Use your own judgment.
This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child’s (or your own) doctor for additional input.
Editor: BJ Madewell
Wichita, KS area
316-733-9532
FAX not available
Email ADDchoices@aol.com or
ADDchoices@yahoo.com
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