APA Sample Term Paper 1

APA Sample Term Paper: Tutoring College Students with AD(H)D

APA Sample Term Paper . Sample APA Research Paper: Tutoring College Students with AD(H)D We ha e all heard o! the school"o# who doesn$t %now how to sta# in his seat at school& instead he clim"s !urniture and ma%es noise during wor% time' We ha e also all %nown a schoolgirl who loo%s out the window (uietl# da#dreaming instead o! pa#ing attention to the teacher' We now %now that the h#peracti e "o# has a neurological disorder called attention de!icit h#peracti e disorder (ADHD) (Hallowell ) Rate#* 1++,& -atham* .///)' 01perts recentl# ha e agreed that the da#dreaming girl also has ADHD 2 sometimes called ADD "ecause it occurs without h#peracti it# (Hallowell ) Rate#* 1++,)' 3ut what happens when the child with AD(H)D grows up4 How can tutors wor% with college students who ha e AD(H)D4 What AD(H)D 5s College tutors need to understand what AD(H)D is "e!ore learning how to accommodate this condition' The three most important s#mptoms o! AD(H)D are inattenti eness* impulsi it#* and h#peracti it# (DS6257* 1++,& Hallowell ) Rate#* 1++,& -atham* .///)' The Diagnostic Statistical 6anual o! 6ental Health (DS6257) e1plains that simpl# ha ing these s#mptoms is not enough to diagnose AD(H)D "ecause e er#one sometimes has the same s#mptoms' These s#mptoms must "e 8persistent8 and the# must "e 8more !re(uent and se ere8 than the# are !or other people at a"out the same le el o! de elopment (DS6257* p' 9:)' 5t is possi"le to diagnose AD(H)D later in li!e* "ut onl# i! the s#mptoms "egan "e!ore age 9' Also* s#mptoms should cause pro"lems in two or more settings* !or e1ample at "oth wor% and home' ;urthermore* AD(H)D can onl# "e diagnosed i! the s#mptoms ma%e it hard !or the person to learn how to !unction well sociall#* academicall#* and at wor% (DS6257* p' 9:)' S#mptoms might not show up i! the person is under 8 er# strict control*8 is in a new place* or is doing 8especiall# interesting8 acti ities* or is wor%ing with onl# one other person (p' 9+)' AD(H)D is not a single condition& instead* there are three su"t#pes' People with the predominantl# inattenti e t#pe ha e trou"le pa#ing attention' Those with the predominantl#

APA Sample Term Paper ? h#peracti e2impulsi e t#pe are h#peracti e and impulsi e' The com"ined t#pe includes all three ma<or s#mptoms (DS6257* p' :/)' Perhaps the most well %nown s#mptom o! AD(H)D is h#peracti it#* "ut Hallowell and Rate# (1++,) emphasi=e that not all people with AD(H)D are h#peracti e' 5ndeed* the# sa# that man# people with ADD2mostl# girls and women2are (uiet da#dreamers (p' 1>?)' Ro"ertson (.///) notes that children with AD(H)D are 8consistentl# inconsistent'8 That means the same student could do er# well in school one month then er# poorl# the ne1t (Hallowell ) Rate#* p' @>)' Hallowell and Rate# also point out that people with AD(H)D are sometime a"le to h#per !ocus' That means the# ma# !ocus er# well on one thing !or a long time and will ha e trou"le stopping when it is time to !inish' What e1actl# does it mean to "e inattenti e* impulsi e* or h#peracti e4 Some speci!ic s#mptoms o! inattenti eness can include o erloo%ing details* ma%ing careless mista%es* doing mess# wor%* ha ing trou"le pa#ing attention* changing !rom one acti it# to another without !inishing an#thing* and "eing easil# distracted' Some e1amples o! impulsi it# include impatience* !re(uentl# interrupting other people* tal%ing at the wrong time* clowning around* and doing dangerous things without thin%ing a"out what will happen' H#peracti it# in children can include !idgeting and s(uirming* lea ing one$s seat when one isn$t supposed to* running and clim"ing at the wrong time* ha ing trou"le pla#ing (uietl#* and tal%ing too much (DS6257* pp' 9:29+)' AD(H)D in Adults Research into AD(H)D among adults is still new (Hallowell ) Rate#* 1++,)' People used to "elie e that AD(H)D was a childhood disorder that could "e outgrown' Howe er* researchers now understand that the# were wrong2AD(H)D can continue through college age and the rest o! one$s li!e (-atham* .///)' Ap to two2thirds o! AD(H)D children "ecome AD(H)D adults (Hallowell ) Rate#* p' @)' College students who ha e AD(H)D ma# ha e trou"le organi=ing* prioriti=ing* and !inishing their wor% on time* doing long assignments* doing tas%s that ha e man# steps* writing papers* handling math re(uirements* interacting with !acult# and students in an appropriate wa#* meeting

APA Sample Term Paper , e1pectations* and !ollowing rules (-atham* .///)' AD(H)D adults in general o!ten !eel the# are underachie ers* are disorgani=ed* procrastinate* do man# pro<ects at the same time without !inishing an#thing* can$t stand "oredom* can$t !ocus* ha e low tolerance !or !rustration* are impulsi e* worr# a lot* and ha e mood swings' H#peracti e adults are not as h#per as children* "ut the# are o!ten restless and ma# pace a lot* drum their !ingers* or !idget (Hallowell ) Rate#* p' 9?)' Tips !or Wor%ing with AD(H)D Students There is er# little literature on how to tutor college students with AD(H)D' Howe er* man# authors ha e shared ideas on how teachers can help children in their classroom who ha e AD(H)D' Bther authors ha e shared ideas on how people with AD(H)D can help themsel es "ecome more organi=ed' Some o! these ideas ma# "e use!ul !or tutors who wor% with college students' 3ooth (1++:) emphasi=es that it is important !or teachers (and* one presumes* tutors) to "e aware that 8no two students with ADD or -D are ali%e and that there are multiple approaches C that can and will "e di!!erent !rom student to student8 (para' 9 under su"head 8Teacher attitudes and "elie!s8)' Accordingl#* 3ooth encourages teachers to "e !le1i"le' Similarl#* one !act sheet suggests that teachers should !ind out what speci!ic things are hard !or each student' ;or e1ample* one student with AD(H)D might ha e trou"le starting a tas%* and another student might ha e trou"le !inishing one tas% and starting the ne1t (8Deneral 5n!ormation*8 1+++* August* para' . under su"head 8Teacher Tips8)' Hallowell and Rate# (1++,) sa# that teachers should "e open to new ideas "ecause sometimes what helps AD(H)D students ma# seem 8eccentric8 (p' .>>)' 3ooth (1++:) strongl# encourages that teachers use accommodations to help students learn to "ecome more independent' Accordingl#* teachers should onl# gi e students additional inter entions or accommodations when the students reall# need them' The goal should alwa#s "e to slowl# remo e accommodations when possi"le' Teachers can pro ide support in planning long pro<ects until the student graduall# learns how to use "etter time management s%ills and how to plan ahead "etter'

APA Sample Term Paper > People who wor% with children or other students with AD(H)D can help them "# reminding them a"out assignments the# need to do' Also* teachers should gi e directions "oth !ace to !ace and in writing' When a person with ADD is da#dreaming* it can help to ma%e e#e contact with the person' The e#e contact 8pulls8 them awa# !rom their da#dream so the# can pa# attention (Hallowell ) Rate#* 1++,)' Students with AD(H)D can usuall# !ocus "etter in a (uiet* 8low distraction8 wor% area (8Deneral 5n!ormation*8 1+++* August& 3ooth* 1++:)' Bne author suggests that college students with AD(H)D use the last 1> minutes o! each stud# period to re iew their progress on their arious pro<ects and to plan what the# will need to do the ne1t da# (-atham* .///)' Structure is important !or people with AD(H)D' People with AD(H)D can help themsel es "# ma%ing lists to remind themsel es o! things the# need to do (Hallowell ) Rate#* 1++,* p' .>>)' The# should di ide large tas%s into small ones and gi e themsel es deadlines !or !inishing each small part (Hallowell ) Rate#* p' .,9)' Sometimes it helps to ha e an ADD coach' An ADD coach as%s what tas%s the AD(H)D person needs to do and what the#$re doing to prepare* and can e en help choose* prioriti=e* and de!ine goals (Hallowell ) Rate#* pp' ..@2..9)' Tutoring College Students with AD(H)D Perhaps a regular tutor could ser e in the role o! an ADD coach "# helping AD(H)D students di ide each "ig pro<ect into man# smaller steps and decide when the# will complete each step' ;or e1ample* a student who needs to do a term paper could choose a deadline !or each o! the !ollowing steps: choosing a topic* deciding what in!ormation he or she needs to gather* !inishing the research* writing a rough dra!t o! the paper and showing it to the tutor* re ising the paper and showing it to the tutor again' When tutors meet with students* the# should as% them where the# concentrate "est' Can the# concentrate well i! the# wor% at the tutor$s usual ta"le4 Br should the tutor and student meet somewhere else4 Also* tutors should "e read# to repeat or write down their directions' 5n addition* tutors can ma%e e#e contact more o!ten to help students with AD(H)D stop da#dreaming and !ocus

APA Sample Term Paper @ "etter on their tutoring session' 5! a tutor meets with an AD(H)D student on a regular "asis* then the last !i e or ten minutes o! each session can "e used to discuss what homewor% the student will do "e!ore the ne1t session and what things the# will wor% on during the ne1t session' A"o e all* tutors should "e !le1i"le and should not o!!er more accommodation than the student needs' -atham (.///) has recommended three "oo%s !or college students who ha e AD(H)D and the people who wor% with them: ADD and the College Student edited "# Patricia B' Euinn* 6'D'* Few Gor%: 3runnerH6a=el* 1++,& Sur i al Duide !or College Students with ADD or -D "# Iathleen D' Fadeau* Ph'D'* Few Gor%: 3runnerH6a=el* 1++,& Higher 0ducation Ser ices !or Students with Attention De!icit Disorder and -earning Disa"ilities: A -egal Duide "# Patricia H' -atham* J'D'* and Peter J' -atham* J'D'* Washington D'C': Fational Center !or -aw and -earning Disa"ilities* 1++,' Whether a tutor decides to act as an ADD coach or in some other role* it can "e a challenge to !ind the "est wa# to wor% with college students who ha e AD(H)D' The more tutors learn a"out AD(H)D* and the "etter the# understand this condition* the easier it can "ecome to wor% with students with AD(H)D' 5t is especiall# important !or tutors to remem"er that "oth men and women can ha e AD(H)D* and also that not all people with AD(H)D are h#peracti e' Tutors can do a "etter <o" o! wor%ing with students who ha e AD(H)D i! the# learn the man# di!!erent things that teachers* parents* and pro!essionals do to help them* and i! the# learn how people with AD(H)D help themsel es'

APA Sample Term Paper 9 Re!erences 3iggs* S'* ) Fadeau* I' (1++.* Decem"er)' Students with Attention Deficit Disorder (ADD)' Presented at Chesapea%e Ps#chological Ser ices to mem"ers o! Fation$s Capital Area Disa"ilit# Support Ser ices Coalition' Retrie ed Januar# 1@* .//1 !rom http:HHwww'adult2 add'orgHstud#HstudentHstud#Kstud#Ktips'htm 3ooth* R' C' (1++:)' List of appropriate school-based accommodations and interventions. Highland Par%* 5ll': Fational Attention De!icit Disorder Association' Retrie ed Januar# 1@* .//1 !rom http:HHwww'add'orgHcontentHschoolHlist'htm Diagnostic and statistical manual of mental disorders (DSM-I ). (1++,)' Washington* D'C': American Ps#chiatric Association' Deneral in!ormation a"out Attention2De!icitHH#peracti it# Disorder !act sheet num"er 1+ (;S1+)' (1+++* August)' !he Academ" for #ducational Development and the $ffice of Special #ducation %rograms. Article retrie ed Januar# 1@* .//1 !rom http:HHwww'adult2 add'orgHstud#HteacherHstud#KteachKtips'htm Hallowell* 0' 6'* ) Rate#* J' J' (1++,)' Driven to distraction& 'ecogni(ing and coping with Attention Deficit Disorder from childhood through adulthood. Few Gor% Cit#: Touchstone' -atham* P' H' (.///)' Attention De!icit Disorder in college !acult# and students: Partners in education' )ational *enter for Law and Learning Disabilities. Article retrie ed Januar# 1@* .//1 !rom http:HHwww'adult2add'orgHstud#HstudentHstud#KstudentKcollege'htm Ro"ertson* A' S' (.///)' ADDHADHD: What does it mean !or parents and !amilies when their child is diagnosed with this condition4 Retrie ed Januar# 1.* .//1 !rom http:HHwww'adult2 add'orgHmedicalHresearchHresearchK!amil#'htm