There are several learning problems associated with ADHD which are either results of the actual symptoms of ADHhD or because the student also has a Learning Disability (LD).

All too often, the behavioural problems related to ADHhD become the primary focus of school interventions while the learning problems are often disregarded. A closer look at this problem will show that the cause of these students with ADHhD’s misbehavior may be due to their serious academic problems.

Special efforts must thus be made to identify these problems. Appropriate adaptations in the regular classroom must be individualized and must accommodate a student’s specific learning problems.

ADHD SYMPTOMS THAT INTERFERE WITH LEARNING

The core symptoms of ADHD such us inattention and impulsivity may cause serious learning problems. Hhere are some more common symptoms and how they could adversely affect a student’s daily learning process:

1. Inattention/poor concentration
• Difficulty listening in class and student would rather daydream or space out, thus missing out on what the teacher is explaining or failing to write down the correct homework details.
• Misses out on details and makes careless mistakes in work like errors in grammar, punctuation, capitalization, spelling, or math operations.
• Finds it difficult to stay on task and finish school work and may move from one uncompleted task to another (difficulty refocusing on work most especially when they are distracted).
• May not be too grade conscious or is not totally aware of the possible repercussions of a failing mark in class.
2. Impulsivity
• School work is usually done in haste − reading directions incorrectly; taking short cuts in written work (like doing math in his head); not listening or reading the complete question before giving an answer; or not double checking work before passing them.
• Hhas difficulty to delaying gratification and gives up working for rewards which will be given in a too distant future. An example: a student with ADHhD cannot wait for grades that will be given two weeks or more after a work is completed.

3. Poor organization skills
• Disorganized and loses or often forgets homeworks, assignments, books, pencils, PpE uniform, and other important school supplies.
• Finds it difficult to organize thoughts such problems with sequencing ideas and writing essays.
• Hhas problems getting started on tasks such as seatworks, assignments and reports or projects.
• Hhas a hard time breaking tasks into manageable segments and is easily overwhelmed by its “largeness”.
• Has difficulty planning ahead for completion of long-term projects (Ex. book reports or projects) and will usually resort to “cramming”.

4. Impaired sense of time
• Usually loses track of time and is often late in reporting for class or submitting assigned tasks. May also be impatient when waiting, feeling as though time is “creeping”.
• Procrastinates and does not anticipate how long tasks will take, putting off homework and projects until the last minute.

• Has difficulty developing timelines for completion of school work.

LEARNING PROBLEMS OFTEN ACCOMPANYING ADHD

Listed below are some of these learning problems and those that are marked with an asterisk (*) may qualify as a Learning Disability.

1. Language Deficits:

1.1 Spoken Language* (Oral Expression)

Talks a lot spontaneously (verbal hyperactivity of ADHhD) if he/she can choose the topic.

Finds it difficult to respond to questions where he/she must think and give organized, concise answers; may talk less or give incoherent answers because of this.

Hesitant to speak in class because of slow processing speed and difficulty organizing ideas. He/she may even be willing to accept a failing mark rather than speak in front of the class.

1.1 Written Language* (Verbal Expression; Input and Output)

Reading and writing is slow and student will take longer to complete work. At worst, he/she will come out with less written work or none at all.

Finds it hard to write essays since he/she will struggle organizing ideas and putting them in proper sequence.

Exerts great effort to get ideas out of his/her head and put it on paper. As a result, answers to test questions or essays may be brief.

1.2 Processing Speed: Studies show that low scores on the Coding and Symbol Search subtests of the Weschler Intelligence Scale for Children (WISC-III) may be indicative of problems with hand eye coordination or slow processing speed. Slow processing may be due to a combination of handwriting problems and cognitive processing problems. Scores on the Symbol Search may rule out handwriting problems. Low scores on the Symbol Search alone may indicate problems with low speed in processing of information since handwriting is not required on the subtest.

reads, writes and responds slowly and may take twice as long to do homework, class work, and complete tests (does not have time to double check answers) due to slow processing of information:

Cannot quickly retrieve information stored in memory such as important dates or facts.

1.4. Math Computation*

Slow with math computation and cannot quickly retrieve and use basic math facts such as multiplication and division tables and other math operations.

1.5 Listening Comprehension

Finds it hard to follow directions and becomes confused with lengthy verbal directions.

Has trouble getting the main points of a teacher’s lecture thus having problems in taking down important notes.

1.6 Reading Comprehension*

Struggles understanding and remembering what is read and has difficulty with long reading passages.

Makes errors when reading silently - may skip words, phrases or lines and may lose place when reading.

Has trouble identifying and remembering key facts from reading.

2. Poor Memory: Students with ADHhD may have difficulties with short-term, long term, and/or working memory, which are interrelated.

2.1 Short-Term Memory Problems

Finds it hard remembering information in the here and now, such as teacher requests, instructions, multi-step directions or verbally presented math problems.2.2 Working Memory Problems Struggles to hold information in his/her mind while actively processing it. For example, the student will find it difficult holding a math problem in short-term memory while reaching into long-term memory to retrieve needed formulas and math facts to solve the problem.

Takes a longer time on tests or exams because of poor access to memory.

2.3 Long-Term Memory Problems

Finds it difficult to place information into, and retrieving it from, long-term storage.

Struggles memorizing materials such as history dates, multiplication tables, math formulas, spelling words, etc.

Finds it difficult to quickly retrieve information stored in long-term memory.

May not easily recall information memorized the night before, such as math formulas or history facts.
May not do well on tests that would require recalling information from long-term memory (like general information), even though the student studies.

2. Poor Fine-Motor Coordination handwriting is poor and may sometimes be too small and difficult to read.

May either write slowly or avoid writing homework because of the struggle they have to go through.

Prefers to print rather than write cursive, even as an adult.

May be artistic and motor coordination required for art may be fairly exceptional.

With these information, a teacher can now take a closer look at a student who does not take notes in class. This student can easily be passed off as one of the “lazy types” but then again, maybe the student cannot fully pay attention and pick out the main points of the lecture, or worse, may have fine-motor coordination.

On the other hand, a student is not always “dumb” when he/she always fails a test. For all we know, this student may not be doing well on during tests because he/she reads, thinks and writes slowly; or may have difficulty organizing his/her thoughts; and/or may have difficulty memorizing and quickly retrieving the information from memory.

Editha R. Martelino is the current president of the ADHD Society of the Philippines. A parent of two children with Attention Deficit/Hyperactivity Disorder (ADHD), she initiated and played an active role in the ADHD School Caravan, a public awareness campaign on the disorder. She is an AB Literature graduate of the University of Santo Tomas and is a writer by profession.