ADHD and WM
SYMPTOMS
WORKING MEMORY & LEARNING
INTERVENTION
FURTHER READING
SYMPTOMS
There are two types of common behavior problems that teachers encounter in the classroom. The first is the hyperactive child. Let’s call him Jimmy. He is the student that has trouble sitting still, struggles to complete tasks on time, and is easily distracted. He always has three or four activities going on at once. He describes himself as a ‘very fast racecar with no brakes’. His parents are at a loss as he’s no better at home.
Here is what a student with attention problems, as well as working memory problems, is like in the classroom. Let’s call him Michael. Michael has trouble remembering things: simple things from what he is supposed to do next in an activity to what book he needs for the lesson. The teacher is often exasperated with him, but thinks that he is just a daydreamer. The truth is, Michael doesn’t really cause her much problem in the classroom. He isn’t boisterous or noisy. He doesn’t even disturb his classmates. Just the opposite! He is usually sitting quietly at his desk. Often, he is doodling or staring out the window. But he is not doing the assignment. He has forgotten what to do and is too embarrassed to ask for help. Or he probably thinks: ‘Why should I bother trying, I’m just going to get it wrong anyway.’
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Children with ADHD struggle most when they have to not only remember something, but when they have to process or do something with that information as well. For example, they might be able to repeat instructions back to you, but when they start doing the tasks they often forget things along the way. As a parent, you might also notice this at home. They may forget simple things you’ve asked them to do or often leave things behind. Working memory is the cause of this behavior. In fact, a recent study that I led found that their working memory is much worse than someone without ADHD.
As a result of working memory problems, children with ADHD perform very poorly in all areas of learning. They also find it difficult to cope with simple tasks in the classroom, such as following instructions, keeping track of where they need to be, remembering to do their assignments, and so on.
Early diagnosis is critical. Although you need a clinician or pediatrician to diagnose ADHD, as a parent or a teacher you can find out whether a child also has working memory problems. Their working memory ability will tell you whether they will likely have learning difficulties that make it difficult for them to cope. MORE ON WORKING MEMORY TESTS.
INTERVENTION
What can we do for students with ADHD? Of course there is medication. However, there is another approach. There is exciting research that training working memory in children with ADHD will improve their working memory, IQ, and attention. Studies have found that after training, children with ADHD had better memory and higher IQ scores. Parents also rated their children as being more attentive and less impulsive at home after training. READ more on training working memory.
FURTHER READING
READ an article on ADHD and working memory.
Working memory deficits in neurodevelopmental disorders. Journal of Child Psychology and Psychiatry, 47 READ IT
Prevalence of attention problems in a community sample. Journal of Attention Disorders, 2009.
The diagnostic utility of behavioral checklists in identifying children with ADHD and children with working memory deficits. Child Psychiatry & Human Development, 2009.
Working memory profiles of children with developmental disorders. Journal of Learning Disabilities, 2009.
An assessment of the diagnostic utility of executive function assessments in the identification of ADHD in children. Child and Adolescent Mental Health, in press.
