New Study Suggests Fidgeting Helps Students With ADHD Learn - Cory Armes, M.Ed.

Key Points:

• Fidgeting may help students with ADHD concentrate on complex learning tasks.
• Allowing students to fidget and move during class can help improve academic performance.
• Try creating a "Jumping Corner" in the back of the classroom for students who need to move while learning.

ADHD: The Most Common Behavioral Disorder

Attention Deficit Hyperactivity Disorder (ADHD) is the most common behavioral disorder diagnosed in children. Common signs include restlessness, continual talking and inability to concentrate and pay attention. About 11 percent of school-aged children have been diagnosed with ADHD, with 1 in 3 having received treatment with medication and behavioral therapy. Some of these students end up falling behind their peers academically.

New Insight Into Hyperactivity

A new study published in The Journal of Abnormal Child Psychology suggests that hyperactivity may actually help students overcome their attention problems. Common hyperactive behaviors like running, jumping, rolling on the floor and continual talking are typically viewed as a disruptive problem that should be treated in addition to the attention problems. New research shows these behaviors aren't always present; instead, they are displayed when students are asked to complete tasks involving the executive functioning centers of the brain.

Researchers found that when students with ADHD were asked to perform a task that involved working memory and organization, those who were allowed to move or fidget did significantly better than those who were asked to keep still. Conversely, children without ADHD did better when sitting still, but worse when moving around.

These findings suggest that students with ADHD actually need their gross motor movements to help them complete challenging intellectual tasks. Rather than being part of the problem, it's likely that hyperactive behaviors help these students stay focused and attend to the task at hand. Researchers describe "excess motor activity as a compensatory mechanism that facilitates neurocognitive functioning in children with ADHD." This means that hyperactivity may be a feature to encourage rather than a bug to fix.

Translating Research Into Effective Teaching

Because traditional classroom management programs seek to reduce or eliminate disruptive behavior, these findings require some new thinking about how to effectively teach students with ADHD. It's a major challenge to maintain a learning environment that respects the needs of traditional learners who thrive in quiet, orderly spaces while allowing students with ADHD the freedom to move. Student safety is also important, so it's crucial for teachers to create a classroom with designated times and spaces for movement. Some strategies for teachers to employ in the classroom include:

• Allowing students to keep a fidget toy in their desks is a small start. Students can take the toy out when they feel like interrupting or jumping up. This can be a ball to squeeze or another toy with interesting tactile properties to keep them physically engaged so they can pay attention.
• Designating a corner of the classroom as an "Activity Zone" or a "Jumping Corner" creates a place where students can retreat when they feel the need to move around. This area is ideally placed in the back of the room where other students will not be distracted, but will allow clear sight lines to the teacher so the student can continue to follow the lesson.
•  A yoga ball chair or therapy bands tied to chair legs can help students with ADHD bounce and move without leaving their seats. This is especially effective during tests or writing sessions that require quiet thinking and movement at the same time.

As more research indicates that hyperactive behavior helps students with ADHD overcome concentration struggles to master complex material, it's more important than ever for teachers to find creative ways that support these students within their comfort zones. Allowing students to fidget in a controlled, respectful way can improve academic performance and create a classroom environment that is more comfortable for all learners.

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5 Essential Skills for Learning How to Read - Dr.Martha Burns, Ph.D

According to the Report of the National Reading Panel: Teaching Children to Read Reports of the Subgroups, the capacity to learn and grow as a reader depends on five essential skills:

Foundational Skills for Beginning Readers:

1) Phonemic Awareness: The insight that every spoken word can be conceived as a sequence of phonemes. Phonemes are the speech sounds that are represented by the letters of an alphabet.

2) Phonemic Decoding: The ability to capture the meaning of unfamiliar words by translating groups of letters back into the sounds that they represent, link them to one's verbal vocabulary, and access their meaning.

Skills Needed to Read for Meaning:

3) Vocabulary: Understanding the words in a passage, including the specific dimensions of their meanings or usage that matter in context.  For example, knowing that “tree” when reading about a “family tree” has a different meaning from “maple tree.”

4) Fluency: The ability to read with sufficient ease and accuracy that active attention can be focused on the meaning and message of the text and the text easily retained.

5) Comprehension: Thinking about the meaning of each segment of the text as it is read, building an understanding of the text as a whole, and reflecting on its meaning and message.

Teachers today are fortunate to have access to a wealth of scientifically based research into what works when teaching children to read.  The links that follow are courtesy of the National Institute for Literacy:

Birth to Early Childhood

Children begin building literacy skills long before they go to school.  Even very young children can be prepared to become successful readers later on.  Research has identified certain skills that are important for later literacy development; these skills include knowing the names and sounds of printed letters, manipulating speech sounds, and remembering what has been said for a short time.  Here are some ways to teach younger children these pre-reading skills.

Childhood

From kindergarten through third grade, young readers are actively developing all five of the core reading skills from phonemic awareness to fluency and comprehension.  Research has shown that teaching children to read successfully during this window requires a combination of strategies and instructional approaches.  Teachers must know how children learn to read and be able to tailor instructional approaches to individual children--especially those who are struggling readers.  Here are some instructional approaches for the five essential skills.

Adolescence

While many adolescent readers have mastered phonemic awareness and decoding strategies, they are often still challenged to fully understand what they read.  In middle and high school, it is common for literacy skills to be developed not only in language arts courses, but also in a variety of different content areas.  To prepare students for the literacy challenges of secondary school, language arts and content area teachers need to focus on the last three components of reading: vocabulary, fluency, and comprehension.  We shall discuss some approaches to teaching vocabulary and comprehension skills in our forthcoming posts.

Executive Function - The Foundation for School Readiness - Grace Wardhana

When Children begin to go to kindergarten, Whether graduating from a full-day preschool or parent-led home school or something in between, they will transition into their first year of a formal school setting in various stages of school readiness. What will determine a successful transition? Research shows one foundational factor: executive function.

What is executive function? Harvard University’s Center on the Developing Child defines executive function and self-regulation skills as “the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Just as an air traffic control system at a busy airport safely manages the arrivals and departures of many aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses.”

To put this in a real-life classroom context: imagine 3 kindergarteners participating at circle time. Abby and James are focusing on the discussion and raise their hands to answer the teacher’s question. Michael is distracted, interrupts repeatedly and has a hard time remembering what to do. It is clear which of these children will be more successful at the learning activity, and the latest research links this with executive function skills.

There is a dramatic window for growth in executive function and other cognitive skills between the ages of 3 to 5. We know now that development of these skills is not guaranteed and children with problems do not necessarily outgrow them. Children who struggle to plan and organize their work in early elementary may become adolescents who fall behind in homework, have difficulty completing projects and struggle to gain academic skills. In particular, economically disadvantaged groups tend to suffer from under-development of these skills, which puts them behind even prior to entering elementary school. Severe under-development may also lead to behavioral problems and in some cases, failure in school, as many teachers are not trained to recognize or treat these problems effectively. This reinforces the ‘achievement gap’ that already exists for at-risk groups in underserved communities—since those with behavioral challenges are often kept out of classroom work, and in turn may have trouble attending when in class.

The potential impact for early intervention during the pre-school and early elementary years is huge. Identifying deficits and building executive function and cognitive skills at the age-appropriate time could alleviate problems faced by at-risk groups. If these children, for example, are increasingly able to attend to class material and participate in group lessons, they will benefit from increased learning as well as better relationships with teachers and peers. Rather than laying a foundation as children who are frequently struggling to participate, these children may begin a positive cycle of engagement with teachers and peers.

Thus, these skills are a necessary groundwork to the building of academic skills, rather than simply an add-on. On the bright side, science has shown these skills can be trained and improve even with short-term interventions. Researchers who specialize in childhood brain development are working to spread the word to help parents and caregivers through books like “Einstein Never Used Flashcards” and initiatives like Vroom. 

The importance of building executive function and other cognitive skills at an early age is clear. We want children to build a strong foundation to become engaged and self-directed lifelong learners. We need to increase awareness of these skills and the potential for them to be explicitly taught by parents, caregivers and the educator community – whether it be through outreach programs, educational apps or other interventions. The sooner we make this a priority, the better equipped our communities will be to help children get the most out of their school experience.