Looking at the Whole Child
Most ADHD researchers and practitioners see children labeled with ADHD in terms of their deficits. Thousands of studies tell us what these kids can’t do, but few tell us what they can do and who they really are. Two exceptions are Crammond (1994) and Hartmann (1993). Where are the studies that tell us what these kids are interested in, what kinds of positive teaming styles or combinations of intelligences they use successfully in the classroom? What sorts of artistic, mechanical, scientific, dramatic, or personal contributions can they make to their schools and communities?
A new vision of educational interventions is needed to reflect a deeper appreciation for the whole child based on a wellness paradigm, rather than a deficit perspective rooted in a medical or disease-based model. We need to initiate a new field of study to help children with behavior and attention difficulties—one based on discovering their strengths rather than fixing their faults. Parents and teachers tell me about cases of ADHD-labeled kids who are talented dancers, musicians, sculptors, and dramatists. The ADHD community needs to conduct research on the positive qualities of these children and what their abilities could mean in contributing to their success in the classroom and in life.
Such research could develop assessment strategies geared toward identifying their inner capabilities. Gardner’s theory of multiple intelligences (1983) is one possible framework for developing appropriate assessment instruments to help identify such abilities—a refreshing change from the behavior rating scales and artificial performance tests currently used to assess ADHD in children. We must develop individualized educational plans (IEP) that give more than lip service to a child’s strengths and have goals and objectives that solidly reflect a desire to help children achieve success, rather than to “overcome their problems.”
While the ADHD worldview tacitly approves of a teacher centered, worksheet- and textbook-driven model of education (almost all of its educational suggestions are based on this kind of classroom), current research suggests that all students benefit from project-based environments in which they actively construct new meanings based on their existing knowledge of a subject. Some research suggests that students with ADHD do better in environments that are active, self-paced, and hands-on (McGuinness, 1985). Video games and computers are powerful teaming tools for many of these children. In fact, their high-speed behavior and thinking lend themselves quite well to such cutting-edge technologies as hypertext and multimedia (Armstrong, 1995).
Finally, interventions need to go beyond strategies such as smiley faces, points, and medications, and reflect a full sense of the child’s true nature. Here are a few approaches for use at home and school that might help children identified as having ADHD:
Use focusing and attention-training techniques. For example, see how long a child can sit still in a chair using a stopwatch (make it into a competitive game) or help kids visualize their favorite place when they need to calm down.
Teach self-talk skills. For example, teach kids to say to themselves: “If at first you don’t succeed, try, try again,” or show them ways of talking through the steps to solving a math problem.
Help with organizational skills. Help each student develop a folder that contains sections for each subject, a calendar for due dates, a place to hold accessories, etc.